Ordered Circles Today

Overview

Today we will connect taonga learning about the seasons (a cycle that goes in order) with the Christian liturgical calendar (Jesus’ journey from birth to resurrection in an ordered cycle). We will also explore how stories can be preserved, using technology.

Learning intentions

• WALT explain that some events happen in an order that cannot be rearranged (seasons; the Christian liturgical calendar).
• WALT describe key parts of a Christian “story cycle” (birth, journey, death, resurrection) as an ordered sequence.
• WALT recognise that stories can be preserved (kept safe) using tools/technology (books, recordings, digital pictures).
• WALT show understanding by comparing cycles using a simple diagram.

Success criteria

• I can name at least 2 seasons and tell they come again in a cycle.
• I can point to the next part of the story cycle (birth → journey → resurrection).
• I can explain how stories can be preserved in more than one way.
• I can add information to a Venn or cycle diagram.

Curriculum links

• Religious education: learning about Christian beliefs and practices, including the idea of the liturgical calendar as an ordered journey.
• Taonga / seasons: recognising ordered cycles in the natural world and their meanings.
• Technology: understanding how stories are preserved using tools, media, and safe ways to store/share information.
• English (speaking and listening): sharing ideas clearly during discussions and group work.

Lesson structure (45 minutes)

1. 0–5 min · Engaging hook. Teacher shows 4 large season picture cards in a random order (spring, summer, autumn, winter). Ask: “Can we swap them around, or do seasons come back in a cycle?” Students give quick thumbs responses and one short reason.
2. 5–12 min · Whole class: taonga seasons cycle. Teacher draws a circle on the board and labels it: Spring → Summer → Autumn → Winter → Spring. Teacher says: “Seasons move in a cycle, like a never-ending loop.” Students repeat the order with actions (point, clap, tap) to remember “next”.
3. 12–20 min · Whole class: Christian story cycle. Teacher introduces a simple “church story calendar circle” with 4 pictured steps: Birth → Journey/Teachings → Death → Resurrection (birth to resurrection). Emphasise: “These steps are in order, like a cycle. We don’t rearrange Jesus’ journey.”
4. 20–27 min · Visual comparison (Venn or cycle diagram). Teacher draws a Venn diagram or a two-circle cycle diagram on the board:

• Left circle: “Seasons”
• Right circle: “Church story (calendar)”
• Middle overlap: “Both are cycles / both have an order” Teacher prompts: “What is the same?” Students suggest one shared idea (e.g., “They both go in an ordered loop”).

5. 27–36 min · Small groups: preserve-a-story challenge (technology). In groups of 3–5, students handle materials and choose one way to preserve a story about seasons or Jesus’ journey. Options:

• Make a mini paper “story book” page sequence
• Make a simple “photo story” plan (teacher takes photos if available)
• Create a recording plan using the device (teacher-led button press) Students use the “story-preserve” card to record their choice: “We will preserve by ___.” Teacher circulates with an observation checklist (see Assessment).

6. 36–43 min · Share and connect. Each group shares one sentence: “Our cycle is ordered, and we preserved the story by ___.” Teacher reinforces language: cycle, calendar, church, story, preserve.
7. 43–45 min · Closing reflection (exit ticket). Students complete a quick verbal or written prompt: “A cycle means ______ and our church story order is ______.”

Vocabulary

• seasons
• cycle
• calendar
• church
• story
• preserve

(Teacher uses these words in sentences and repeats them during each section.)

Resources

• Large season picture cards (4)
• Board markers/chalk; chart paper or whiteboard
• Picture cards for Christian story cycle steps (Birth, Journey, Death, Resurrection)
• Venn diagram template (print or draw on board)
• Group “story-preserve” cards (choice prompts)
• Paper, crayons/markers, glue sticks
• Scissors (supervised if needed)
• Device (optional; teacher-led) for simple photo planning/recording
• Student writing/drawing slips for exit ticket

Assessment

• Teacher observation during:
• sequencing: students point or act the “next” season/story step
• vocabulary use: students say/recognise words like cycle, calendar, church, story, preserve
• Whole class: check for understanding when students explain “cannot be rearranged”
• Exit ticket: students complete “A cycle means…” and one ordered story step

Differentiation

• Support:
• Provide sentence starters: “Seasons go in order: ___ to ___.”; “We preserved our story by ___.”
• Use picture cues for both cycles so students can match “next” without needing to read.
• Extension:
• Challenge: “What would you see first/next in the cycle?” and “Name one way to preserve a story for a friend who was not there.”
• Language support/EAL:
• Allow gestures and oral responses; offer bilingual picture support if available.
• Additional needs:
• Offer a smaller set of choices (2 preserve methods) and a roles sheet in groups (artist, reporter, materials manager).

Closing reflection

Teacher asks: “Today we learned that cycles have an order—seasons and the church story calendar both move like a loop. How will we remember the order tomorrow?” Students answer using one vocabulary word (cycle/calendar/seasons/church/story/preserve).