There are many reasons why teachers might not want to write biblically integrated lesson plans.
- It takes too long.
- They don’t know what to integrate.
- It’s too hard (there’s no easy format).
- It’s one more thing to do, it’s an add-on.
The truth is, the first couple of times a teacher sits down to plan a biblically integrated lesson, it will probably take a little longer than before. But with even a little practice, the process can become internalized, become a way of thinking!
Remember, the goal is for students to become critical and biblical thinkers. That will not happen unless we as teachers are also critical and biblical thinkers.
The Lesson Plan Worksheet can be used alone or in conjunction with the Brainstorming Worksheet. The Brainstorming Worksheet is designed for the teacher to consider a whole unit from a biblical perspective. It is highly recommended that the brainstorming worksheet be done first. It helps to identify multiple biblical principles, open-ended questions, and Bible stories or verses that can be integrated throughout the unit. The Lesson Plan Worksheet is designed to focus on particular lessons and how they will be administered.
How to Use the Lesson Plan Worksheet
The Biblical Integration Lesson Plan Worksheet is a very simple and easy to use worksheet that helps teachers plan out an integrated lesson. It has a basic structure.
The left side of the document is the lesson without any biblical integration. It should include the lesson objective, instruction, assessment, and reteaching/extension. It should look like a lesson that could be taught at any school, sacred or secular.
The right side is for biblical integration information, biblical principle, integration points and ideas, and the biblical integration assessment component.
Filling in the Worksheet – Step by Step
The top portion gives background information. The following steps have been numbered on the lesson plan worksheet.
- Write the lesson objective. Do not include a biblical component.
- Write out the lesson, including the anticipatory set (the hook or lead-in), procedures, page numbers, activities, etc.
- Write the assessment that will measure the lesson objective. Also include any reteaching and/or any extension activities.
- Write out a biblical principle that encompasses the lesson objective or reveals the Truth behind the lesson objective.
- Write a biblically integrated lesson objective by combining the lesson objective and the biblical principle. Sometimes that is done by writing the objective first, then the biblical principle. This should be written in one seamless sentence (or two.)
- Write out any Bible verses, stories, biblically based open-ended questions, ideas, etc. that reveal the biblical principle. These should be included throughout the lesson, not just at the end.
- Write a biblically based assessment or how the original assessment needs to be adjusted to measure the biblically integrated lesson objective in step 5.
Note: Biblical integration is not something that just happens at the end of the lesson. Students should be encouraged to think biblically and critically throughout the lesson. Sometimes when the integration happens last, students tune out, figure that it won’t be on an exam, or see it as an add-on. Through good integration, students should learn to see things the way God does (as much as possible) and see how this understanding impacts them personally and society at large.
Troubleshooting the Lesson Plan Worksheet
- the biblical principle,
- combining the objective with the biblical principle, and coming up with
- integration ideas/question/verses.
1. The Biblical Principle
Figuring out the biblical principle that encompasses the lesson can be tricky. There is no right or wrong way to come up with the principle, though there are a few helpful tips if you are having trouble.
- Consider how God views the topic.
- Consider how it relates to God or how he designed things to be.
- Is there a larger moral issue there?
- How does the topic fit into one of the following categories: God, creation, mankind, moral order, or purpose?
Still, coming up with biblical principles may be elusive. The Biblical Integration Posters page includes a list of over 30 biblical principles that are commonly used in the classroom. It is by no means an exhaustive list, but provides a good resource for those having trouble.
2. Combining the Objective and Biblical Principle
Combining the objective and biblical principle is a vital step on the lesson plan worksheet. It brings the two together and gives the objective greater significance. It brings it into a Christian worldview. It also affects how and what to assess to some degree.
For example, by the end of a lesson on the atmosphere, students should be able to identify the different layers and characteristics as well as how those layers were designed to protect life on earth.
There is no magic formula for combing the lesson objective and biblical principle into one integrated objective. One simple way is to write the objective first, then the biblical principle, in one flowing sentence, or the two sentences can be mixed within one another.
The following illustration is another possible way of looking at creating a Biblically Integrated Lesson Objective.
The following are some examples of lesson objectives, possible biblical principles that apply, and how they can be combined to form new integrated objectives.
Lesson or Unit Objective
Biblically Integrated Lesson Objective
Students will explain how cocaine affects the brain.
|+||The body is a temple. Man is to be sober and controlled by the Spirit.||=||Students will explain how cocaine affects the brain and prevents the user from being sober or controlled by the Spirit.|
Students will be able to convert weights.
|+||Man is to use accurate weights and measures.||=||Students will understand that they are to and will be able to converts weights and measures accurately.|
Students will be able identify how the choices of the hero lead to corresponding consequences.
|+||Man is made in the image of God and can do good but has a sin nature which causes him to do bad. You reap what you sow.||=||Students will be able to identify how the state of man leads the hero to make certain choices which have corresponding consequences.|
Students will be able to identify the major themes and messages in the chapter.
|+||Themes of books can either reveal Truth or untruths.||=||Students will be able to identify whether the major themes and messages of the chapter reveal the Truth or not.|
Students will compare and contrast Hinduism and Christianity.
|+||Different religions can contain elements of truth and untruths.||=||Students will compare and contrasting the Truth and untruths in Hinduism with Christianity.|
Students will identify the layers and characteristics of Earth’s atmosphere.
|+||God designed the different layers of the atmosphere for protection, for life to exist on Earth.||=||Students will identify how God designed the layers of Earth’s atmosphere with specific characteristics in order for life to exist on Earth.|
Students will compare and contrast human and civil rights.
|+||Made in the image of God, man has inherent worth and value. Government is a godly structure for the dispensing of God’s protection and justice.||=||Students will compare and contrast the inherent rights man should have as special creations made in the image of God with the additional rights established by civil government.|
Students will evaluate and determine whether communism or a republic is a more effective form of government.
|+||Government was designed to use the standard of God to serve the people.
(Man is made in the image of God and can do good, but is fallen and will sin.)
|=||Students will evaluate and determine whether communism or a republic is a more effective form of government for applying the standard of God to serve people (who are made in the image of God but have sinful natures.)|
3. Integration Ideas / Questions / Verses
Coming up with integration points is key and may take some practice. The time invested in this portion is invaluable. Even if one over plans in this area, it is ok. It keeps the teacher prepared and open to teachable (Spirit led) moments. Just because one plans for a lot of integration, however, doesn’t mean they all need to be included. If there is too much integration, the lesson may become more of a Bible lesson rather than a science or math lesson. The following are a few suggestions when coming up with integration points.
Consider the topic from five categories: God, creation, mankind, moral order, and purpose. What does the topic reveal about one of these categories? The Brainstorming Worksheet is an excellent resource for considering a particular lesson or unit. The Biblical Integration Posters page also includes a list of biblical principles and verses that are commonly used in the classroom. Beyond that, there are a few ways to think about integration.
Students like to discuss big issues, and open-ended questions with a biblical twist not only reveal what students are thinking, but can open their eyes to the depth of an issue. Keep in mind that if the question is highly controversial, you will need to be prepared to moderate the discussion with grace and Truth. Students may have personal opinions about things, right or wrong, and the Truth should be shared in a non-threatening manner. The goal of open-ended discussion questions is to help students see things the way God does, and to recognize where their thinking might have been influenced by other worldviews.
Which stories or verses in the Bible address the topic being discussed? Which verses reveal the biblical principle that encompasses the topic?
Having the students look up the verses every time is not necessary. If the teacher never has the students look up verses, students will have to take the teacher’s word for it and may begin to doubt the veracity. However, if students are constantly looking up verses, they may see it as a chore. Regardless, the teacher needs to have studied the verses and know where the stories and verses are, even if they are just noted on the lesson plan.
Moral Issues that Relate
Exploring how the topic can and has been used for good or evil is a good way to help students see the significance of the topic. It can easily lead to a discussion of what good and evil are, a whole lesson in and of itself! But, once discussed, it can become a solid foundation for further discussions.
Real-life examples either from the teacher’s life or from news reports can be great ways to introduce the significance of a topic to the real world. Asking students how the application of a topic reflects God’s purpose or design can be a powerful tool.
Consequences of Various Worldviews
Many students are unaware of the different ways people view the same topic. People who adhere to Christianity will not view every topic the same way a Naturalist or Postmodernist will. And the varying views have significant ramifications. Depending on the age of the students, one may actually give a little instruction on various worldviews so they can be referred to repeatedly throughout the year, though that is not necessary.
Combined with the idea of open-ended questions, discussing different worldviews can challenge the students to consider and seek out the Truth. The younger the students, the more they may need to be led through a worldview discussion, but students from a relatively young age can begin to understand the consequences of a worldview. Showing how people with different worldviews understand various topics not only helps them grow in Truth, it also helps prepare them for life in the university and real world.
FREE Downloadable Lesson Plan Worksheets
The following worksheets include a Blank Lesson Plan Worksheet, a Worksheet With Instructions on how to fill it out, as well as samples of completed worksheets.