Caring for Creation

Overview

Students investigate how environments function using service function, source2 sink function, and a spiritual function, then apply this thinking to biodiversity. The lesson builds understanding of environmental change and management by linking human actions to how ecosystems support life and wellbeing.

This exploration is grounded in the perspective of Genesis Chapter 1, highlighting God as the creator of diverse environments. Students will appreciate the amazing design of various environments where different species of plants, animals, and humans work together in an ordered world, fostering a deeper sense of responsibility to care for creation.

Learning intentions

• Students will analyse how environments function (source and sink; service function; spiritual function).
• Students will explain how biodiversity supports environmental sustainability.
• Students will assess how different management approaches protect places and environments.
• Students will understand the Genesis Chapter 1 perspective of God as creator of diverse environments and appreciate the ordered design of ecosystems involving plants, animals, and humans working together.

Success criteria

• I can describe what “source” and “sink” mean for a place.
• I can identify at least two ecosystem services environments provide.
• I can explain how spiritual perspectives can influence environmental management.
• I can use evidence to justify a biodiversity protection approach.

Curriculum links

• Geography: environmental change and management (thinking and working geographically; environmental management; environmental case study).
• Students assess different approaches to managing and protecting places and environments.
• Students analyse how environmental systems function and how people influence them.

Lesson structure (83 minutes)

1. 0–10 min · Settling hook + purpose. Teacher reads a short prompt: “Our natural environment protects and supports all life on earth; we are tasked with being good stewards of creation.” Students quick-write one sentence: “One way environments support life is…”

2. 10–25 min · Explicit teaching: functions of environments. Teacher presents three anchor concepts with simple examples on the board:

• Source and sink (what a place produces and what it absorbs/stores)
• Service function (resources and life-support, e.g. water, habitat, climate regulation)
• Spiritual function (meaning, responsibility, relationships, cultural and faith-based duties) Students complete a guided note-catcher: match each function to an example and underline key words.

Success criteria check (verbal): students share one example for each function.

3. 25–40 min · Mini case: local environment scenario. Teacher hands out a short scenario card (e.g. creek catchment, coastal reserve, urban park) including brief facts about pollution, habitat, and native species. Students in pairs identify:

• one source function example
• one sink function example
• two service functions
• one spiritual connection (stewardship, respect, responsibility) Teacher circulates, prompts with questions, and corrects misunderstandings.

4. 40–55 min · Maintaining biodiversity: what changes when species decline? Teacher models a cause–effect chain using one example (e.g. fewer pollinators → fewer plants → fewer birds). Students create a simple “biodiversity domino” (4 linked boxes) showing at least two impacts: ecological and human wellbeing.

Dyslexia-friendly option: provide pre-printed box frames with sentence starters (e.g. “When ___ decreases, ___ happens because…”). Allow reading roles (teacher reads first, student echoes key lines).

5. 55–70 min · Assess management approaches (approach–evidence–impact). Teacher introduces three management options from the scenario (e.g. riparian planting and erosion control; reducing litter/chemical runoff; community stewardship and habitat protection). Students use a table to assess each option:

• What problem it targets
• Likely effect on biodiversity
• How it reflects stewardship/spiritual function
• One risk or limitation Students add one piece of “evidence from the scenario” per row.

Success criteria check: each student must justify one choice in their own words.

6. 70–78 min · Whole-class discussion + exit ticket instructions. Teacher leads a brief debate: “Which management approach should be prioritised and why?” Students contribute one claim and one reason.

7. 78–83 min · Exit ticket (quick assessment). Students answer 3 prompts independently:

• Define source and sink in a sentence.
• List two ecosystem services and one biodiversity benefit.
• Explain one way spiritual stewardship could influence action.

Video activity suggestion:

• Show the YouTube video "An Introduction to Creation Care" by Lausanne Movement to spark thoughtful discussion on creation care in a global context.

Resources

• Scenario card (1 per student or pair)
• Function anchor posters: Source/Sink, Service, Spiritual
• Note-catcher template (functions)
• Biodiversity domino template (4 boxes with sentence starters)
• Management options table (approach–evidence–impact)
• Exit ticket slips
• Highlighters/colour pencils (optional)
• Dyslexia-friendly reading strips (short paragraphs with larger font)
• Whiteboard + markers
• YouTube video: "An Introduction to Creation Care" by Lausanne Movement

Assessment

• Formative during guided practice: teacher checks function definitions and correct examples in pairs.
• Biodiversity domino product: checks cause–effect reasoning about biodiversity impacts.
• Exit ticket: verifies understanding of functions, services, and biodiversity links; checks ability to connect stewardship to management.

Differentiation

• Support for students needing scaffolding: sentence starters, function word bank (source, sink, habitat, regulate, absorb, stewardship), and pre-highlighted scenario facts.
• Provide dyslexia-friendly reading options: teacher read-aloud, larger-font printed strips, reduced text density, and a matched “key facts” summary card.
• Structured participation for confidence: students contribute using “My claim is… My reason is…” sentence frames.
• Extension for advanced learners (built into step 5): add an additional “unintended consequence” column and propose a mitigation strategy, referencing how biodiversity outcomes may change over time.