Overwhelming Abundance

Overview

In this 45-minute Religious education lesson, students explore the idea that fear of “not enough” can lead to scarcity thinking and harming others, and contrast it with faith in God’s generosity. Students connect belief to everyday actions by examining scenarios, practising respectful dialogue, and planning a concrete response.

Learning intentions

• WALT analyse how fear and scarcity thinking can affect behaviour and relationships.
• WALT explain how teachings about God’s abundance can shape choices about sharing and generosity.
• WALT evaluate actions using the values of compassion, justice, and respect.
• WALT plan one practical action that reflects generosity in our community.

Success criteria

• I can describe what “scarcity thinking” looks like in daily life.
• I can explain (in my own words) how abundance thinking supports generosity.
• I can use evidence from a scenario to justify a response.
• I can name one specific action I will take to share or care for others.

Curriculum links

• Social Sciences: Economic Activity—Aid, trade, and global inequality, using the idea that inequality and scarcity can shape choices and outcomes.
• Learning focus: understanding that aid can be short-term or long-term, and how support can change lives over time.
• Religious education capability link: critical thinking and ethical reasoning through evaluating situations and decisions.
• Key competencies: thinking (analysing causes and consequences), relating to others (respectful discussion), and managing self (commitment to an action).

Lesson structure (45 minutes)

1. 0–5 min · Hook: “Not enough?” Teacher writes the statement: “There isn’t enough to go around.” Students do a quick write: Where do people feel this in school, home, or online? Share 2–3 answers.

2. 5–12 min · Guided discussion: fear vs abundance Teacher asks: What do fear and scarcity thinking cause people to do? (e.g., hoarding, competing, stepping on others). Students turn-and-talk, then class lists “scarcity behaviours” on the board and “abundance behaviours” on a second list.

3. 12–20 min · Input + meaning making Teacher briefly frames the teaching: We serve a God of overwhelming abundance—generous, free with gifts—and that faith can change what we are afraid of. Students note two sentence stems in journals:

• “When I think ‘not enough’, I might…”
• “When I believe in abundance, I can…”

4. 20–30 min · Scenario analysis (small groups) Teacher gives 3 short scenarios (one per group). Each scenario includes a temptation to hoard or deny, and a chance to share or support. Students complete a mini-analysis sheet:

• What is the fear/scarcity driver?
• Who might be harmed or helped?
• What choice aligns with generosity and compassion?
• What might happen next (short-term and long-term)? Teacher circulates and prompts evidence-based justification.

Example scenarios (choose two or three):

• Someone claims the last group resources and refuses to share, even though there are extras.
• A student wins a prize and rubs it in; another student is left out.
• Online: a “limited” item/fan account is gatekept; others are blocked.

5. 30–38 min · Whole-class share + respectful dialogue Teacher facilitates a structured share: each group presents one scenario response in 60–90 seconds. Students must respond with a “challenge and build” pattern:

• “I agree because…” (build)
• “I wonder if…” (challenge) Teacher reinforces respectful listening and linking responses to the abundance vs scarcity contrast.

6. 38–45 min · Action plan + exit ticket Teacher instructs students to choose one action for the week that reflects abundance:

• Share something small (time, notes, equipment).
• Encourage someone left out.
• Offer help before being asked. Students write an exit ticket answer: “My action is… I’m doing it because… When fear appears, I will…”

Resources

• Journals or lined paper and pens
• Whiteboard/markers
• Scenario cards (teacher-prepared)
• Mini-analysis sheet template (one per group)
• Timer or visible countdown

Assessment

• Teacher observation during turn-and-talks (identifying scarcity vs abundance language).
• Scenario analysis sheet (check for justified reasoning and clear ethical choices).
• Exit ticket (single-action commitment and explanation).

Differentiation

• Support: Provide sentence starters for journal writing and scenario analysis (“The fear is…”, “A generous response would be…”).
• Support: Offer a simplified version of scenarios (clearer characters and choices) and allow one group member to scribe.
• Extension (advanced learners): Ask them to add a “long-term systems” idea—How might repeated scarcity thinking create patterns? How might consistent generosity change the culture over time?
• EAL/SEN: Allow drawing or bullet points for initial responses; pre-teach key words (scarcity, generosity, abundance, respect) using examples from school life.

Extension (optional)

• Students create a one-minute “abundance message” (spoken or written) addressing a common “not enough” fear at school, including one practical action people can take.