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RE
... Religions in Our Neighbourhood ...

Cross curricular links:
1. Maths - Venn diagrams
2. Geography - Map reading
1
Learning Intention:
To investigate what we believe religion means to us and the functions of religious buildings and places
Instruction and differentiated activities:
Instruction:
*To identify that different religions have similar and different focuses. Do religious places / buildings also have different meanings for different people? Do reflect the priorities of the religion?
*Identify appropriate key words
*Introduce the diamond ranking activity. Identify that it is to help people think about what religious places mean to us personally (therefore no right or wrong answer). Also: it is a group activity that helps us to work collaboratively. How do we settle disputes collaboratively?

Plenary:
*Questions / observations relating to the collaborative process
*What was the most / least important purpose of religious buildings?
(Sentence from for LA: I think ___ is the most important purpose for a place of worship because ___
I think ___ is the least important purpose for a place of worship because ___ )
Resources:
*Diamond ranking template
*Diamond ranking words (cut up, one for each group)
*Background information sheet - purposes of places of worship as identified in the dictionary
ICT Opportunities:
*
2
Learning Intention:
To identify evidence of different religious traditions in our neighbourhood
Instruction and differentiated activities:
Instruction:
*Ask children to brainstorm what evidence we may find of different religions in our neighbourhood
*Give children a religion list. Children to fill in the matching place of worship
(this will help children to compile their own key word list)
*Using enlarged map of local area, help children to orientate themselves (school, popular roads etc Geography cross-curricular link)
*In groups, children to record and colour code different religions represented
*Fill in places of worship that they use (or have seen) on the map (children will probably need a lot of help with this!) Remember that ANY community place of worship is OK, not just formal buildings

Plenary:
*Ask children what religions are represented in our class.
*Can we fill in places of worship on the collective map? (use different colours to represent different religions)
Resources:
*List of different religions
religion list
*Paper and coloured pencils for recording
*Map of local area for groups
*Enlarged map of local area for whole class recording / plenary

Key Words:
Religion, neighbourhood, Sikh, Muslim, Christian, Hindu, Jew, church, guduwara, temple, synagogue
ICT Opportunities:
*Map of area for whiteboard
3
Learning Intention:
To learn how to identify religious traditions in the neighbourhood, from evidence seen at religious venues

*MA: Use Venn diagram template and group according to evidence from pictures
*LA: Use Venn diagram template and fill in key words collected during group discussion
Instruction and differentiated activities:
Introduction:
*Evidence can be collected by looking and by listening
*LOOK at pictures of places of religious interest
*As a group, discuss what may be seen in places of religious interest. Collect some key words for the board

Body:
*Children to examine pictures from at least two different religions. What can they notice?
*Using venn diagrams, children to record similarities and differences into books
(LA children to use key words from board)

Plenary:
Many religions look different (from symbols / buildings), but what about the similarities?
Resources:
*Venn diagram template
*Pictures of places of Worship, and worshipers from two different religions
*Parent speaker for info about social / community work
NB: speaker needed for next lesson, if not possible, ask children to find out from parents how they serve the community

Keywords:
Buildings: pulpit, spire, steeple, bathroom, entrance, dome, minaret, chairs
Social Activities
ICT Opportunities:
*Pictures of religious buildings and worshipers
4
Learning Intention:
To learn about religious traditions in the neighbourhood from people (visual and speakers)

*MA: Use Venn diagram template and group according to evidence from pictures and speakers
*LA: Use Venn diagram template and fill in key words collected during group discussion
Instruction and differentiated activities:
Introduction:
*Buildings were created to house people, and serve functions of people. It may be more difficult to identify priorities when looking at, and listening to people as we all have personal preferences
Listen to speakers to hear how they serve their communities from a religious or social perspective
OR: Ask children to share how people they know contribute to the community

Body:
*LISTEN to a speaker
*LOOK at pictures
*Again, record similarities and differences into a Venn diagram
*Children to examine pictures: 1. Places of Worship 2. People worshiping from TWO different religions and place similar and different features on a Venn diagram

Plenary:
*Again ask children to share similarities and this time discuss possible reasons for these similarities
Resources:
*Venn diagram template
*Pictures of people at worship
*Visiting speakers (two different religious backgrounds) to hear how they serve the community

Keywords:
People, headgear, clothing, praying posture
ICT Opportunities:
*Pictures of people at worship
5
Learning Intention:
To ********************
Instruction and differentiated activities:
**********************
Resources:
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ICT Opportunities:
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6
Learning Intention:
To ***********************
Instruction and differentiated activities:
*************************
Resources:
*****************
ICT Opportunities:

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Copyright 2002
Last modified: 8 August 2005
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