WORLD OF WONDER
A Tapestry of Faith Program for Children
SESSION 1: THE WEB OF LIFE
BY REV. ALICE ANACHEKA-NASEMANN, PAT KAHN, AND JULIE SIMON
© Copyright 2013 Unitarian Universalist Association.
Published to the Web on 11/9/2014 2:13:12 AM PST.
This program and additional resources are available on the UUA.org web site at
www.uua.org/religiouseducation/curricula/tapestryfaith.
SESSION OVERVIEW
INTRODUCTION
We did not weave the web of life;
We are merely a strand in it.
Whatever we do to the web,
We do to ourselves.
— attributed to Chief Seattle, chief of the Duwamish Nation
This session introduces our human relationship to the earth, the basis for this program which is expressed in our seventh Unitarian Universalist Principle: respect for the interdependent web of all existence of which we are a part. The concept of the interdependent web is made concrete by tangible activities, such as the creation of a World of Wonder mural which the group will use throughout the program. A story illustrates that we are all connected in a great web of life and children are encouraged in caring for the earth. An understanding of interdependence in our human communities is nurtured as participants create a group covenant, recognizing that their behaviors affect one another.
GOALS
This session will:
LEARNING OBJECTIVES
Participants will:
SESSION-AT-A-GLANCE
Activity | Minutes |
Opening | 5 |
Activity 1: Earth Ball Name Game | 10 |
Activity 2: Group Covenant | 10 |
Activity 3: Story — The Grumpy Gecko | 10 |
Activity 4: Paper Geckos | 10 |
Activity 5: Song — We've Got the Whole World in Our Hands | 5 |
Faith in Action: Grounds Clean-up | 30 |
Closing | 10 |
Alternate Activity 1: Welcoming Web Game | 10 |
Alternate Activity 2: Decorating the World of Wonder Mural | 10 |
Alternate Activity 3: Spider Web Nature Walk | 20 |
Alternate Activity 4: Beaded Geckos | 10 |
SPIRITUAL PREPARATION
Find a place where you can be quiet with your thoughts. Close your eyes and breathe deeply for several minutes, perhaps repeating a word or phrase to separate yourself from the activities of the day. When you feel settled and relaxed, consider:
Invite your sense of reverence, wonder, and awe to be present as you lead this session.
SESSION PLAN
OPENING (5 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
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. All around the world, Unitarian Universalists of all ages light chalices when they gather together. With this ritual, Unitarian Universalists are connected to one another, even though they might never meet each other.
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.
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.
And we honor each other, gathered here to share the wonder of our world.
Now say:
Each time we meet for World of Wonder, we will find out more about our seventh UU Principle: respect for the interdependent web of life.
Ask whether anyone knows what interdependence means. Say:
Interdependence means we all depend on each other and on the earth to be able to live. If we depend on each other, we need each other. We are connected to each other, as if we live on an invisible web that includes all of nature—people, animals, and plants.
Including All Participants
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)
Materials for Activity
Preparation for Activity
Description of Activity
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:
One important way to make connections and to help everyone feel welcome is to know each other's names. We will use this earth ball each time we are together to help us create connections in our group. When someone throws the "earth" to you, catch the ball and say 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 earth ball to someone else in the circle, who will say their name and be welcomed by the group.
Continue until everyone in the circle has been introduced.
Including All Participants
If throwing and catching the ball is difficult, do the activity seated with legs out and feet touching, rolling the ball instead of throwing it. If any participant cannot stand or sit on the floor, have everyone play in a circle of chairs.
ACTIVITY 2: GROUP COVENANT (10 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
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. Note: If your group has already established a covenant you may wish to skip this activity and simply point out the covenant you have agreed to and the connection covenants have to interdependence as described below.
Gather the group in a circle. Explain:
"Interdependence" means that what one person does affects everyone around them.
Ask:
Explain that the group is going to create a covenant to say how we will treat each other. Tell the children a covenant is a promise and the covenant they create will be a promise everyone in the group, including the leaders, will make about how they will treat each other. If your congregation has a covenant, tell the children.
Invite the children to make suggestions about what they would like as a part of their covenant. As needed, offer ideas, such as taking turns, sharing, being kind, listening to one another, etc. Whenever possible use phrases that promote positive behavior rather than banning inappropriate behaviors. For example, instead "no hitting," say "treat everyone gently and kindly." Write the ideas on the newsprint.
When you have a covenant that everyone agrees to, have each person sign their first name on the bottom of the covenant. Tell the group that by signing the covenant they are promising to do what it says. For the duration of the program, if a participant behaves in a way that is inconsistent with the covenant, leaders can point to the covenant and remind the child that they are not living up to their promise, redirecting them toward the appropriate behavior.
Save the covenant in your religious education space to display each time the group meets.
Including All Participants
As needed, help children write their names.
ACTIVITY 3: STORY — THE GRUMPY GECKO (10 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
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?
Take the story-related items from the basket, one at a time, and pass them around. Objects that are fragile or cannot easily be passed around can be held up for all to see and then placed on the altar/centering table or any table or shelf.
Take the chime or rain stick from the basket and say in these words or your own:
Each time you hear a story in World of Wonder we will use this instrument to get our ears, minds, and bodies ready to listen. Sit comfortably and close your eyes. When I sound the chime (turn the rain stick over), listen as carefully as you can and see how long you can hear it. When you can't hear it anymore, open your eyes and it will be time for the story to start.
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.
Including All Participants
Fidget objects, described in Leader Resource 1, can provide a non-disruptive outlet for anyone who needs to move or who benefits from sensory stimulation.
ACTIVITY 4: PAPER GECKOS (10 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
The children will make their own paper gecko to remind them of the interdependence of the gecko on seemingly unrelated things.
Give each participant a copy of Handout 1, Paper Gecko Template. Have each child cut squares of different colors of construction paper and glue onto the template (or use pre-cut squares). Have extra gecko templates available for those children who wish to color the gecko. Use the eyes found on the template or have “googly eyes” available to glue onto the gecko.
ACTIVITY 5: SONG — WE'VE GOT THE WHOLE WORLD IN OUR HANDS (5 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Participants learn a song they will sing in each session Closing.
Say, in these words or your own:
Each time we meet, we will sing a song about caring for the earth during our closing circle. Singing together is a good way for us to feel a connection with each other. I wonder if anyone already knows the tune for the song, "We've Got the Whole World in Our Hands"?
If using the video, show it to the group, inviting them to sing along if they already know the song. Tell the children they will be invited to add new verses and motions to this song each time they meet.
Teach the song by singing one phrase at a time, with hand motions, and having participants sing the phrase back to you. Then put the phrases together and sing the whole song.
CLOSING (10 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Gather in a circle and say, in these words or your own:
Today we learned that all people and animals and plants are part of an invisible web of life. We all need each other to live. We are all part of the interdependent web of life.
Display the mural and say:
This is our World of Wonder mural. As Unitarian Universalists, we believe it is very important to take care of the web of life so that all of the animals and plants and people can live. Each time we are together, we will add something to the web. Today, we add a picture of a gecko to remind us of our connections to the earth and with each other until we are together next time.
Participants learn a song they will sing in each session Closing.
Say, in these words or your own:
Each time we meet, we will sing a song about caring for the earth during our closing circle. Singing together is a good way for us to feel a connection with each other. I wonder if anyone already knows the tune for the song, "We've Got the Whole World in Our Hands?"
If using the video, show it to the group, inviting them to sing along if they already know the song. Tell the children they will be invited to add new verses and motions to this song each time they meet.
Teach the song by singing one phrase at a time, with hand motions from the video or from your imagination. Have participants sing the phrase back to you. Then put the phrases together and sing the whole song.
Distribute Taking It Home. Thank the children for participating and invite them to return next time.
FAITH IN ACTION: GROUNDS CLEAN-UP (30 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Throughout this program participants will learn how to help care for the Earth. In this activity, participants will begin their work locally in a familiar place, cleaning up the grounds.
Bring children to the designated area and explain that cleaning up and taking care of our yards is one way we take care of the Earth. Invite them to help clean up all litter. Point out that litter is not healthy for animals and birds. As appropriate, they can help remove weeds, rake or otherwise tend the grounds.
When you are finished, gather briefly in a circle. Go around the circle and have each participant complete the following sentence: "Today I helped take care of the Earth by... "
Close by singing "We've Got the Whole World in Our Hands."
Including All Participants
Be certain the area you select is accessible for all.
LEADER REFLECTION AND PLANNING
Take a few minutes to evaluate the session with your co-leader immediately afterward, while it is fresh. Share your thoughts with any other team leaders and the religious educator. You might find it helpful to consider these questions:
TAKING IT HOME
We did not weave the web of life;
We are merely a strand in it.
Whatever we do to the web,
We do to ourselves
— attributed to Chief Seattle, chief of the Duwamish Nation
IN TODAY'S SESSION... we heard the story, "The Grumpy Gecko," which showed that all living beings on the Earth are connected on a great invisible web of life. We talked about our seventh Unitarian Universalist Principle, respect for the interdependent web of which we are all a part, and how our group is also an interdependent web. We created a covenant, or promises to each other for our time together, recognizing that what one person does affects the whole web. We added a picture of a gecko to our World of Wonder mural to remind us that we are all connected.
EXPLORE THE TOPIC TOGETHER. Talk about the ways in which your family is part of the interdependent web of life. Discuss the ways members of a family are interdependent and the ways individuals in a family influence one another.
EXTEND THE TOPIC TOGETHER. Create a family covenant. Most families have explicit rules, as well as many that go unspoken. Set some time aside to identify behaviors that help the family thrive. List the promises you are all willing to keep and have each member of the family sign the covenant. Try to state your expectations in positive terms rather than negative. For example, instead of saying "Don't be selfish," you can say, "Be generous." Empower all members of the family to be keepers of the covenant and point out when it has been broken. If you like, work together to create a list of apology actions, such as apologizing, giving a hug, fixing something, or giving someone some space. You can use these actions to help make things right after a transgression. For an example, see the "Family Pledge of Non-Violence" on the Parenting for Peace and Justice (at www.ipj-ppj.org/Families.htm) website.
A Family Adventure. Go on a "web walk" early in the morning to find as many spider webs glistening with dew as you can. Notice how intricate they are. How are they like the invisible web of all life that people are a part of?
Family Discovery. Watch nature shows such as "Planet Earth" on PBS, Netflix, or DVD. Subscribe to nature magazines like National Wildlife Federation's (at www.nwf.org/) Big Backyard or Ranger Rick; even small donations to Sierra Club (at www.sierraclub.org) and other organizations usually bring high quality nature magazines to your door. Talk about the interdependence that exists between different animals and plants you learn about. What links can you observe?
A Family Game. Create a web together with a ball of yarn, as the group did in today's session.
A Family Ritual. Practice a gratitude bedtime ritual in which you take turns naming different animals and plants. Say thank you to each living being for a way it is important in the web of life and in your life. Optional: Extend the ritual to include people.
ALTERNATE ACTIVITY 1: WELCOMING WEB GAME (10 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
This activity makes the concepts of interdependence and the web of life concrete with a web made out of yarn.
Tell the children that together you will create a web, like a spider web. Explain that, holding a piece of the yarn, you will roll the ball to someone else in the circle and welcome them by name. Then, that person will pass the yarn to someone else and the group will continue until everyone has been welcomed and is holding a piece of the yarn. Remind the children:
1. Do not let go of your piece of yarn when you roll the ball of yarn to the next person.
2. Pass the ball of yarn to someone who is not sitting right next to you.
Start the game. When everyone is holding a piece of yarn, point out that you have created a web together.
Ask everyone to hold their piece of yarn. Then, pull on your piece and ask the children what they noticed. Point out that everyone could feel the tug. Invite another child to tug the string and ask the children if they could feel that, as well. See if they can tell, by feel, who made the tug.
Now drop your string and ask the children what happens to the web. Ask the children what they think would happen if half of the group dropped their pieces of yarn. As needed, point out that the web might fall apart. At the end of the game, ask for a volunteer to roll the yarn back into a ball.
ALTERNATE ACTIVITY 2: DECORATING THE WORLD OF WONDER MURAL (10 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Place the mural on a work surface that is accessible to all participants. Take a picture of each participant, including leaders. If equipment is available to print the pictures immediately, cut pictures out and attach to the web with glue. Otherwise, pictures can be added in the next session and any time there is a newcomer to the group. While pictures are being taken, the children can glue lengths of yarn onto the mural to create the "spokes" of the web and decorate it with nature stickers.
ALTERNATE ACTIVITY 3: SPIDER WEB NATURE WALK (20 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Go for a nature walk to seek evidence of the web of life. Encourage children to notice the different plants, insects, and animals you see along the way. Talk about ways these living things interact and depend on one another. If you find spider webs, look at them with your flashlights, magnifying lenses, and dental mirrors. Point out how intricate, beautiful, and delicate they are. Teach the children to treat them gently and leave them untouched so the spiders can catch their food. Encourage gentleness with any creatures and plants you encounter. Invite participants to place any interesting non-living items they find in their paper bags, such as acorns, stones, or leaves. When you return from the walk, invite children to share the items they collected. Discuss how these items connect with the living things on the interconnected web.
Including All Participants
If a child is afraid of spiders, allow the child to establish their distance from them; do not push a child to get closer than is comfortable. Reassure the child that the spiders you are looking at are not poisonous and will not bother people unless we scare or hurt them. Model calm and fascination.
Find out about any relevant allergies among the children (e.g., bee stings or pollen) and plan accordingly. If any participant uses a wheelchair or has limited mobility, limit the walk to a fully accessible outdoor location (e.g., paved paths).
ALTERNATE ACTIVITY 4: BEADED GECKOS (10 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
The children will make their own beaded gecko to remind them of the interdependence of the gecko on seemingly unrelated things.
Give each participant a copy of Handout 2, Beaded Geckos. Have each child select beads and using the instructions on Handout 2, guide the children through the steps. If possible, recruit some extra adults or teens to help out.
Including All Participants
WORLD OF WONDER: SESSION 1:
STORY: THE GRUMPY GECKO
Adapted from "The Grumpy Gecko" in The Barefoot Book of Earth Tales by Dawn Casey and Anne Wilson (Cambridge: Barefoot Books, 2009). Used by permission.
In a shady glade, the chief of the jungle slept. Until, GECK-O! GECK-O! GECK-O!
Tiger woke up with a snort. He opened one yellow eye. "Gecko," he growled. "What do you want? It's the middle of the night."
"I've come to complain..."
What could Gecko the lizard have to complain about? He spent most of his time lazing around, just sleeping and eating. Even when he was hungry, all he had to do was flick out his sticky tongue and lick up a mosquito.
"What's troubling you?" Tiger asked.
"It's the fireflies!" said Gecko. "All night long they fly around, flashing their lights in my eyes, keeping me awake... flashing and flickering... I haven't slept for days. It's making me very grumpy. You're the chief of the jungle. Make them stop."
Tiger stifled a gigantic yawn. "I'll talk to the fireflies," he promised Gecko.
Tiger sighed and set off to find the fireflies.
Wading through wet paddy fields, the night vibrated with the chirps and croaks of frogs and the trills of a million insects.
Above the paddies, the fireflies flickered and flashed.
"Fireflies," Tiger called, "Gecko says you have been disturbing his sleep, flashing and flickering all night long. Is this true?"
"Well, we do flash our lights all night," replied the fireflies, "but we don't want to disturb anyone! We're just passing on Woodpecker's message. We heard him drumming out a warning."
"I see," said Tiger. "Then I'll talk to Woodpecker."
At the edge of the paddies, Tiger found Woodpecker drumming against a coconut palm. Rat-a-tat, rat-a-tat, rat-a-tat.
"Woodpecker!" Tiger winced. "The fireflies say you have been rapping and tapping, tapping and rapping, drumming out a warning. Is this true?"
"Of course," said Woodpecker, puffing up his feathers. "I provide a great service. Clearly, my efforts are not appreciated." He looked down his long beak at Tiger. "Beetle rolls manure right across the path. I warn the jungle animals so that no one steps in it. Without my drumming, who knows what a mess you'd all be in?"
"Oh," said Tiger. "Well, that's very helpful. Thank you."
Tiger licked his nose thoughtfully. "I'll go speak to Beetle."
It was easy to spot Beetle on the jungle path. In the moonlight, his back gleamed like polished metal.
"What's all this?" Tiger asked. "Woodpecker says you're rolling filthy mess all over the place?"
"Yes, yes, can't stop," Beetle replied, rolling a ball of dung right up to Tiger's paw. "Water Buffalo drops piles of it all over the path. If I don't move some away, there'll be muck everywhere! 'Scuse me... "
Tiger lifted his paw and Beetle bustled past.
"OK," said Tiger, suppressing a sigh. "Thank you, Beetle. I'll go and see Buffalo."
Tiger found Buffalo asleep in a pool of mud.
"Buffalo," Tiger roared.
"Beetle says you have been leaving your manure all over the path. Is this true?"
"Oh yes, Sir," said Buffalo, lowering his head. "I leave manure all over the path, Sir. But you see, Sir, it's helpful, Sir. Rain washes holes in the path every afternoon. I leave manure only to fill up the holes, so that no one trips or falls. If I didn't, Sir, someone could get hurt."
"I see," said Tiger. "Well, that's very thoughtful of you, Buffalo."
Tiger's tail twitched. He was beginning to lose patience. He sighed. "I'll go ahead and hear what Rain has to say."
Tiger set off for Mount Agung, the highest peak on the island, and the home of Rain.
Tiger climbed and he climbed and he climbed.
He climbed through jungle, woodland and scrub and then he climbed some more.
At last, his claws clattered onto the smooth grass of the mountain peak. He stopped to catch his breath. He looked down the mountain.
The sun was rising. Tiger stared.
Jungle spread out for miles around, flamboyant with flowers. Wild orchids and climbing lilies, trumpets of violet-blue and starbursts of brilliant flame-red.
Tiger sniffed. He smelt jasmine, ylang-ylang, frangipani.
He swiveled his ears. He heard newborn streams trickling and tinkling.
And below the jungle, on the green-gold steps of the paddy fields, he could just make out the faint flicker and flash of the fireflies.
"No need to ask why Rain rains," Tiger smiled.
He cooled his paws in a stream and watched for a while. He watched the water journey from mountain to sea, sustaining every living thing on its way, even the tiniest mosquito.
Tiger plunged his muzzle into the clear fresh water and drank.
Then he began the long journey down the mountain and through the forests and jungles and paddies to find Gecko.
It was dusk by the time Tiger found the lizard again.
"Well?' Gecko demanded. "Did you talk to the fireflies? They're still flashing and flickering, on and on. Did you tell them to stop?"
"Gecko," said Tiger. He sat down on his haunches and spoke very slowly. "Listen carefully. The fireflies flash to pass on Woodpecker's warning. Woodpecker warns everyone not to step in beetle's dung. Beetle clears up the excess dung left by Buffalo. Buffalo leaves manure on the path to fill up the holes made by rain. Rain makes holes in the path as he creates streams and lakes and puddles—puddles where mosquitoes live."
"Oh," said Gecko.
"Gecko, what do you eat?"
"Mosquitoes," said Gecko.
"So... " said Tiger.
"So... " repeated Gecko slowly.
"Yes... "
"If Rain stopped raining... "
"Yes... "
"Buffalo could stop filling holes... "
"Uh-huh... "
"And beetle could stop rolling dung... "
"Yes... "
"And Woodpecker could stop drumming... "
"Mmm... "
"And the fireflies could stop flashing... "
"Yes, Gecko... "
"But... I would have nothing to eat."
"Exactly," said Tiger. "Gecko, everything in this world is connected. Go and live in peace with the fireflies."
So Gecko stuck himself upside down, underneath the branch of a tree. He closed his eyes. He went to sleep.
The fireflies flickered and flashed.
Tiger snored.
WORLD OF WONDER: SESSION 1:
HANDOUT 1: PAPER GECKO TEMPLATE
From the “Gecko Scissor Skills Craft” by Leanne Guenther found on DTLK’s Crafts for Kids website.
For use in Activity 4, Paper Geckos.
1. Print the instructions and the gecko template from the “Gecko Scissor Skills Craft” by Leanne Guenther found on DTLK’s Crafts for Kids website (at www.dltk-kids.com/animals/mscissor-skills-gecko.htm).
2. Make a copy the template for each child.
3. Decide whether to have the children cut the pieces or have adults cut them ahead of time.
WORLD OF WONDER: SESSION 1:
HANDOUT 2: BEADED GECKOS
Posted by Iceman1987 on the Hub website; permission pending.
For use in Alternate Activity 4, Beaded Geckos.
For each gecko:
1. Cut 4 feet of ribbon
2. Run ribbon through the bottom of the lanyard hook, and tie a simple knot.
3. Run ribbon in opposite directions through the beads, following the pattern shown.
Note: Feet are tricky. After completing the two beads after the eyes (4th row), add two more body-color beads on both sides. Then add three feet-color beads to each side, and string back through the two body-color beads. Then, continue on with normal threading with ribbon alternating sides as you go.
4. At the end of the gecko's tail, tie a double knot to finish!
WORLD OF WONDER: SESSION 1:
LEADER RESOURCE 1: FIDGET BASKET
A fidget basket is a simple, inexpensive way to include and welcome children who find it difficult to sit still or who learn better while moving.
Provide a basket for fidget objects. Fill it with pipe cleaners, Wiki Stix (TM), Tangles (TM), and other quiet manipulatives.
When you introduce the fidget object basket to the group, begin by saying that some people learn best when their hands are busy. Give an example such as an adult who knits while listening to a radio program or doodles during a meeting or class. Point out the fidget object basket. Tell the children they may quietly help themselves to items to keep their hands busy if this helps them to listen. Tell the children the fidget object basket will be put away if the items become a distraction from the story or any other group activity.
You can make the basket available for the duration of the session, or bring the basket out only during activities, such as listening to a story, that require children to sit still and listen for a significant period of time.
WORLD OF WONDER: SESSION 1:
LEADER RESOURCE 2: CREATING THE WORLD OF WONDER MURAL
Download a high-resolution PDF (at www.uua.org/documents/tapestry/wonder/mural.pdf) for printing.
In each session's Closing, you will add an image to the World of Wonder mural, illustrating the web of life of which we are a part. This web can be a semi-permanent creation in your room or attached to a bulletin board or other removable object. Customize it to fit your space needs. Draw a simple web on mural paper or create one with a large ball of yarn, ribbon, or string glued or taped to mural paper or to a large piece of felt. Before you create your web, see Alternate Activity 2, Decorating the World of Wonder Mural. Decide whether and how the children will contribute to the mural, and plan accordingly.
Draw a horizontal and vertical line. Then add two diagonal lines to form the framework of the web (Figure 1). Finish the web by connecting the lines around the framework (Figure 2).
WORLD OF WONDER: SESSION 1:
LEADER RESOURCE 3: "WE'VE GOT THE WHOLE WORLD IN OUR HANDS" LYRICS
Based on the traditional American Christian spiritual "He's Got the Whole World in His Hands."
We've got the whole world in our hands.
We've got the whole world in our hands.
We've got the whole world in our hands.
We've got the whole world in our hands.
We've got the rivers and the oceans, in our hands (repeat 3x)
We've got the trees and the flowers, in our hands (repeat 3x)
We've got the air we breathe, in our hands (repeat 3x)
We've got the whales and the dolphins, in our hands (repeat 3x)
WORLD OF WONDER: SESSION 1:
LEADER RESOURCE 4: MURAL IMAGE — GECKO
An image of a Gold Dust Day gecko from Wikipedia.
FIND OUT MORE
Hear the call of a gecko (at www.soundboard.com/sb/Gecko_Sounds.aspx) on the Soundboard website.
Learn how Unitarian Universalists are involved in taking care of the Earth:
Unitarian Universalist Ministry for Earth (at www.uuministryforearth.org/)
The Green Sanctuary Program (at www.uua.org/leaders/environment/greensanctuary/index.shtml)