Growing Food in Ways that Protectand Heal CreationSuggested ages: Upper Elementary ageTime needed: 45-60 minutesTeacher Re...
Discover 10-15 minutes                                          Then, designate one color as a contaminant and placeIntrod...
In the second round, tell the students to collect only    Apply 15 minutesthe number of objects that they need for their p...
ConclusionWe are all part of the agricultural system and we have                        r, Forgive us                     ...
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Sacred Food Part Three: Growing Food in Ways that Protect and Heal Creation


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Sacred Food Part Three: Growing Food in Ways that Protect and Heal Creation

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Sacred Food Part Three: Growing Food in Ways that Protect and Heal Creation

  1. 1. Growing Food in Ways that Protectand Heal CreationSuggested ages: Upper Elementary ageTime needed: 45-60 minutesTeacher Reflection and Subject BackgroundScripture: Genesis 2: 8-9, 15-16Psalm 65: 9-13 G enesis 2 tells us that God planted a garden that nourishes, and the sun which gives energy. It is not filled with every tree that is good for food, corporate food producers or supermarkets to whom we and put man in the garden to till and keep owe our gratitude for the bounty of the Earth, but the it. We are the thus caretakers of the gar- goodwill of God.den Earth and are called to maintain and preserve what As Christians, then, we are called to remember ourGod established. Growing food—no matter its com- role as caretakers. How do we understand our connec-plexity and work—is no exception. All living things tion to the food system? How do we live out our role?rely on food for nourishment. It is a great privilege What can we do to tend the garden during a time whenand tremendous responsibility to care for the garden. It more attention is given to economy than to ecology?requires giving careful consideration to how we use the How do we respond when giant corporations put smallGod’s gifts of air, soil, and water when we produce food family farms out of business and produce their prod-so that we ensure that all life on Earth flourishes. ucts with little knowledge or concern for the health of Unfortunately, though, we are increasingly discon- the land? What do we do when the business of pro-nected from the food system that we all rely upon. We ducing food uses much more energy than it creates?often eat even though we have no idea where our food The pastures, hills, meadows, and valleys were createdcomes from or how it was produced. We are alienated to shout and sing together for joy (Psalm 65:12-13)from the created world, and we have forgotten that our because of their fertility. It is up to us to provide stew-very lives are dependent on the soil of the Earth, the ardship for God’s Earth so that their joyful singing isplants and trees that spring forth from it, the water heard in the future.Summary of Lesson Opening PrayerDiscover: Explore the idea that sustainable agriculture You, O God, are this not a new concept; it comes from God. e great provider. From the bountyStudy: Look at the Genesis 2 passages to understand of the Earth all living things are nohow God intended for us to be caretakers. Use an activ- urished. Our own hunger anity to illustrate how best to care for God’s bountiful d thirst are satisfied by the frgarden. uits of Your creation. Help us, O God, toApply: Encourage thankfulness for God’s bounty. realize our need to serve as ca retakers for the garden EarthMaterials Needed: four small paper bags filled with which we call home.objects of five different colors (e.g., colored candy, And may we expepoker chips, marbles). rience the great joy that com es from such caring. Amen.
  2. 2. Discover 10-15 minutes Then, designate one color as a contaminant and placeIntroduce the term “sustainable agriculture.” Ask what several objects of that color in each bag except the “sun-the group understands about this concept. What does it light” bag. Instruct the students that they are “plants”mean to sustain something? How do we maintain, care and need the proper amount of sun, soil, air, and waterfor God’s Earth while producing food for ourselves? To to survive. Tell them to grab objects from each bag andpractice sustainable agriculture means to cultivate soil, put them out in front of them at their desk or table.grow crops, and raise livestock in a way that is just, After each student has their “need” objects in front ofwithout harming or depleting the Earth’s bounty or them, tell them that you will now look at what theirhurting other people or animals. particular needs are. List out the following: Read together Psalms 65: 9-13. Ask the group toreflect on God’s involvement in agriculture as theywalk the labyrinth. Remind them to listen for God. 3 objectsWhat does this scripture say about the fertility of the S unlight = cts bjeEarth? How does the Earth respond to its own fertility? Soil = 3 o cts je(with joyful singing and shouting, verse 13) Who is the Air = 3 ob bjects 3oprovider of such goodness? God has designed the Earth Water =to be fertile, to provide food and to give seed so thatmore food can be grown. The joy of Creation is that itendures forever. There is planting, growing, harvesting,planting, birth, life, death, and more birth. Read the Then review with each student how they, as a plant,passage again as they are walking. did survival-wise. SunlightStudy 15-20 minutes More than 3: plant withered from too much sun;Read Genesis 2:8-9 and 15-16. Facilitate a brief discus- Less than 3: plant didn’t grow and was weak.sion about the group’s understanding of these passages.If God is the one who makes the Earth fertile so that we Soilhave food to eat (as Psalms 65:9-13 suggests), what is More or equal to 3: no impact on the plant;our role? What does it mean to till and keep the Earth? Less than 3: plant didn’t have enough nutrients and Have the students list out what is needed for food didn’t grow as grow: sunlight, soil, air, and water. In four differentpaper bags labeled with each plant “need” (sun, soil, Airair, and water) place multi-colored objects (you can use More or less than 3: no impact on the chips, colored candy, or jelly beans) making surethat bags have only one type of color in each bag and Waterenough objects in each bag so that each student can More than 3: plant drowned and diedgrab one handful of objects from each bag. Less than 3: plant died from drought.
  3. 3. In the second round, tell the students to collect only Apply 15 minutesthe number of objects that they need for their plants. To till and keep the garden suggests that we have a rela-Make note of any students that had a contaminated tionship with the land, water, and the seasons. It is aobject in their pile of objects. Explain to the students relationship that is mutually beneficial. We care for thethat this represents pollution or toxics in the air, soil, Earth and the Earth provides us and every living thingor water and that it would negatively impact how the with food. When we stop caring for the Earth as Godplant could grow or could be passed onto humans as intends, the effects can be quite serious.we consume it. Discuss with the students ways to pre- What does this have to do with us? How are wevent these contaminents (e.g. buy organic food, grow involved in the business of agriculture? If we are notown food, etc.). Discuss with the class what they think the people who own the food companies, work in theGod intended in regards to tilling and keeping the gar- fields, transport the livestock, package the food, or cookden. The following questions may stimulate discussion. it, then who are we in the food system? Point out theWhat if they learned that some part of their meal was fact that we all play a role and that most of us are theproduced on a huge farm that used lots of chemicals to consumers, the eaters of food. What power do we havegrow their vegetables? The chemicals seeped into the to make changes so that the Earth, animals, and othersoil and made their way into nearby rivers and streams. people are not harmed to supply us with food?What if those chemicals prevent other plants from Ask the group what they know of the story of Thegrowing? Or they cause people or animals to be sick? Last Supper. Read it from Luke 22:14-20. ExploreWhat if animals lose their habitat and die out as a result with them the mysteries of this story. Talk about theof the way the land is used? If the children knew that significance of communing with God. Communion isthese conditions were the consequences of producing celebrated in churches as a way of remembering Jesus;the food they eat, would they choose to eat those same it invites us into divine mystery. Talk about the fact thatfoods? Or would they choose differently? there are many scriptures referencing food and farming throughout the Bible. Jesus told stories of planting seeds able sustain and feeding hungry people. Have the group look us s an ulture i some of these scriptures. There is a sacred value to food agric ctice ural pra and agriculture that our culture has nearly forgotten. t agricul rops Food is a holy mystery; it is of God. It is not just fuel. that grows c stock Every day it provides opportunity for us to commune es live with God, but we have to be paying attention. Just as a nd rais g or Moses went to see the burning bush, we must see our t harmin h’s withou food as alive with energy for us. And we must approach Eart ng the it with gratitude, integrity, and wonder. depleti hurting Pass around a loaf of bread and have the children or bounty le or give thanks for all parts of Creation that came together er peop to make it (seed for wheat, sun, rain, soil, etc.). This oth can be done in turns or as a group. s animal
  4. 4. ConclusionWe are all part of the agricultural system and we have r, Forgive us Loving Creatobeen since the beginning of time. Everything that we zy and are when we are lado is supported by the nutrients we take in through with our concerned onlyfood. Caring for the planet and all that is in it is no selves. rkeasy task, but it is our responsibility. And, we cannot do reciate the wo Help us to appit effectively if we think only of ourselves. We need to ave called us, to which you hconsider how each aspect of Creation is affected by the re for all the to keep and caways in which we grow our food. So, let our tending of earth.the garden reflect our connection to and appreciation of e disciplined And may we bthe interconnected web of life by growing, producing, this call with to respond to y.and consuming food in ways that protect and heal all fulness and jo courage, faithof Creation. Have the kids stand or sit in a circle, and the sun, land, For the gif t ofrepeat after the leader the following prayer line by line. we give you water, and air, thanks, O God all plants and For the gif t of you thanks, trees, we give O Go d e all animals, w For the gif t of d s, O Go give you thank all people, we For the gif t of s, O God. give you thank You as our May we honor ting all these Creator by trea ness. gif ts with kind e nourished And may we b ence on the by our depend eir holiness. mysteries of th Amen.