WORLD OF WONDER A Tapestry of Faith Program for Children Kindergarten-1st Grade •

THE WEB OF LIFE

We did not weave the web of life;

We are merely a strand in it.

Whatever we do to the web,

— attributed to Chief Seattle, chief of the

This session explores the fundamental connection between humanity and the Earth, rooted in the seventh Unitarian Universalist Principle, which emphasizes respect for the interdependent web of all existence By engaging in hands-on activities, participants will gain a deeper understanding of this interconnectedness and its significance in our lives.

The World of Wonder mural serves as a central theme for the program, illustrating our interconnectedness within the vast web of life and emphasizing the importance of caring for the Earth Through this experience, children develop an understanding of interdependence within their communities by creating a group covenant that highlights how their actions impact one another.

 Introduce core concepts of this program and make the concept of the interdependent web concrete

 Demonstrate that we are all part of the web of life

 Teach the idea of unity contained within diversity

 Empower participants in establishing a covenant of behavior

 Introduce the structure and rituals of the program.

 Establish expected group behavior and commit to a covenant

 Learn the chalice lighting words and closing song.

Activity 1: Earth Ball Name Game 10

Activity 3: Story — The Grumpy Gecko 10

Activity 5: Song — We've Got the Whole World in Our Hands 5

Faith in Action: Grounds Clean-up 30

Alternate Activity 1: Welcoming Web Game 10

Alternate Activity 2: Decorating the World of

Alternate Activity 3: Spider Web Nature Walk 20 Alternate Activity 4: Beaded Geckos 10

Discover a serene space to reflect and unwind Take a moment to close your eyes and engage in deep breathing for a few minutes, possibly repeating a calming word or phrase to distance yourself from daily distractions Once you feel calm and centered, take a moment to contemplate your thoughts.

 What does interdependence mean to you?

 In what ways are you connected to the web of life?

 Chalice and LED/battery-operated candle

 Cloth for altar or centering space

 Select an area where the group can comfortably sit in a circle.

 Create an altar or centering space for the chalice using a small table with and a cloth.

 Write the chalice lighting words on newsprint and post in the gathering space

 Optional: Use poster board to make a more durable poster of the chalice-lighting words and display it in the gathering space for the duration of the program.

This activity introduces opening circle rituals and the themes of interdependence and the web of life.

Gather participants in a circle around the chalice

Explain that each session starts with a ritual Ask if anyone knows what a ritual is You may say:

A ritual is something you do again and again, often at the same time of day If you have a routine for going to bed, that is a kind of ritual

Unitarian Universalists worldwide, regardless of age, come together to light chalices during their gatherings, symbolizing their connection to one another This meaningful ritual fosters a sense of unity among Unitarian Universalists, even among those who may never meet in person.

Now we will light the chalice, the symbol of our

Unitarian Universalist faith; then say together our chalice lighting words.

Point to the chalice lighting words you have posted, which are adapted from words by Rev Alice Anacheka-

Nasemann Have children repeat each line after you:

We light our chalice to honor the web of all life.

In our World of Wonder gatherings, we explore our seventh UU Principle, which emphasizes respect for the interdependent web of life Let's take a moment to discuss the concept of interdependence and its significance.

Interdependence signifies that our survival relies on one another and the Earth, highlighting the essential connections we share This mutual reliance creates a network, akin to an invisible web that encompasses all of nature, including humans, animals, and plants.

Children this age differ widely in reading ability Point out words as you read them aloud, but do not expect children to be able to read

ACTIVITY 1: EARTH BALL NAME GAME (10 MINUTES)

 Obtain an inflatable globe One source is Amazon (at www.amazon.com/s/ref=nb_sb_noss_1? url=search-alias%3Daps&field- keywords=inflatable+earth+ball&x=0&y=0)

 Inflate the earth ball or globe.

This activity engages active learners while helping everyone learn the names of participants and leaders

Stand in a circle with participants Say in these words or your own:

To foster connections and create a welcoming atmosphere, it's essential to know each other's names We will utilize an earth ball during our gatherings to strengthen our group bonds When the ball is thrown to you, catch it and share your name, promoting interaction and familiarity among participants.

Demonstrate by throwing the ball gently to a co-leader Have the co-leader say their name.

Then everyone says "Welcome, [co-leader's

For those who find throwing and catching a ball challenging, try sitting with legs extended and feet touching while rolling the ball instead of throwing it If any participant is unable to stand or sit on the floor, arrange for everyone to play in a circle of chairs.

 Post newsprint where the children can easily see it Write "Our Covenant" across the top.

If the group has previously established a covenant, ensure it is displayed in the meeting area Instead of drafting a new covenant, take this opportunity to remind the children of their existing agreement and highlight the relationship between covenants and interdependence.

In this activity, children take responsibility for helping to determine what behavior is expected in the group All participants and leaders agree to abide by the covenant.

If your group has already established a covenant, you can forgo this activity and instead highlight the covenant you've agreed upon, emphasizing its relationship to interdependence as outlined in the following discussion.

Gather the group in a circle Explain:

"Interdependence" means that what one person does affects everyone around them.

 What would happen if one person in the room started throwing things?

 How about if someone was giving out candy?

The group will establish a covenant outlining how we will treat one another, emphasizing that a covenant is a promise This agreement will include commitments from everyone, including leaders, on fostering a respectful and supportive environment For instance, instead of hitting, we will promise to "treat everyone gently and kindly." All ideas will be documented on newsprint for everyone to see.

To ensure commitment to a group covenant, have each participant sign their first name at the bottom, indicating their promise to adhere to its guidelines Throughout the program, if a participant's behavior deviates from the covenant, leaders can reference the signed agreement to remind them of their commitment and guide them back to appropriate conduct.

Save the covenant in your religious education space to display each time the group meets.

As needed, help children write their names.

ACTIVITY 3: STORY — THE GRUMPY GECKO (10 MINUTES)

 Story, "The Grumpy Gecko (included in this document) "

 Objects to place in the basket that are related to the story such as a toy gecko, tiger, or other character in the story, or pictures of a jungle

 Optional: Leader Resource 1, Fidget Basket (included in this document) and materials suggested

 Optional: “The Grumpy Gecko” coloring sheet (PDF) https://www.uua.org/sites/live- new.uua.org/files/k1art_wow1_grumpy_gecko.p df

 Place the story-related items and the chime or rain stick in the story basket and place the filled basket in the storytelling area.

 Read the story a few times Plan how you will use items from the story basket as props.

 Read the story questions and choose ones that activity See Leader Resource 1, Fidget Basket, for a full description of a fidget basket and guidance for using it.

 Optional: Print and copy the coloring sheet for

Gather the children in a circle in the storytelling area and show them the story basket Say something like:

This is our story basket I wonder what is in it today?

Carefully take each story-related item from the basket, passing them around one at a time For fragile objects or those difficult to pass, hold them up for everyone to see before placing them on the altar, centering table, or any suitable shelf.

Take the chime or rain stick from the basket and say in these words or your own:

To prepare for storytelling in World of Wonder, find a comfortable position and close your eyes When the chime sounds and the rain stick is turned over, focus intently on the sound and see how long you can hear it Once the sound fades, open your eyes, signaling that the story is about to begin.

Sound the chime or rain stick When the sound has completely disappeared, tell or read the story, "The

Grumpy Gecko." If needed, explain what a gecko is before you begin.

 When the story is finished, lead a brief discussion using questions such as:

 What did you wonder about the story?

 What did you like most about the story?

The Grumpy Gecko recognized his connection to various living beings in the jungle, understanding his role within the intricate web of interdependence in nature This reflection invites us to consider our own connections to the natural world, prompting us to think about the living entities we rely on and even the non-living elements that support our existence.

 Do you ever wish it would stop raining?

 Do we really want all living creatures in the web of life? Even mosquitos?

Fidget objects, described in Session 1, Leader Resource

NATURE'S PARTNERSHIPS

Your connection to nature is fundamental, transcending your identity, location, and lifestyle Regardless of your circumstances, you are inextricably tied to the broader tapestry of existence This profound relationship with the natural world is emphasized by Charles Cook, founder of Wild Earth Adventures.

This session highlights the significance of partnerships within the ecosystem, illustrated through the symbiotic relationship between sea anemones and clownfish, showcasing the value of interdependence Children learn the advantages of collaboration by engaging in cooperative activities, while also being introduced to various leadership roles they will assume throughout the program.

The Faith in Action activity invites participants to learn more about one of nature's partnerships and ways they can take action to support it.

 Introduce partnership as an important aspect of the interdependent web of life

 Demonstrate the complexity of relationships in the natural world

 Build trust and cooperation in the group

 Empower participants as leaders in the group

 Reinforce the seventh Unitarian Universalist

Principle, "respect for the interdependent web of all existence of which we are a part."

 Learn about and identify unusual animal partnerships

 Identify partnerships in their own lives

Activity 1: Earth Ball Name Game 5 Activity 2: Introducing the Leadership Chart 10 Activity 3: Story — Swimming Home 10

Activity 4: Sea Anemone and Clown Fish

Activity 5: Nature's Partnership Puppets 15 Faith in Action: Help the Honeybees

Alternate Activity 1: Welcoming Web Game 10 Alternate Activity 2: Nature Walk 20

To cultivate a peaceful mindset, seek a quiet space to reflect Close your eyes and take deep breaths for a few minutes, possibly repeating a calming word or phrase to distance yourself from daily distractions Once you feel calm and centered, take a moment to contemplate your thoughts.

 What partnerships are important in your life?

 In what ways are you in partnership on the web of life? To what or whom in nature or in human relations are you a partner?

Allow your own sense of reverence, wonder and awe to be present as you lead this session.

 Newsprint or poster with Chalice-Lighting Words from Session 1

 Create an altar or centering space for the chalice using a small table and a cloth.

 Display the Group Covenant and the Chalice

The opening circle rituals reinforce the themes of interdependence and the web of life and provide leadership opportunities for participants.

Gather participants in a circle around the chalice

Remind the group that each session starts with the ritual of lighting the chalice In these words or your own, say:

Unitarian Universalists of all ages worldwide participate in the ritual of lighting chalices during their gatherings, fostering a sense of connection among them, regardless of whether they have met in person This act symbolizes their shared beliefs and unity within the Unitarian Universalist community.

Universalist faith; then say together our chalice lighting words.

Invite a volunteer to light the chalice and lead the chalice lighting words As needed, assist the volunteer.

We honor the sun and earth that bring life to us.

We honor the plants and creatures of land, water, and air that nourish us.

Each time we gather, we will delve into the essence of our seventh UU Principle: honoring the interconnected web of life Let’s remind the children that this principle emphasizes the importance of respect for all living beings and the relationships that bind us together.

Today we will talk about partnership We will discover how partnerships are important in the web of life.

Ask what the children think partnership means Affirm that partnership is when two or more people or animals work together to get something done.

 Inflatable earth ball or globe, available from Amazon (at www.amazon.com/s/ref=nb_sb_noss_1? url=search-alias%3Daps&field- keywords=inflatable+earth+ball&x=0&y=0)

This activity engages active learners while helping everyone learn the names of participants and leaders.

Stand in a circle with participants Say, in these words or your own:

Knowing each other's names is essential for fostering connections and creating a welcoming atmosphere To facilitate this, we will use an earth ball during our gatherings When the ball is tossed to you, catch it and introduce yourself by saying your name.

Demonstrate by throwing the ball gently to a co-leader Have the co-leader say their name.

Then everyone says "Welcome, [co-leader's name] Then, that person will gently throw the

For those who find throwing and catching the ball challenging, try the activity seated with legs extended and feet touching, using a rolling motion instead of throwing If any participant is unable to stand or sit on the floor, organize the game in a circle of chairs to ensure everyone can participate comfortably.

 Leader Resource 1, Creating the Leadership

Chart (included in this document)

 Poster board, card stock, markers, adhesive

Velcro tape (available at hardware and craft stores) and scissors

 Optional: Laminator for poster board, and dry erase markers in place of card stock

 Together with your co-leaders and religious educator, determine which leadership roles and tasks to include (see Leader Resource 1 for ideas).

 Make the Leadership Chart and name tags, following instructions on Leader Resource 1.

Sharing in leadership roles empowers children as partners in their group In future sessions, the

Leadership Chart and role assignments will be part of the Opening.

Gather the group in a circle Indicate the Leadership

Create a chart to designate turn-taking for leadership roles among children, outlining their specific tasks and responsibilities Assign these roles either randomly or by asking for volunteers, ensuring that each meeting features a rotation of jobs Emphasize that any child without a role today will have the opportunity to participate in a future session.

 Story, "Swimming Home ” (included in this

 Optional: Fidget Basket (Session 1, Leader Resource 1)

 Optional: “Swimming Home” coloring sheet (PDF)and crayons

 Read the story questions and choose ones that will best help these children interpret the story and relate it to their own lives.

 Optional, but highly recommended: Provide a basket of soft, quiet, manipulable items for children who will listen and learn more effectively with something in their hands

Before starting the "centering" portion of this activity, remind children about the location of the Fidget Basket For a comprehensive overview of what a fidget basket is and how to effectively utilize it, refer to Session 1, Leader Resource 1.

 Optional: Print and copy the “Swimming Home” coloring sheet (PDF).

Carefully remove each story-related item from the basket, passing them around one at a time For fragile objects or those that are difficult to pass, hold them up for everyone to see before placing them on the altar, centering table, or any suitable table or shelf.

Before each story in World of Wonder, we will prepare our ears, minds, and bodies for listening by using a special instrument To begin, find a comfortable position and close your eyes As I sound the chime and turn the rain stick over, focus on the sounds and let them guide you into a state of attentive listening.

 I wonder if you know about any other partnerships in nature.

 I wonder how we help each other in this group.

 Can you think of any ways that people in this congregation have worked together?

 I wonder, have you ever had a partner help you do something you couldn't do?

 Have you ever helped someone else do something they couldn't do?

 How can we as Unitarian Universalists can be partners with the animals and plants in the web of life?

1, can provide a non-disruptive outlet for anyone who needs to move or who benefits from sensory stimulation.

You can provide soft crayons and the coloring sheet for this story as a fidget option

 Optional: Ocean sounds CD and CD player

 Find a space large enough for children to run around, outdoors if possible.

This activity reinforces the concept of partnership with an active game that is effective for kinesthetic learners.

Form two groups: sea anemones and clown fish

Sea anemones and clownfish share a unique symbiotic relationship that is essential to their survival To illustrate this connection, participants can mimic sea anemones by standing still and wiggling their fingers above their heads like tentacles It's important to highlight that these tentacles are poisonous, serving as a defense mechanism that deters most fish from approaching sea anemones This fascinating partnership showcases the balance of nature and the protective adaptations of these marine creatures.

 What did it feel like when you heard the words,

 What did it feel like to be the Clown Fish?

 What did it feel like to be the Sea Anemone?

 Can you think of any partnerships that are important in your life?

To accommodate children who are sensitive to sensory stimulation, modify the game by having them swim silently Additionally, consider slowing the pace by allowing participants to walk instead of run during the activity.

ACTIVITY 5: NATURE'S PARTNERSHIP PUPPETS (15 MINUTES)

 Leader Resource 2, Nature's Partnerships Key (included in this document)

 Handout 1-8, Nature's Partnerships (included in this document)

 Wooden craft sticks, glue, and scissors, including left-handed scissors

 Print Leader Resource 2, one copy per leader Read the descriptions and select a few partnerships to discuss with the group.

 Copy Handout 1-8, Nature's Partnerships, at least one per participant.

By creating and playing with puppets, participants explore the concept of partnerships.

Distribute Handout 1-8, titled "Nature's Partnerships," and utilize Leader Resource 2, the "Nature's Partnerships Key," to explain the selected partnerships to the children Instruct the children to create puppets by cutting out the partnership pairs and attaching them to craft sticks for an engaging learning experience.

Invite the children to enjoy free play with the puppets Encourage them to create puppet shows that demonstrate the animal partnerships If you have time,

 World of Wonder Mural from Session 1

 Leader Resource 3, Mural Image — Clown Fish

(included in this document) , and tape

 Closing song lyrics from Session 1

 Taking It Home (included in this document)

 Print Leader Resource 3, Mural Image — Clown

Fish If possible, print in color.

 Download and adapt the Taking It Home section and copy for all participants (you may wish to email to parents as well).

 Post the World of Wonder Mural created in

 Display the newsprint with lyrics to the closing song "We've Got the Whole World in Our

Gather in a circle by the World of Wonder mural Say in these words or your own:

Today we learned that animals and plants of different species can help each other in interesting ways by forming partnerships

Unitarian Universalists hold the belief that all living beings, including people, animals, and plants, are interconnected within an invisible web of life This interconnectedness is symbolized by the mural we create together, where each gathering contributes something unique to the world.

Wonder mural; today we add a sea anemone and clown fish to remind us of the importance of nature's partnerships

Attach the picture to the mural.

Indicate the lyrics to the Closing song, "We've Got the

Whole World in Our Hands." Invite the Song Leader to start the song, with accompanying hand motions

Participants can help each other remember hand motions or can create new ones.

Distribute Taking It Home Thank the children for participating and invite them to return next time.

FAITH IN ACTION: HELP THE

 Optional: Closing Song lyrics (Session 1)

 Optional: Video and/or still cameras

THANKS BE FOR TREES!

No shade tree? Blame not the sun but yourself

This session highlights the essential role of trees in our ecosystems through a captivating story about a young girl in India, inspired by the Chipko movement, which emphasizes tree conservation Participants will engage in a hands-on activity that allows them to embody a tree, learning about the function of each tree part Additionally, a guided meditation will foster a deeper spiritual connection to the life cycle of trees, enriching their understanding of nature's interdependence.

 Teach the importance of trees in our ecosystems and how trees grow and thrive in nature

 Foster a spiritual orientation of awe in relationship with the web of life

 Demonstrate the inspirational leadership of a child in India

Principle, respect for the interdependent web of all existence of which we are a part.

 Understand the importance of each part of a tree as well as the importance of trees in our ecosystems

 Be inspired by the story of the courageous leadership of a child in saving a tree

 Experience a spiritual connection with and understanding of the life cycle of a tree.

Activity 1: Earth Ball Name Game 5 Activity 2: Story – Amrita's Tree 10

Activity 4: Acorn Guided Meditation 10 Faith in Action: Tree Planting

Alternate Activity 1: Welcoming Web Game 10 Alternate Activity 2: Tree Rubbings 20 Alternate Activity 3: Getting to Know a Tree 20

To cultivate a sense of calm, seek a quiet space where you can reflect Take a few minutes to close your eyes and breathe deeply, possibly repeating a calming word or phrase to help detach from the day's distractions Once you feel settled and relaxed, allow your mind to explore your thoughts.

 Is there a tree that is special to you, either now or in the past?

 In what ways are you spiritually nourished by that connection?

 In what other ways are you connected to trees?

 In what ways are you caring for trees in your everyday actions?

Allow your own sense of reverence, wonder, and awe to be present as you lead this session.

 Display the Group Covenant and the Chalice

Lighting Words Display the Leadership Chart from Session 2.

The opening circle rituals reinforce the theme of interdependence and the web of life and provide leadership opportunities for participants.

Gather participants in a circle around the chalice and utilize the Leadership Chart from Session 2 to assign roles for the current session Provide a brief description of each role, emphasizing that these positions will rotate in future meetings, allowing those who did not receive a role today to participate in upcoming sessions Throughout the session, offer timely prompts to those assigned leadership tasks to ensure effective engagement.

Unitarian Universalists of all ages worldwide participate in the ritual of lighting chalices during their gatherings, fostering a sense of connection among individuals who may never meet in person This act symbolizes their shared values and community within the Unitarian Universalist tradition.

Universalist faith; then say together our chalice lighting words.

As needed, help the designated leaders light the chalice and lead the chalice lighting words:

— adapted from words by Alice Anacheka- Nasemann

In the first session, the group established a covenant that outlines their shared values and commitments It is important to revisit this covenant and invite any newcomers to add their names, fostering a sense of inclusion and community If designated, the Welcoming Leader or Justice Leader can facilitate this process, ensuring that all participants feel welcomed and engaged.

Each time we gather, we will delve into the essence of our seventh UU Principle, which emphasizes respect for the interconnected web of life.

Today we will talk about how people and trees are interdependent Trees give us many things we need to live, and we do the same for trees

Ask if anyone knows what trees do for people, or what people do for trees?

To foster connections and create a welcoming atmosphere, it's essential to know each other's names We will utilize an earth ball during our activity, where each person will pass the ball to someone in the circle, allowing them to introduce themselves and receive a warm welcome from the group.

Continue until everyone in the circle has been introduced.

For those who find throwing and catching a ball challenging, try the seated activity with legs extended and feet touching, using a rolling motion instead of throwing If any participant is unable to stand or sit on the floor, arrange the game in a circle of chairs to ensure everyone can join in comfortably.

 Story, "Amrita's Tree” (included in this document)

 Objects to place in the basket that are related to the story such as a small globe or map to locate

India, a tree branch or tree "cookie" (a cross section, like that of a slice of a tree), pictures of girls and women in saris

 Optional: Fidget Basket (Session 1, Leader

 Optional: Coloring sheet (PDF) for “Amrita’s

Remind children where is the Fidget Basket is

Carefully select story-related items from the basket, passing them around one at a time For fragile objects that are difficult to handle, hold them up for everyone to see before placing them on the altar, centering table, or any suitable shelf.

During the World of Wonder storytelling session, we prepare our ears, minds, and bodies for listening by using a special instrument Begin by sitting comfortably and closing your eyes When the chime sounds (indicating the rain stick is turned over), focus intently on the sound and see how long you can hear it Once the sound fades, open your eyes, signaling that the story is about to begin.

Sound the chime or rain stick When the sound has completely disappeared, tell or read the story, "Amrita's Tree."

When the story is finished, lead a brief discussion using questions such as:

 I wonder what Amrita was feeling inside as the woodcutter came toward her?

 I wonder if any of you have done something brave, like Amrita? How did that feel?

 How do you think Amrita felt when she saw everyone hugging trees after they saw her do it? How do you feel when you are a leader?

 Why do you suppose it is important for Unitarian Universalists to help take care of plants and trees?

For individuals seeking a non-disruptive way to engage in movement or sensory stimulation, incorporating soft crayons and a coloring sheet can serve as an effective fidget tool This approach not only provides a creative outlet but also enhances focus and relaxation, making it an ideal solution for those in need of sensory engagement.

 Find a large, open space, preferably outdoors, with plenty of room for movement and where noise will not disturb others.

In this engaging role-playing activity, children collaborate to form a large, lively tree using their bodies, while discovering the function of each tree part This fun exercise is best enjoyed outdoors, surrounded by nature, but can also be effectively conducted on a patio, in a field, or indoors.

Form six groups—trunk, bark, leaves, roots, flowers, and seeds—and designate a small number of pollinators

In this activity, participants, whether co-leaders or children, will learn specific motions and sounds to represent their role as part of a tree It is important for everyone to wait for the sound of the chime or rain stick before joining in, as this signals that all members have become integrated into the tree.

Introduce the purpose of each tree part as you describe the motions and sounds for each:

In a fun and engaging activity called "Trunk," children form a circle with their backs together and arms raised, mimicking the trunk of a tree This interactive game symbolizes how the trunk transports nutrients throughout the tree and offers structural support As they play, participants create a playful "whoosh whoosh" sound, enhancing the experience and understanding of the trunk's vital role in nature.

 BARK Children surround the trunk, facing out and holding hands to create a protective barrier

The bark, which protects the trunk, will say out loud “safe safe”.

Children gather around the tree's bark, mimicking the movement of wind by shaking their arms and hands They understand that the leaves play a crucial role in producing food for the tree.

 ROOTS Children sit around the base of the tree with their legs stretched out, collecting water and nutrients from the soil Their sound is “slurp slurp.”

BALANCE IN OUR ECOSYSTEM

Embrace the beauty of wonder in your life Strive for balance by engaging in a variety of activities each day, including learning, thinking, creating art, singing, dancing, playing, and working This holistic approach, as advocated by author Robert Fulghum, enriches your daily experiences and fosters personal growth.

The interdependent web of existence has evolved over millions of years to include extraordinary diversity of life

The long-term sustainability of each and all depends on balance In Unitarian Universalism—an ecologically— minded religion—living in balance with all Earth becomes a critical spiritual practice

This session employs role play to illustrate the importance of maintaining balance within a large, interconnected system and highlights the repercussions of imbalance Centered around a Nigerian folk tale, it reveals the consequences of failing to live in harmony with nature, while inspiring children to adopt practices of reduced consumption and increased conservation.

 Introduce the critical role of balance in protecting the interdependent web of life

 Give concrete opportunities to experience balance and imbalance in an ecosystem

 Emphasize balance as a spiritual orientation which can guide how we interact with the Earth

 Empower participants as leaders within the group

Principle, "Respect for the interdependent web of all existence of which we are a part."

 Respond to a Nigerian folk tale that introduces

 Through role play, explore the importance of balance and actions that help maintain balance

 Understand ways human actions affect the balance of ecosystems

 Experience leadership roles in the group.

Activity 1: Earth Ball Name Game 5 Activity 2: Story – Why the Sky is Far Away 10 Activity 3: Predator/Prey Game 15 Activity 4: Ecosystem Role Play 20 Faith in Action: Plan a Sharing Project 60

Alternate Activity 1: Welcoming Web Game 10 Alternate Activity 2: Balance Nature Walk 20

To cultivate inner peace, seek a tranquil space where you can reflect quietly Take a few moments to close your eyes and engage in deep breathing, possibly repeating a calming word or phrase to detach from daily distractions Once you feel calm and centered, allow your thoughts to flow freely.

 Is there balance in how you spend your time?

 Are the material goods you own in balance with the material goods you need?

 How might you restore or nurture balance in your life?

 Display the Group Covenant and the Chalice-

Gather participants in a circle around the chalice and utilize the Leadership Chart from Session 2 to assign roles for this session Provide a brief description of each role, emphasizing that jobs will rotate in future meetings, allowing those who did not receive a role today to participate later Throughout the session, remember to prompt those with leadership tasks at the appropriate times.

Unitarian Universalists of all ages worldwide participate in the ritual of lighting chalices during gatherings, fostering a sense of connection among individuals who may never meet This cherished practice symbolizes their shared values and unity within the Unitarian Universalist community.

Universalist faith; then say together our chalice- lighting words.

As needed, help the designated leaders light the chalice and lead the chalice-lighting words:

—adapted from words by Alice Anacheka- Nasemann

In Session 1, the group established a covenant that outlines shared values and commitments We encourage newcomers to join our community by signing this covenant, reinforcing our collective agreement If designated, the Welcoming Leader or Justice Leader will facilitate this process and invite newcomers to add their names, fostering a sense of belonging and participation.

Each time we gather, we will delve into the essence of our seventh UU Principle: honoring the interconnected web of life Let's remind the children that this principle emphasizes the importance of respect for all living beings and the relationships that bind us together.

Today we will talk about our balance in our ecosystem An ecosystem is another word for our interdependent web

At this developmental stage, children's reading abilities can vary significantly While it's beneficial to point out words as you read together, it's important not to anticipate that they will be able to read independently just yet.

Building connections and fostering a welcoming environment begins with knowing each other's names To facilitate this, we will utilize an earth ball during our gatherings When the "earth" is thrown to you, catch it and introduce yourself by saying your name.

Continue until everyone in the circle has been introduced

For those who find throwing and catching a ball challenging, try the activity while seated with legs extended and feet touching, using a rolling motion instead of throwing If any participant is unable to stand or sit on the floor, organize the game in a circle of chairs to ensure everyone can participate comfortably.

ACTIVITY 2: STORY – WHY THE SKY

 Story, "Why the Sky is Far Away (included in this document) "

 Objects to place in the basket that are related to the story such as a small globe or map to locate

Nigeria, brass bracelets or coral beads, pictures of the sky with clouds

Remind children where is the Fidget Basket is before you begin the "centering" part of this activity See Session 1, Leader Resource 1,

Fidget Basket, for a full description of a fidget basket and guidance for using it.

Description of Activity see and then placed on the altar/centering table or any table or shelf.

Before each story during World of Wonder, we prepare ourselves to listen by using a special instrument Begin by sitting comfortably and closing your eyes When the chime sounds, focus intently on the sound of the rain stick as it is turned over, and try to listen for as long as possible Once the sound fades away and you can no longer hear it, open your eyes, signaling that it's time for the story to begin.

Sound the chime or rain stick When the sound has completely disappeared, tell or read the story, "Why the Sky Is Far Away."

 Have you ever had a meal, or maybe a dessert, that you just couldn't stop eating?

 Why is it important to take just enough and not more?

 I wonder how balance is important in the interdependent web of all existence.

Incorporating soft crayons and a coloring sheet as a fidget option offers a non-disruptive outlet for individuals seeking sensory stimulation or the need to move.

 Lengths of clean cloth for covering eyes

 A bell that can be worn around the neck or as a bracelet/anklet

 Plan to lead this activity in a large, open area,

A predator is an animal that hunts another animal for food The animal being hunted is the prey.

Ask the children for examples You can give some, such as hawk and mouse, bird and mosquito, (or even a mosquito and a human).

Select one child to act as the predator and another as the prey The remaining children should join hands to form a protective circle around them This circle plays a crucial role in ensuring that the predator and prey remain safe by preventing them from straying outside the circle or colliding with objects.

In this engaging activity, blindfold both the volunteer predator and prey, and attach a bell to the prey's neck, wrist, or ankle Instruct the children forming a protective circle to remain silent, allowing the animals within the circle to locate or evade one another effectively.

The game begins with the announcement that the hawk (or bird, or mosquito) is getting hungry, signaling the predator to search for its prey while the prey must evade capture The predator should listen attentively to locate its target, and once it successfully "catches" the prey by gently tagging them, other children can rotate roles, allowing everyone to experience both the predator and prey dynamics for as long as time permits.

HABITATS

Nature will bear the closest inspection She invites us to lay our eye level with her smallest leaf, and take an insect view of its plain —

Henry David Thoreau, 19th-century

This session explores the concept of "habitat," emphasizing its role in fulfilling the essential needs of plants and animals Children reflect on the various resources provided by a habitat and, through the narrative "Habitat at Home," learn actionable ways to support local wildlife and ensure their survival within their own surroundings.

 Demonstrate the elements of support that people and other organisms need to live

 Evoke empathy for all members of the interdependent web of life

 Foster awe and appreciation for how an ecosystem works

 Talk about human life needs

 Learn the function of habitats

 Discover ways they can support animal habitats, and become inspired to take action.

Activity 1: Earth Ball Name Game 5 Activity 2: Story – Habitat at Home 10 Activity 3: Micro-hike Habitat Walk 20

Faith in Action: Creating Backyard Habitats 60

Alternate Activity 1: Welcoming Web Game 10 Alternate Activity 2: Habitat Show and Tell 15 Alternate Activity 3: Habitat Hike 15

To cultivate inner peace, seek a quiet space to reflect Close your eyes and take deep breaths for several minutes, possibly repeating a calming word or phrase to detach from the day's distractions Once you feel settled and relaxed, allow your thoughts to flow freely.

 What is your habitat? How are your needs met by and in your environment?

 Do you have a favorite place in nature where you feel a part of the interdependent web?

Embark on a personal micro-hike and explore the world from the perspective of a tiny creature As you journey through your surroundings, take note of the intricate details and marvel at the beauty of nature Embrace a sense of reverence, wonder, and awe throughout your experience to enrich your connection with the environment.

Gather the participants in a circle around the chalice and utilize the Leadership Chart from Session 2 to assign roles for the session Provide a brief description of each role, emphasizing that jobs will rotate in future meetings, allowing those who did not receive a role today the opportunity to participate later Throughout the session, guide those with leadership responsibilities at the appropriate moments.

Unitarian Universalists worldwide, regardless of age, participate in the ritual of lighting chalices during their gatherings This act fosters a sense of connection among individuals, even if they have never met Today, we will light the chalice, which serves as a powerful symbol of our Unitarian Universalist community.

In Session 1, the group established a covenant that outlines their shared values and commitments As part of the welcoming process, newcomers are encouraged to sign this covenant, reinforcing their inclusion in the group If designated, the Welcoming Leader or Justice Leader can facilitate this signing, ensuring that all participants feel welcomed and valued.

Each time we gather, we will delve into the essence of our seventh Unitarian Universalist Principle, which emphasizes the importance of respecting the interconnected web of life.

Today we will talk about habitats A habitat is an area that provides the food, water, and shelter that an animal needs to live

Ask if anyone has heard the word habitat before, or if they have ever visited one.

At this developmental stage, children's reading abilities vary greatly While it's beneficial to point out words as you read aloud, it's important to remember that they may not yet possess the skills to read independently.

To foster connections and create a welcoming environment, it's essential to learn each other's names We will utilize an earth ball during our gatherings, passing it to someone in the circle This person will share their name, allowing the group to warmly welcome them.

For those who find throwing and catching a ball challenging, try sitting with legs extended and feet touching while rolling the ball instead If any participant is unable to stand or sit on the floor, organize the game in a circle of chairs to ensure everyone can participate comfortably.

 Story, "Habitat at Home ” (included in this document)

 Objects to place in the basket that are related to the story such as a picture of a backyard habitat with bird bath, bird feeder, trees

 Optional: Coloring sheet (PDF) for “Habitat at

Remind children where is the Fidget Basket is before you begin the "centering" part of this

Carefully take each story-related item from the basket, passing them around one at a time For fragile objects that are difficult to pass, hold them up for everyone to see before placing them on the altar, centering table, or another suitable surface.

Prepare for an engaging storytelling experience during World of Wonder by tuning into your senses Begin by sitting comfortably and closing your eyes As the chime sounds, listen attentively to the soothing sound of the rain stick Challenge yourself to hear it for as long as possible Once the sound fades, open your eyes, signaling that the story is about to begin.

Sound the chime or rain stick When the sound has completely disappeared, read or tell the story, "Habitat at Home."

 Do you have a backyard? If you do, what kind of habitat do you have there? What living things could you find there?

 Can a habitat be in a front yard? On a porch or balcony? What kinds of things could you find in each?

 Do you have a favorite place where you can be in nature? Is it close by, or far from home? What do you like about it? Whose habitat is it?

 How can we as Unitarian Universalists care for the animals and plants in a forest, meadow, pond, or other habitat?

1, can provide a non-disruptive outlet for anyone who

 Cut string or yarn into five-foot lengths.

Children explore, using their imaginations.

Provide each child with a five-foot string or piece of yarn and encourage them to place it on the most intriguing outdoor surface they can discover Invite the group to imagine that they have shrunk to the size of an ant, beetle, or another tiny creature, enhancing their exploration of the environment.

Provide each child with a magnifying glass and encourage them to explore the ground along their string, keeping their gaze no higher than one foot above the surface If the ground is dry, suggest that they lie on their bellies for a closer examination of their surroundings.

After the micro-hike, invite the children to share their observations:

 What did you see on your journey as a tiny creature?

 Did you see things that you don't normally see?

 Did you know you were in a habitat?

 What do small creatures need to live in their habitat? Did you see any of those things?

 What is the habitat for humans?

 What do humans need to live?

 Would you like to be an ant or small creature for a day? For a week? For a year? Why or why not?

 Cut string or yarn into three-foot lengths (one for each pinecone).

 Mix shortening and oats in a large bowl Then, distribute the mixture among additional bowls for children to share, and set a few spoons in each bowl.

 Pour bird seed into several shallow dishes for children to share.

Prepare approximately 18 inches of waxed paper for each child to use as a work surface, ensuring they can later wrap their completed pinecone feeders to take home If the children plan to create additional pinecone feeders, be sure to provide extra sheets of waxed paper.

 Set bowls, spoons, and dishes on work tables within easy reach of all participants.

LIFECYCLES

Experience the universe's beautiful gift of butterflies, which gracefully flutter by like jeweled treasures, bringing joy and a sense of wonder to your soul — Kristen D'Angelo, freelance writer, blogger, and photographer.

This session explores the enchanting concept of life cycles through metamorphosis, captivating young minds with the transformation of caterpillars into butterflies and tadpoles into frogs The featured story, "A Caterpillar Grows Up," illustrates the amazement experienced by a family as they witness a cabbage worm's metamorphosis into a butterfly To engage kinesthetic learners, children actively participate in embodying the life cycle of a frog Additionally, the Faith in Action activity introduces the idea of "citizen scientists," as presented in the accompanying book.

Citizen Scientists, by Unitarian Universalist Loree Griffin

 Lift up science as a Source in Unitarian

Universalism, by teaching the changes that occur in the life cycles of butterflies and frogs

 Foster awe and wonder toward the process of metamorphosis

 Experience the life cycle of a butterfly through a story

 Embody the life cycle of a frog

 Learn the word "metamorphosis" and understand the concept

Activity 1: Earth Ball Name Game 5 Activity 2: Story — A Caterpillar Grows Up 10 Activity 3: Frog Metamorphosis 20 Activity 4: Egg Carton Caterpillars 15 Faith in Action: Citizen Scientists 60

Alternate Activity 1: Welcoming Web Game 10 Alternate Activity 2: Life Cycle Nature Walk 30 Alternate Activity 3: Metamorphosis Video 10

To cultivate a peaceful mindset, seek a quiet space where you can reflect Close your eyes and take deep breaths for a few minutes, possibly repeating a calming word or phrase to distance yourself from daily distractions Once you feel calm and centered, take a moment to contemplate your thoughts.

 Read the story, "A Caterpillar Grows Up." Do you remember when you first learned about metamorphosis? What feelings come up for you?

 On what ways have you experienced metamorphosis in your own life?

Allow your sense of reverence, wonder, and awe to be present as you lead this session.

Gather participants in a circle around the chalice and utilize the Leadership Chart from Session 2 to assign roles for this meeting Provide a brief overview of each role, emphasizing that positions will rotate in future sessions, allowing those who did not receive a role today to participate later Throughout the session, ensure to prompt individuals with leadership responsibilities at the right moments.

Unitarian Universalists of all ages participate in the meaningful ritual of lighting chalices during their gatherings, fostering a sense of connection among individuals worldwide, regardless of whether they have met in person This act symbolizes their shared beliefs and unity within the Unitarian Universalist community.

In Session 1, the group established a covenant that outlines shared values and commitments It’s important to briefly review this covenant to ensure everyone is aligned Newcomers are encouraged to sign their names, and if designated, the Welcoming Leader or Justice Leader can facilitate this process, making them feel included in the group’s mission.

Each time we gather, we will delve into the essence of our seventh Unitarian Universalist Principle, which emphasizes respect for the interconnected web of life.

Have you ever been curious about the transformation of caterpillars into butterflies and tadpoles into frogs? Today, we will explore the fascinating process of metamorphosis, a remarkable phenomenon that occurs in certain species within our interconnected ecosystem.

Ask if anyone has heard the word "cocoon" or the word

"chrysalis" before and know what it is.

At this developmental stage, children's reading abilities can vary significantly It's beneficial to point out words as you read to them, but it's important to remember that they may not yet be able to read independently.

One important way to make connections and

Participants greet the co-leader by saying, "Welcome, [co-leader's name]." The co-leader then tosses the earth ball to another individual in the circle, who introduces themselves and receives a warm welcome from the group.

For those who find throwing and catching a ball challenging, consider playing seated with legs extended and feet touching, using a rolling motion instead of throwing If any participant is unable to stand or sit on the floor, organize the activity in a circle of chairs to ensure everyone can participate comfortably.

 Story, "A Caterpillar Grows Up (included in this document) "

 Objects to place in the basket that are related to the story such as a caterpillar, cabbage leaf, butterfly, or flower, or pictures of these items

Remind children where is the Fidget Basket is before you begin the "centering" part of this activity See Session 1, Leader Resource 1,

Carefully select story-related items from the basket, passing them around one at a time for everyone to see For fragile objects that are difficult to pass, hold them up for all to admire before placing them on the altar, centering table, or any suitable shelf.

Before each story in World of Wonder, we prepare our senses by using a special instrument Find a comfortable position and close your eyes When the chime sounds (as the rain stick is turned over), focus intently on the sound and see how long you can hear it Once the sound fades, open your eyes to signal the beginning of the story.

Sound the chime or rain stick When the sound has completely disappeared, read or tell the story, "A Caterpillar Grows Up."

When the story is finished, lead a brief discussion with questions such as:

 Have you ever watched a caterpillar grow into a butterfly? What did you see?

 I wonder what it would feel like to be wrapped in a cocoon.

 I wonder what kinds of changes you will go through as you grow up.

 Designate a large space, preferably outdoors.

 Communicate to families that children should come dressed for outdoor fun (in clothes that can get dirty).

Gather the children in a circle and introduce the activity by explaining that they will be transforming into frogs Engage them by asking if they know the life cycle of a frog, specifically starting from eggs typically found in ponds, and how they develop into tadpoles.

Say in these words or your own:

Now we are ready to become frogs Follow me and do what I do.

Frogs start as a tiny glistening egg placed in the pond by a mama frog [Crouch down in a ball.]

The glistening eggs hatch into little tiny tadpoles.

[Rise part of the way up, but stay halfway bent over.]

We tadpoles swim quickly around, darting here and there in the pond looking for food.

[Put two hands together and point them from the lower back like a tadpole tail.]

What's next? We become froglets when our legs begin to grow.

[Put hands along the hips and out to back for back legs then put hands in along ribcage near the shoulders for front legs.]

Froglets possess a diminishing tail as they transition into adult frogs, allowing them to eventually explore their terrestrial environment You likely recognize the unique way frogs navigate on land—demonstrate it!

[Crouch down again and hop onto land and all around.]

DECOMPOSITION

Life resembles a compost heap, where the challenges and struggles we face accumulate over time However, with patience and resilience, even the most unpleasant experiences can eventually yield valuable and positive outcomes.

Friendly Gardening blog (at earthfriendlygardening.wordpress.com/2006/05/

06/silly-saturday-fun-compost-quotes/), author unknown

Children continue exploring circles of life by studying decomposition The story, "And It Is Good," shows the important role decomposition plays in the cycle of life

The main activity is the creation of an Earthworm

Wonderland The Faith in Action activity and Alternate

Activity 1 engage the children in a congregational composting project.

 Introduce decomposition's role in the cycle of life

 Teach children how to compost with worms

 Respond to a story that demonstrates the importance of decomposition in the cycle of life

 Become familiar with decomposition by creating a worm composting project

 Experience a creative expression of decomposition by making a cacophony together

Activity 1: Earth Ball Name Game 5 Activity 2: Story — And It Is Good 10 Activity 3: Earthworm Wonderland 25 Activity 4: Decomposition Chorus 10 Faith in Action: Worm Composting Bins 60

Alternate Activity 1: A Visit to the Compost Bin 15 Alternate Activity 2: Decomposers Hike 25 Alternate Activity 3: Log Dissection 20

To achieve a sense of calm, seek a quiet space where you can reflect Close your eyes and take deep breaths for a few minutes, possibly repeating a calming word or phrase to distance yourself from daily distractions Once you feel relaxed and centered, take a moment to contemplate your thoughts.

"Life resembles a compost heap, where the challenges we face accumulate over time However, with patience and resilience, even the most unpleasant experiences can yield valuable outcomes Reflect on the burdens in your own metaphorical compost heap and consider how they might transform into something meaningful."

"stinky" items have borne good and worthwhile things?

 Do you have a physical compost heap? If not, is it a project you might begin?

Allow your sense of reverence, wonder, and awe to be present as you lead this session.

 Create an altar or centering space for the chalice using a small table with a cloth.

Gather participants in a circle around the chalice and utilize the Leadership Chart from Session 2 to assign roles for this session Provide a brief description of each role and clarify that jobs will rotate in the next meeting, allowing those who did not have a role today the opportunity to participate in future sessions Throughout the session, ensure to prompt individuals with leadership responsibilities at the appropriate moments.

Unitarian Universalists of all ages around the globe participate in the ritual of lighting chalices during their gatherings, fostering a sense of connection among individuals who may never meet This act symbolizes their shared values and unity within the Unitarian Universalist community.

In Session 1, the group established a covenant, which is essential to our community's values and agreements We encourage any newcomers to join us by signing their names to this covenant If designated, the Welcoming Leader or Justice Leader will facilitate this process, ensuring that everyone feels included and valued.

Each time we gather, we will delve into our seventh UU Principle, which emphasizes respect for the interconnected web of life This principle encourages us to recognize and honor the relationships that bind all living beings together.

Decomposition refers to the natural process that occurs when plants or animals die, allowing their organic matter to return to the earth, often referred to as rotting This vital process highlights the interconnectedness of all living things within our ecosystem Have you considered starting a compost pile at home to participate in this cycle?

At this developmental stage, children's reading abilities can vary significantly While reading to them, it's beneficial to point out words, but it's important to remember that they may not yet have the skills to read independently.

One important way to make connections and help everyone feel welcome is to know each

Participants warmly greet the co-leader by saying, "Welcome, [co-leader's name]." The co-leader then tosses the earth ball to another person in the circle, prompting them to introduce themselves and receive a warm welcome from the group.

For those who find throwing and catching a ball challenging, try the seated activity with legs extended and feet touching, rolling the ball instead of throwing it If any participant is unable to stand or sit on the floor, organize the game in a circle of chairs for everyone's comfort.

ACTIVITY 2: STORY — AND IT IS

 Story, "And It Is Good (included in this document) "

 Objects to place in the basket that are related to the story such as seeds, or a toy mouse, snake, or hawk (or pictures of these creatures)

 Optional: “And It Is Good” coloring sheet (PDF) and crayons

 Read the story questions Choose ones that will best help these children interpret the story and relate it to their own lives.

Remind children where is the Fidget Basket is

Carefully take each story-related item from the basket, passing them around one at a time For fragile objects or those difficult to pass, hold them up for everyone to see before placing them on the altar, centering table, or any suitable table or shelf.

During World of Wonder, we prepare our ears, minds, and bodies for storytelling by using a special instrument To begin, find a comfortable position and close your eyes When the chime sounds (or the rain stick is turned over), focus intently on the sound and see how long you can hear it Once the sound fades away, open your eyes, signaling that the story is about to begin.

Sound the chime or rain stick When the sound has completely disappeared, read or tell the story, "And It is Good."

 Have you ever wondered what happens to animals when they die in the wild?

 Have you ever seen a decomposing plant? How about a rotting log?

 Do you have a compost pile at home? If so, what do you put in it?

 What do you think happens to a tree that dies and falls to the floor in a forest?

 What kind of creatures might help it decompose (or rot)?

 What would happen if we didn't have decomposers like beetles, maggots, fungus and bacteria?

 Handout 1, Caring for Your Earthworm

Wonderland (included in this document)

Each participant will need a large glass jar with a metal lid, an aluminum can (with one end removed) that fits inside the closed jar and is approximately half its size, soft damp soil, a spoon, and 8-10 worms.

 Black construction paper; color chalk; and tape

 Scissors, hammer, and nails (for adult use)

 Obtain supplies Worms can be purchased from a variety of local sources.

 Recruit additional adult helpers for this session.

 Copy Handout 1, Caring for Your Earthworm

Tell the children they will each make an "earthworm wonderland." Say in these words or your own:

Worms play a vital role as decomposers in the ecosystem, transforming organic waste into nutrient-rich soil By burrowing through the ground, they aerate the soil and enhance its structure Their diet consists of compost materials, such as vegetable scraps and grass clippings, which they convert into valuable castings, commonly known as worm manure This fine, soft worm waste is ideal for enriching garden soil, promoting healthy plant growth.

LIFE-GIVING PLANTS

Throughout the harsh winter months, my thoughts are consumed by visions of my garden When spring finally arrives, I eagerly plunge my hands into the rich, soft soil, feeling its vibrant energy, which lifts my spirits.

This session explores the richness and variety of plants, centered around the narrative "Noah's Wife: The Story of Naamah." Kinesthetic learners will actively engage in representing the life cycle of a seed, while children discover the wonders of "The Garden."

Song" and plant seedlings to take home The Faith in

Engaging in action activities such as establishing or nurturing a garden, either within your congregation or in collaboration with a local community garden, fosters community involvement Additionally, the Planting for Wildlife initiative encourages children to enhance the congregation's landscape by planting perennials, although this requires careful advance planning.

 Introduce the concepts of abundance and diversity in the plant world

 Teach children how to plant seedlings and care for them

 Connect plant life's abundance and diversity with creative expression, through a role play and learning "The Garden Song"

Inspired by the biblical tale of Noah's Ark, this narrative highlights the richness and variety of plant life within a communal garden, showcasing how local congregations can cultivate a shared space that promotes abundance and diversity This collaborative effort not only fosters community spirit but also encourages sustainable harvesting practices, allowing everyone to benefit from the garden's bounty By nurturing a collective green space, communities can celebrate nature's gifts while strengthening their bonds and commitment to environmental stewardship.

 Connect physically with the experience of a seed growing into a flower, through an embodiment exercise.

Activity 2: Story — Noah's Wife: The Story of

Faith in Action: Congregational or Community Garden

Alternate Activity 1: Watering Can 15 Alternate Activity 2: Planting for Wildlife 30 Alternate Activity 3: Super Scents 15

To cultivate a moment of tranquility, seek a quiet space to reflect Close your eyes and take deep breaths for a few minutes, possibly repeating a calming word or phrase to distance yourself from daily distractions Once you feel calm and centered, take a moment to contemplate your thoughts.

 Think of a garden that has inspired you What spiritual sustenance do you derive from it?

 What plants would you include in your dream garden?

 How do you experience the abundance and

Assemble participants in a circle around the chalice and utilize the Leadership Chart from Session 2 to assign roles for this session, providing a brief description of each position Emphasize that roles will rotate in future meetings, ensuring that anyone who did not receive a role today will have the opportunity to participate in upcoming sessions Throughout the session, offer timely prompts to those assigned leadership tasks.

Unitarian Universalists of all ages around the globe participate in the ritual of lighting chalices during their gatherings, fostering a sense of connection among individuals who may never meet in person This act symbolizes their shared beliefs and unity within the Unitarian Universalist community.

In Session 1, the group established a covenant that outlines their shared values and commitments Take a moment to review this covenant and encourage any newcomers to add their names, fostering a sense of belonging If designated, the Welcoming Leader or Justice Leader can invite newcomers to sign, reinforcing the group's inclusive atmosphere.

Each time we gather, we will delve into the essence of our seventh Unitarian Universalist Principle: honoring the interconnected web of life.

Today, we explore the fascinating world of plants, highlighting the abundance and biodiversity that exist within nature Abundance refers to the plentiful variety of plants, while biodiversity emphasizes the numerous species that contribute to a healthy ecosystem Both abundance and diversity are essential for maintaining the interdependent web of life, ensuring its strength and vitality.

At this developmental stage, children's reading abilities can vary significantly While reading aloud, it's beneficial to point out words to help them recognize them, but it's important to remember that they may not yet be able to read independently.

This activity engages active learners while helping everyone learn the names of participants and leaders.Stand in a circle with participants Say, in these words or your own:

Participants greet the co-leader by saying, "Welcome, [co-leader's name]," before the co-leader tosses the earth ball to another person in the circle This individual then introduces themselves and receives a warm welcome from the group.

For those who find throwing and catching a ball challenging, try the activity while seated with legs extended and feet touching, using a rolling motion instead of throwing If any participant is unable to stand or sit on the floor, organize the game in a circle of chairs to ensure everyone can join in.

 Story, "Noah's Wife: The Story of Naamah ”

 Objects to place in the basket that are related to the story such as an apple, a zucchini, some herbs, a dandelion, a milkweed pod, or a Noah's ark toy or picture

 Optional: Coloring sheet for “Naamah” (PDF) and crayons

 Read the story a few times Plan how you will use items from the story basket as props Note:

"Naamah" is pronounced "NAY-ma."

 Optional, but highly recommended: Provide a basket of soft, quiet, manipulable items for

“Naamah” (PDF) and plan when you will invite the children to color.

Carefully remove story-related items from the basket one at a time and share them with the group For fragile objects that are difficult to pass around, hold them up for everyone to see before placing them on the altar, centering table, or any suitable shelf.

To prepare for storytelling during World of Wonder, find a comfortable seated position and close your eyes When the chime or rain stick is sounded, focus intently on the sound and see how long you can hear it Once the sound fades, open your eyes, signaling the beginning of the story.

When the sound has completely disappeared, ask children if any are familiar with the story of Noah's ark Provide context as needed Then read or tell the story,

"Noah's Wife: The Story of Naamah."

 What do you think about having so many different plants on earth?

 What are some of the ways you heard in the story, or ways you already knew, that plants help humans or other animals?

 How can we as Unitarian Universalist care for and protect the abundance and diversity of plants on earth?

 Read through the activity and practice your pacing.

 Recruit an adult helper to model the motions

Give this person a copy of this activity in advance.

 Designate a large space, preferably outdoors, where children can position themselves arms' width apart.

Gather the children in a circle and tell them they are going to become plants In these words or your own, say:

How do plants start out?

Yes, plants start as seeds So, let's become seeds now Crouch down and curl up like a tiny seed in the ground.

Continue, and have the adult helper model the children's movements as you describe them:

As you begin your journey as a seed, you'll need water to grow I'll sprinkle you with some water

[Use your hands or fingers to sprinkle water or pretend to use a watering can.]

CREATIVITY IN NATURE

Let the rain kiss you Let the rain beat upon your head with silver liquid drops Let the rain sing you a lullaby — Langston Hughes, 20th-century

This session explores the concept of creativity within the web of life, highlighting that humans are not the only beings driven to create The focal story, "The Most Beautiful Bower in the World," showcases the intricate structures crafted by male bower birds to attract female mates, who choose partners based on the males' creative displays Additionally, children's creativity is nurtured through a recycled art activity that promotes self-expression and imagination For an immersive nature experience, consider participating in Alternate Activity 1, the Birding Expedition.

 Present creativity as a positive attribute that benefits the web of life

 Provide opportunities for participants to experience and honor creativity

 Draw on science as one of the Sources of

 Discuss creativity in the non-human world through a story about bower birds

 Learn a definition of the word "creativity"

 Use imagination and creativity to make their own

Activity 2: Story –The Most Beautiful Bower in the World 10

Activity 4: Creativity in Nature 10 Faith in Action: Multigenerational Recycled Art 120

Alternate Activity 1: Welcoming Web Game 10 Alternate Activity 2: Birding Expedition 30 Alternate Activity 3: Creative "Ish" Exploration 25

To foster creativity, find a quiet space where you can reflect Close your eyes, take deep breaths, and consider repeating a calming word or phrase to distance yourself from daily distractions Once you feel relaxed and centered, take a moment to contemplate your own creative thoughts.

 What messages did you receive about imagination and creativity as you were growing up? Was imagination valued or dismissed?

 How do you feel about your creativity today?

 Are there any types of creative expression that you avoid? Is there an area in which your creativity is blocked?

 How do you express creativity in your life? Areas where you express creativity might include movement and dance, writing, music, art, problem solving, generating ideas, woodworking, sewing, or gardening.

Gather participants in a circle around the chalice and utilize the Leadership Chart from Session 2 to assign specific roles for the session Clearly outline the responsibilities associated with each role and inform participants that roles will rotate in future meetings, ensuring that those who did not have a job today will have an opportunity in subsequent sessions Throughout the session, provide timely prompts to those assigned leadership tasks to facilitate engagement and participation.

Unitarian Universalists from diverse backgrounds and ages light chalices during their gatherings, creating a sense of connection among them, regardless of whether they have met in person This ritual symbolizes their shared beliefs and unity within the Unitarian Universalist community.

In Session 1, the group established a covenant that outlines their shared values and commitments To foster inclusivity, newcomers are encouraged to sign this covenant, symbolizing their agreement and participation If designated, the Welcoming Leader or Justice Leader can facilitate this process by inviting new members to add their names, reinforcing a sense of community and belonging.

Each time we gather, we delve into our seventh UU Principle, which emphasizes respect for the interconnected web of life It's essential to remind the children of this principle, encouraging them to appreciate the relationships that bind all living things together.

Today we will talk about creativity What do you think the word "creativity" means? Have you ever been "creative?"

Creativity involves harnessing your imagination to create something original and unique One fascinating example of this creativity in nature is the bowerbird, which showcases the remarkable artistry found within our interconnected ecosystem.

At this developmental stage, children's reading abilities vary significantly While reading aloud, highlight words for the children, but it's important to remember that they may not yet be able to read independently.

Demonstrate by throwing the ball gently to a co-leader

Have the co-leader say their name.

In a warm and inclusive circle, participants greet each other by welcoming the co-leader, who initiates the process by tossing an earth ball to another member As the ball is passed, each person shares their name and receives a friendly welcome from the group, fostering a sense of community and connection.

For those who find it challenging to throw and catch a ball, try sitting with legs extended and feet touching while rolling the ball instead If any participant is unable to stand or sit on the floor, organize the activity in a circle of chairs to ensure everyone can participate comfortably.

BEAUTIFUL BOWER IN THE WORLD

 Story, "The Most Beautiful Bower in the

World”(included in this document)

 Objects to place in the basket that are related to the story such as a copy of Leader Resource 1,

Mural Image – Bowerbird (included in this document), a bird's nest, blue items such as blue feathers, blue ribbon, a blue stone, or even blue plastic bottle tops

 Optional: Coloring sheet for “The Most Beautiful

 Read the story questions Choose ones that will activity See Session 1, Leader Resource 1, Fidget Basket, for a full description of a fidget basket and guidance for using it.

“The Most Beautiful Bower” (PDF) Decide when you will invite children to color.

Carefully remove story-related items from the basket, passing each one around individually For fragile objects or those difficult to pass, hold them up for everyone to see before placing them on the altar, centering table, or any suitable table or shelf.

Before each story during World of Wonder, we prepare our senses by sitting comfortably and closing our eyes As I sound the chime and turn the rain stick over, focus intently on the sound and see how long you can hear it Once the sound fades, open your eyes to signal the beginning of the story.

Sound the chime or rain stick When the sound has completely disappeared, read or tell the story, "The Most Beautiful Bower in the World."

 I wonder what color you would choose if you were a bowerbird?

 I wonder how being creative could help an animal survive.

 I wonder if you can think of any other examples of things that animals create .

 I wonder how creativity is important in the interdependent web of all existence.

 Cardboard boxes large enough for making a child-sized "nest"

Enhance your nest decorating projects with a variety of recycled items and art supplies, including glitter glue, ribbons, markers, wallpaper scraps, construction paper, beads, string, and pipe cleaners Essential tools such as scissors (including left-handed options), glue, tape, and glue sticks will help bring your creative vision to life.

 Natural items for decoration, such as stones, shells, colorful leaves, and small sticks

 Optional: Blankets or towels from home

 Find a large, open area where children can make "nests," outdoors if possible If space and/ or cardboard boxes present a problem, consider using Alternate Activity 3, Creative "Ish"

Children explore their creativity by crafting nests from various materials, allowing them to recognize the diverse ways their peers express creativity This hands-on activity not only fosters imagination but also highlights the uniqueness of each child's artistic approach.

Gather the children in a large, open space and show them the materials you have gathered for nest making

Participants will have the opportunity to create their own unique nests using their imagination and a variety of available materials, including a blanket or towel from home if they choose to bring one They are encouraged to utilize any materials in any manner they wish, and they can take their crafted nests home as a personal keepsake.

Allow the children to create the nests undisturbed for approximately 15 minutes Then, gather in a group

JOY IN NATURE: ANIMAL PLAY

The world is mud-luscious and puddle- wonderful — e.e cummings, 20th-century

Playing helps animals (including humans) learn and practice skills, develop social bonds, and relieve stress

Participants experience the joy of play in a session that demonstrates the well-being that results from maintaining a spiritual orientation of joy The Faith in

Action activity extends this learning by introducing the importance of animal enrichment Participants are empowered to take action by donating toys they have made to a local animal welfare organization.

 Introduce the spiritual dimension and physical benefits of play

 Foster empathy for animals particular to their playfulness and a sense of connection with all creatures in the web of life that play

 Build community in the group through playing together

 Draw on direct observation of the natural world as one of the Sources of Unitarian Universalism

 Develop awareness of how animals play, through a story about otters

 Experience the benefits of play, first-hand, and understand connections between animal play

 Understand how play is a feature of the interconnected web of life

Activity 1: Earth Ball Name Game 5 Activity 2: Story –The Way of the Otter 10

Faith in Action: Toys for a Local Animal Shelter

Alternate Activity 1: Cloud Watching 10 Alternate Activity 2: Laughter Yoga 20 Alternate Activity3: Animal Play Videos 15

Find a quiet space to reflect and engage in deep breathing for several minutes, possibly repeating a calming word or phrase to detach from daily distractions Next, practice Laughter Yoga by sitting comfortably and tuning into your body and spirit, noting any areas of tension and your overall feelings of connection After following the Laughter Yoga instructions, take a moment to reassess your physical and spiritual state, observing any changes in how you feel.

Bring a spirit of joy and playfulness to this session, and allow your own sense of reverence, wonder, and awe to

Gather participants in a circle around the chalice and utilize the Leadership Chart from Session 2 to assign specific roles for this session Provide a brief overview of each role, emphasizing that roles will rotate in future meetings, allowing everyone who hasn't participated today an opportunity in upcoming sessions Throughout the session, ensure to prompt those assigned leadership tasks at the appropriate moments to facilitate engagement and responsibility.

Unitarian Universalists worldwide, regardless of age, participate in a meaningful ritual of lighting chalices during gatherings This act fosters a sense of connection among individuals, transcending geographical boundaries and personal acquaintance As we light the chalice, we embrace its significance as a powerful symbol of our Unitarian Universalist faith.

In Session 1, the group established a covenant that outlines their shared commitments and values To foster inclusivity, newcomers are encouraged to sign this covenant, symbolizing their agreement and participation If designated, the Welcoming Leader or Justice Leader can facilitate this process by inviting newcomers to add their names, reinforcing a sense of community and shared purpose.

Each time we gather, we will delve into our seventh Unitarian Universalist Principle, which emphasizes respect for the interconnected web of life This principle encourages us to recognize and honor the relationships and dependencies that exist among all living beings.

Playing is essential for all animals, including humans, as it fosters connections within the web of life If you have a pet, consider the various ways you engage in play together, strengthening your bond and enhancing your shared experiences.

At this stage of development, children's reading abilities can vary significantly While it's beneficial to point out words as you read to them, it's important not to have unrealistic expectations regarding their reading proficiency.

A key method to foster connections and create an inclusive environment is by learning each other's names To facilitate this, we will pass an earth ball around the circle; when someone receives it, they will share their name and receive a warm welcome from the group.

For those who find throwing and catching a ball challenging, try the activity while seated with legs extended and feet touching, using a rolling motion instead of throwing If any participant is unable to stand or sit on the floor, organize the game in a circle of chairs to ensure everyone can participate comfortably.

ACTIVITY 2: STORY – THE WAY OF

 Story, "The Way of the Otter” (included in this document)

 Objects to place in the basket that are related to the story such as a stuffed or plastic otter, some rocks, juggling balls, images of animals at play

 Optional: "The Way of the Otter" coloring sheet

Carefully take each story-related item from the basket one at a time and share it with the group For fragile objects that are difficult to pass around, hold them up for everyone to see before placing them on the altar, centering table, or any suitable shelf.

Prepare for an engaging storytelling experience during World of Wonder by using a special instrument to enhance your listening skills Begin by sitting comfortably and closing your eyes When the chime sounds, focus intently on the sound of the rain stick as it is turned over, and see how long you can hear it Once the sound fades, open your eyes, signaling that it's time for the story to begin.

Sound the chime or rain stick When the sound has completely disappeared, read or tell the story, "The Way of the Otter."

 What kind of play in nature have you ever observed?

 Do you think that all animals play? Why or why not?

 Is there a point to animal play in nature?

 Do you know how some animals invite another to play?

 What can we do as Unitarian Universalists to help make sure animals can continue to play in the wild?

 Optional: Leader Resource 1, Animal Charades

This activity is a basic game of charades with a twist designed to get everyone laughing

Gather the group in a large circle Have one child choose an animal and move to the center of the circle to act it out (Optional: Suggest animals from Leader

Resource 1.) Encourage actors to use motions and behaviors, as well as sounds

Participants take turns guessing the animal being portrayed, and once identified, everyone mimics the actor's movements or creates their own interpretations This engaging activity ensures that everyone who wishes to participate has the opportunity to act as the animal, fostering creativity and teamwork.

 Decide how you will form groups.

 Prepare a list of physical and verbal obstacles you can suggest to the small groups.

This cooperative game activity can be done inside or outside, you simply need a large enough space.

Create small groups of varying sizes to serve as human obstacles, either physical or verbal If the groups struggle to choose the type of obstacle, consider suggesting options For physical obstacles, ideas may include forming barriers, creating blockades, or using body positioning to impede movement Verbal obstacles could involve chanting, shouting phrases, or engaging in dialogue to challenge others.

 The small group holds hands and the players have to climb or jump over their arms at knee height or waist height.

 Ask the players to act out their favorite animal.

Players navigate a course in small groups, encountering obstacles that provide instructions on how to pass them As each group successfully overcomes an obstacle, the individuals at that obstacle transform into a new group that continues the course Upon reaching the end, they create an additional obstacle for others to tackle This engaging activity can be extended indefinitely and can be modified by introducing rules such as no talking or incorporating non-human obstacles.

Consider any mobility issues in the group when determining the type of obstacles, to ensure all participants can complete the obstacle course.

Encourage outdoor play by allowing children to choose their favorite games, such as freeze tag, Simon Says, or hide and seek Ensure that all participants understand the rules, and let them enjoy the game until they wish to switch to something new or until time is up.

 World of Wonder Mural from Session 1

 Leader Resource 2, Mural Image – Otters (included in this document), and tape

 Closing song lyrics from Session 1

 Taking It Home (included in this document)

 Print Leader Resource 2, Mural Image — Otters, preferably in color.

 Download and adapt the Taking It Home section and copy for all participants (you may wish to email to parents as well).

KINDNESS IN NATURE

The greatness of a nation and its moral progress can be measured by the way its animals are treated — Mahatma Gandhi

This session highlights kindness and altruism in the web of life and encourages participants to act for the welfare of other living beings Kindness as a central tenet of

Buddhism is introduced in the central story, "The Noble

In the story of the ibex, a noble animal rescues a king during a hunting expedition, illustrating the profound bond between species Children learn about real-life instances where animals have selflessly saved others, engaging in role plays that promote empathy and kindness This interactive approach not only captivates young minds but also instills important values of compassion and understanding towards all living beings.

Note: If you have access to a computer with Internet access, you can incorporate the You Tube and video images of animal altruism suggested in Alternate Activity

1 as part of Activity 3, Animal Altruism Stories and

 Demonstrate altruism in non-human parts of the web of life

 Foster empathy and a sense of connection with other living beings

 Encourage emotional intelligence, the ability to recognize their own and others' feelings and to respond helpfully when someone is distressed

 Consider kindness among non-human

 Develop their emotional intelligence, by observing and experiencing kindness and thinking of ways they can be helpful and kind

 Role play stories based on acts of helping and kindness

Activity 1: Earth Ball Name Game 5 Activity 2: Story – The Noble Ibex 10

Activity 3: Animal Altruism Stories and Dramatic

Faith in Action: Kindness Cookies and Cupcakes

Alternate Activity 2: View of Nature – Animal

Seek a tranquil space to reflect and gather your thoughts Take a few minutes to close your eyes and breathe deeply, possibly repeating a calming word or phrase to distance yourself from daily distractions.

Have you ever had a time when you felt that an animal expressed kindness to you, perhaps a dog or a cat? Reflect on the bond you felt with that animal

In Western culture, humans tend to see ourselves as separate from the animal world We believe our emotional and spiritual lives distinguish us from other

Gather participants in a circle around the chalice and utilize the Leadership Chart from Session 2 to assign roles for this session Provide a brief description of each role and inform participants that jobs will rotate in future meetings, allowing those without a role today to have an opportunity in subsequent sessions Throughout the session, offer prompts to those assigned leadership tasks at the appropriate moments.

Unitarian Universalists of all ages worldwide participate in the ritual of lighting chalices during gatherings, creating a sense of connection among them, regardless of their physical proximity This act symbolizes their shared beliefs and unity within the Unitarian Universalist community.

In the first session, the group established a covenant that outlines their shared values and commitments Take a moment to review this covenant and invite any newcomers to add their names, fostering a sense of belonging If designated, the Welcoming Leader or Justice Leader can facilitate this welcoming process for newcomers.

Each time we gather, we will delve into the essence of our seventh UU Principle: honoring the interconnected web of life.

Today, we explore the significance of kindness within our interconnected existence Kindness is the genuine concern for others—be it a person or an animal—who may be feeling sad, hurt, or scared, and the desire to help them heal and feel better.

Can you think of a time when an animal showed you kindness?

At this developmental stage, children's reading abilities vary significantly While it's beneficial to point out words as you read to them, it's important to remember that they may not yet be able to read independently.

Everyone in the circle warmly welcomes the co-leader by name before they toss the earth ball to another participant This person then introduces themselves and receives a friendly welcome from the group.

For those who find throwing and catching a ball challenging, try the activity seated with legs extended and feet touching, using a rolling motion instead of throwing If any participants are unable to stand or sit on the floor, arrange for everyone to play in a circle of chairs.

 Story, "The Noble Ibex ” (included in this document)

 Objects to place in the basket that are related to the story such as a goat (an ibex), a king's crown, a horse, a bow and arrow, or pictures of these items

 Optional: “The Noble Ibex” coloring sheet (PDF) and crayons

 Optional, but highly recommended: Provide a

Consider printing and distributing the optional coloring sheet (PDF) to enhance the storytelling experience for children You can present it before narrating the story to familiarize them with the appearance of an ibex Additionally, including the coloring sheet with the "Taking It Home" handout can facilitate discussions between children and their parents or caregivers about the story at home.

Carefully remove each story-related item from the basket, passing them around one at a time For fragile objects that are difficult to pass, hold them up for everyone to see before placing them on the altar, centering table, or any suitable table or shelf.

Take the chime or rain stick from the basket and say, in these words or your own:

During World of Wonder, we prepare our senses for storytelling by using a special instrument Find a comfortable position, close your eyes, and focus intently as I sound the chime and turn over the rain stick Listen closely to determine how long you can hear the sound Once it fades away, open your eyes, signaling that the story is about to begin.

Begin by sounding a chime or rain stick, and once the sound fades, introduce the concept of Jataka tales—unique stories from the Buddhist tradition where the Buddha is reborn as an animal to impart valuable lessons For instance, an ibex, a type of mountain goat, features prominently in one such tale Share or read the story titled "The Noble Ibex" to illustrate this teaching method.

 Have you ever had a human or animal show you compassion or kindness? If so, how?

 Have you ever observed an animal show another animal or a person compassion?

 What can we as Unitarian Universalists do, to

 Leader Resource 1, Animal Altruism Stories

 Optional: Computer with Internet access and a large monitor or a digital projector other medium for showing video clips of animal altruism listed in Alternate Activity 1

 Familiarize yourself with the stories in Leader

For an engaging presentation, consider previewing video clips beforehand You can find an animated clip of Dolphin Heroes 1: Shark Rescue on YouTube at www.youtube.com/watch?v=xxkJrv2UCGo&feature=fvwrel, and footage of Dolphin Heroes 3: Saving Whales is available at www.youtube.com/watch?v=Fp_motddvnQ.

BEAUTY IN NATURE

Envision a magnificent full moon rising above the spruce trees, glowing with a vibrant yellow hue and casting an enchanting light on the landscape The moonlight is infused with color, allowing one to see and appreciate the true shades of their surroundings.

This session explores the universal need for beauty and cultivates children's appreciation of nature's beauty

Activities inspired by the UU Source highlight the profound experience of transcending mystery and wonder, a concept recognized across cultures This deep connection encourages a renewal of the spirit and fosters an openness to the life-affirming forces that shape our existence.

Contemplating the elegance of Earth's systems and the beauty of its materials evokes a deep sense of awe and wonder This appreciation for the planet's stunning diversity and abundance of life not only fulfills our survival needs but also inspires a profound desire to protect and cherish our environment.

If you are not able to go outdoors for Activity 3, Eyes on

Nature, use Alternate Activity 3, Appreciating Nature

 Call attention to nature's beauty and the ways it inspires us

 Stimulate observation and creativity, by guiding children to notice and evoke beauty in the natural environment

 Encourage participants to express their enjoyment of nature's beauty

 Demonstrate that nature's beauty is within us, too

 Foster reverence, awe, and wonder.

 Learn how Canadian Unitarian artist and art educator Arthur Lismer noticed and responded to nature's beauty

 Sharpen observation skills by becoming a

 Express nature's beauty in a work of art

 Perform leadership roles in the group.

Activity 1: Earth Ball Name Game 5 Activity 2: Story – Treasure Stones 10

Activity 4: Reflecting on Beauty 15 Faith in Action: Sowing Seeds of Beauty 60

Alternate Activity 1: Welcoming Web Game 10 Alternate Activity 2: Sensory Beauty Walk 20 Alternate Activity 3: Appreciating Nature Indoors 20

To cultivate mindfulness, find a quiet space where you can reflect and breathe deeply for several minutes Close your eyes and focus on a calming word or phrase to help detach from daily distractions Visualize your favorite natural spots from childhood or select a meaningful place from any stage of your life This practice can enhance your mental clarity and emotional well-being.

 Where did you picture yourself?

 What season came into your mind?

What made the place beautiful? Which of your

Gather participants in a circle around the chalice and assign roles based on the Leadership Chart from Session 2 Provide a brief description of each role, emphasizing that these positions will rotate in the next meeting, giving everyone an opportunity to participate Throughout the session, ensure to prompt those with leadership responsibilities at the appropriate moments.

Unitarian Universalists worldwide, regardless of age, engage in the meaningful ritual of lighting chalices during gatherings This act fosters a sense of connection among them, transcending geographical boundaries and personal encounters Today, we will light the chalice, a powerful symbol of our Unitarian Universalist community.

During the first session, the group established a covenant that outlines their shared values and commitments It's important to briefly revisit this covenant to reinforce its significance Newcomers are warmly invited to sign their names, with the Welcoming Leader or Justice Leader facilitating this process if those roles are designated.

Each time we gather, we will delve into our seventh Unitarian Universalist Principle, which emphasizes respect for the interconnected web of life.

Beauty encompasses experiences that delight the senses, from visually stunning sights to enchanting sounds, such as the melody of a bird or the sweet aroma of a rose In this article, we will explore the various facets of beauty found in nature.

At this developmental stage, children's reading abilities can vary significantly While it's beneficial to point out words as you read together, it's important to remember that they may not yet be able to read independently.

A key method for fostering connections and creating an inclusive atmosphere is to have each participant in the circle introduce themselves by passing an earth ball to someone else This allows everyone to share their name and receive a warm welcome from the group.

For those who find throwing and catching a ball challenging, try sitting with legs extended and feet touching while rolling the ball instead If a participant is unable to stand or sit on the floor, arrange for everyone to play in a circle of chairs.

 Story, "Treasure Stones (included in this document) "

 Objects to place in the basket that are related to the story such as stones, an Arthur Lismer painting, a paintbrush, a painter's palette, a paint-covered smock

 Optional: “Treasure Stones” coloring sheet

Carefully take each story-related item from the basket, passing them around one at a time For fragile objects or those that are difficult to pass, hold them up for everyone to see before placing them on the altar, centering table, or any suitable table or shelf.

Prepare for an immersive storytelling experience during World of Wonder by engaging your senses Find a comfortable position, close your eyes, and focus on the sound of the chime as the rain stick is turned Listen intently and see how long you can perceive the sound Once it fades away, open your eyes, signaling the beginning of the story.

Sound the chime or rain stick When the sound has completely disappeared, read or tell the story, "Treasure Stones."

 Do you have any nature treasures that you like to collect?

 Have you ever seen a stone that changed colors or looked different in the shade or sunlight?

 Have you ever found something in nature that looked different depending on the angle you viewed it from? Or something that looked different when you got it home?

 What do find beautiful in nature?

 Have you ever brought something from nature into your home to make your home beautiful? If so, what?

 How can we as Unitarian Universalists help to protect the beauty in nature?

 Choose an outdoor location, preferably with a diversity of living things.

 Gather materials for Activity 4, Reflecting on

Beauty, and take them with you so that you can complete Activity 4 outdoors.

Bring the group outside Tell the children they will have a chance to become both a "Camera" and a

"Photographer." They will practice their observation skills and to view scenes from various perspectives as they try different ways of framing what they see.

Tell the children that when everyone has taken pictures, they will have a chance in the next activity to "develop the film" by creating the pictures on paper

Organize the children into pairs and clarify that they will alternate roles as a Camera and a Photographer After forming partnerships, instruct them to choose who will begin as the Camera and who will start as the Photographer, emphasizing that they will switch roles later on.

Explain that the Cameras will close their eyes and the

Photographers will gently guide the Cameras to a location to make a picture Everything is done in silence

(or with whispered instructions to the ear if necessary)

The Photographer should gently position the body and head of the Camera to set up the picture Encourage the

GREEN ENERGY

Question: How do energy conscious people think about wind power? Answer: They're blown away! — United States Energy Information

Administration (at www.eia.gov/kids/energy.cfm?page=riddles)

Energy is essential for performing tasks, enabling activities like climbing mountains, playing soccer, and even thinking It exists in various forms, with some energy stored in our muscles and brain cells for movement, while other types power our homes, vehicles, and streetlights Children learn that much of our energy comes from burning nonrenewable fuels such as coal, oil, and natural gas In contrast, green energy is derived from cleaner, less-polluting sources, highlighting its significance in our interconnected environment This article introduces the concept of green energy and emphasizes its importance for a sustainable future.

 Introduce the concepts of energy and "green" energy

 Tell the story of the Danish island of Samso and the community problem-solving that helped achieve energy independence

 Teach ways to conserve energy.

 Learn definitions of energy and "green" energy

 Consider a "real-life" story about green energy and community problem solving

 Understand ways to conserve energy and demonstrate leadership by encouraging others to conserve as well

 Make pinwheels or bookmarks, as a reminder of wind power

Activity 1: Earth Ball Name Game 5 Activity 2: Story — Green Like the Wind 10 Activity 3: Stand Up to Save Energy 10

Activity 5: Speak Up to Save Energy 10 Faith in Action: Solar Oven Workshop

Alternate Activity 1: Welcoming Web Game 10 Alternate Activity 2: Solar Art 20

To cultivate mindfulness, seek a tranquil space to reflect and unwind Close your eyes and take deep breaths for a few minutes, possibly repeating a calming word or phrase to distance yourself from daily distractions Consider the various energy sources that power your household throughout a typical day.

 How dependent are you on non-renewable sources of energy?

 What forms of green energy do you currently use?

 Are there ways you can develop cooperative partnerships concerning energy issues? In your congregation, with a local elementary school, or in the local community?

Gather participants in a circle around the chalice and utilize the Leadership Chart from Session 2 to assign roles for this session, providing a brief description of each job Inform participants that roles will rotate in the next meeting, allowing those who did not receive a job today the opportunity to participate in future sessions Throughout the session, offer timely prompts to those assigned leadership tasks.

Unitarian Universalists of all ages around the globe participate in the ritual of lighting chalices during their gatherings, fostering a sense of connection among members, even if they have never met This act symbolizes their shared beliefs and unity within the Unitarian Universalist community.

In Session 1, the group established a covenant that outlines their shared values and commitments It is important to briefly review this covenant and invite any newcomers to join by signing their names If designated, the Welcoming Leader or Justice Leader can facilitate this invitation, ensuring that all participants feel included and valued in the group.

Each time we gather, we will delve into the essence of our seventh UU Principle, which emphasizes respect for the interdependent web of life This principle encourages us to appreciate the connections among all living beings and the environment, fostering a sense of responsibility and stewardship.

Green energy refers to sustainable energy sources that are cleaner and less polluting, such as solar, wind, and hydro power Energy is essential for performing tasks, enabling movement, and powering various activities in our daily lives, from climbing mountains to boiling water While most of our current energy comes from finite fossil fuels like coal, gas, and oil, which will eventually deplete, green energy offers a renewable alternative that can help reduce environmental impact and ensure a sustainable future.

At this stage, children's reading abilities can vary significantly While reading aloud, highlight the words to engage them, but it's important to remember that they may not yet be able to read independently.

To foster connections and create a welcoming atmosphere, it's essential to learn each other's names During our gatherings, we will use an earth ball as a fun tool to strengthen our group bonds When the earth ball is tossed to you, catch it and introduce yourself by saying your name.

The group warmly welcomes each participant by saying, "Welcome, [co-leader's name]." The co-leader then tosses the earth ball to another person in the circle, who introduces themselves and receives a friendly welcome from the group.

For those who find throwing and catching a ball challenging, try sitting with legs extended and feet touching while rolling the ball instead If a participant is unable to stand or sit on the floor, arrange for everyone to play in a circle of chairs.

 Story, "Green Like the Wind (included in this document) "

 Objects to place in the basket that are related to the story such as a pinwheel, a representation of the sun, or a picture of a waterfall or dam

 Optional: "Green Like the Wind" coloring sheet

 Optional, but highly recommended: Provide a basket of soft, quiet, manipulable items for children who will listen and learn more

Enhance children's engagement with the story by providing them with the "Green Like the Wind" coloring sheet (PDF), which can be printed and copied Encourage them to color before, during, or after the storytelling session Additionally, consider sending the coloring sheet home along with the Taking It Home handout for continued interaction.

Carefully select story-related items from the basket, passing them around one at a time For fragile objects or those difficult to pass, hold them up for everyone to see before placing them on the altar, centering table, or any suitable table or shelf.

Prepare to immerse yourself in the storytelling experience during World of Wonder by engaging your senses Find a comfortable position and close your eyes As I sound the chime or turn the rain stick over, focus intently on the sound and see how long you can listen before it fades away Once the sound is no longer audible, open your eyes, signaling that the story is about to begin.

When the sound has completely disappeared, tell the story, "Green Like the Wind," which introduces the ideas of green energy, local energy, wind power, and cooperative community problem solving.

When the story is finished, guide the children in a brief discussion using questions such as:

 Do you know what we use to make electricity here?

 What are some ways that you save energy or use green energy in your family?

 Have you ever thought about using the wind, the sun, or water to make energy?

 Did you ever get together with a group of people to solve a problem? What happened?

You might include soft crayons and the coloring sheet for this story as a fidget option.

ACTIVITY 3: STAND UP TO SAVE

 Recruit an adult volunteer to record the children's suggestions for energy saving.

 Optional: Read "365 Ways to Save Energy (at www.savewithces.com/365in2008.html)" for more examples.

Teaching children about green energy involves emphasizing the importance of energy conservation For instance, keeping windows closed while using an air conditioner in the summer helps retain cool air, thereby reducing the amount of energy needed to cool the space This practice not only saves energy but also promotes a more sustainable lifestyle.

Ask the children for some ideas or examples of saving or wasting energy.

ENOUGH STUFF

People overestimate the pleasure they'll get from having more stuff This does not apply to new rose bushes, crayons, or yarn stashes —

This session teaches children to distinguish between needs and wants, while also introducing meaningful actions to care for the web of life It builds on the understanding of the 3 Rs, encouraging participants to engage in sustainable practices.

(Reduce, Re-use, and Recycle), this session introduces another R, Refuse, which is demonstrated in the central story about a very fun "no presents" birthday party The

5th R is Rot (decomposition), explored in Session 7.

 Foster an environmentalist ethic for refusing, in addition to reducing, reusing, and recycling

 Explore the difference between needs and wants

 Consider a "no presents" birthday party, by responding to a real-life story

 Understand the 5 Rs: refuse, reduce, re-use, recycle, and rot

 Make use of recycled materials in a creative project

Activity 1: Earth Ball Name Game 5 Activity 2: Story – Enough Stuff 10

Activity 4: Birthday Brainstorm 10 Activity 5: Toilet Paper Roll Binoculars 10 Faith in Action: Enough Stuff Birthday Party

Alternate Activity 2: "Needs" vs "Wants" Nature

Alternate Activity 3: Kids Make a Difference

Discover a tranquil space to reflect and clear your mind Close your eyes and take deep breaths for a few minutes, focusing on a word or phrase to distance yourself from daily distractions Use this time to contemplate the significance of embracing simple abundance in your life.

Consider this session's opening quote:

People overestimate the pleasure they'll get from having more stuff This does not apply to new rose bushes, crayons, or yarn stashes —

Dr Sun Wolf What would your three exceptions be?

 Do you have "enough stuff?"

 Are there any items you genuinely need which

Gather participants in a circle around the chalice and assign roles based on the Leadership Chart from Session 2, providing a brief description of each position Inform the group that roles will rotate in the next meeting, ensuring that those who did not receive a role today will have an opportunity in future sessions Throughout the session, offer prompts to those with leadership responsibilities at the appropriate times.

Unitarian Universalists of all ages worldwide participate in the ritual of lighting chalices during gatherings, creating a sense of connection among individuals, regardless of whether they have met in person This act symbolizes their shared values and unity within the Unitarian Universalist community.

In Session 1, the group established a covenant that outlines their shared values and commitments It is important to briefly revisit this covenant and invite any newcomers to add their names, fostering a sense of belonging If assigned, the Welcoming Leader or Justice Leader can facilitate this process, ensuring that new members feel welcomed and included in the group's mission.

Each time we gather, we will delve into the essence of our seventh Unitarian Universalist Principle, which emphasizes respect for the interdependent web of life.

Today we're going to talk about "stuff" and things we can do when we have too much stuff

Recycling is an essential practice that many households engage in, but it's important to understand its limitations and the broader context of sustainability Beyond recycling, we can also embrace the principles of Refusing, Reducing, and Reusing to better protect our environment These "R" words collectively contribute to a more sustainable lifestyle and help us care for the interconnected web of life on our planet.

We can try to do all of these before we recycle something

There's one more that we've already talked about Rot Maybe you were here when we talked about rot and decomposition

At this stage of development, children's reading abilities can vary significantly It's beneficial to point out words as you read to them, but it's important to remember that they may not yet be able to read independently.

We will utilize an earth ball during our gatherings to foster connections within our group When the ball is thrown to you, catch it and share your name.

The group warmly welcomes each participant by name, starting with the co-leader who initiates the process by tossing an earth ball to another member This person then introduces themselves, receiving a friendly welcome from the entire circle.

For those who find throwing and catching a ball challenging, try sitting down with legs extended and feet touching, and roll the ball instead of throwing it If any participant is unable to stand or sit on the floor, organize the activity in a circle of chairs to ensure everyone can participate comfortably.

 Story, "Enough Stuff ” (included in this document)

 Objects to place in the basket that are related to the story such as a piece of old clothing (maybe something outgrown), a broken toy, a picture of a cluttered room

 Optional: “Enough Stuff” coloring sheet (PDF) and crayons

 Read the story questions and choose ones that activity See Session 1, Leader Resource 1, Fidget Basket, for a full description of a fidget basket and guidance for using it.

 Optional: Print and copy the “Enough Stuff” coloring sheet (PDF) Decide when you will invite the children to engage with this story through coloring.

Carefully take each story-related item from the basket, passing them around one at a time For fragile objects or those difficult to pass, hold them up for everyone to see before placing them on the altar, centering table, or a designated shelf.

Prepare for an engaging storytelling experience during World of Wonder by using a special instrument to tune your senses Find a comfortable position, close your eyes, and focus intently as I sound the chime and turn the rain stick over Listen closely and see how long you can hear the sound Once it fades away, open your eyes, signaling that the story is about to begin.

Sound the chime or rain stick When the sound has completely disappeared, read or tell the story, "Enough Stuff."

When the story is finished, discuss with questions like:

 Have you ever thought you had enough stuff? More than enough stuff?

 Which of the 5 Rs Refuse/Reduce/Reuse/ Recycle/Rot did you hear in the story?

 Can you think of a time when you refused, reduced, or re-used something?

 How can we as Unitarian Universalists help reduce how much stuff we use and increase what we refuse?

 Two sets of four recycle bins (or cardboard boxes or other containers), two boxes or barrels for trash, and two bins for unsorted items

Each team should collect 10-15 clean items to sort into recycling or trash bins, ensuring at least two items are designated for each bin Examples of recyclable materials include aluminum drink cans, plastic bottles, yogurt containers, juice boxes, and printer paper, while items for the trash bin can consist of toilet paper rolls, newspaper, and sandwich baggies This activity promotes awareness of proper waste disposal and recycling practices.

 Labels for the recycle bins: Aluminum (a drink can), Paper (a piece of newspaper), Plastic (a plastic water bottle), Glass (a glass jar), and a label for Trash (an empty juice box)

 Optional: Add a Compost bin Items for the compost bin might include fresh orange peels; wood or plastic fruit, veggies, bread, or eggs; or drawings of produce

 Designate a large, open area, preferably outdoors, for the relay race.

 Review the activity so you understand the instructions and can explain them to the children.

Assign each team 10-15 clean items suitable for recycling or trash disposal, ensuring that every child has at least one turn Each team should receive at least two items designated for both the recycling and trash bins For the compost bin, consider using fresh orange peels, cut carrot tops, or realistic wood or plastic fruits and vegetables Place all items in a single, unsorted bin for each team to sort.

 Place the unsorted bins at the "start" line At the

Tiêu đề	World Of Wonder A Tapestry Of Faith Program For Children Kindergarten-1st Grade
Tác giả	Rev. Alice Anacheka-Nasemann, Pat Kahn, Julie Simon
Trường học	Unitarian Universalist Association
Chuyên ngành	Faith Education
Thể loại	Program
Năm xuất bản	2013, 2017

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Số trang	222
Dung lượng	1,85 MB