|
|
|
|
|
|
RE Year 7 |
|
Unit 7B Creation Stories |
|
|
|
Last modified 29/07/02 by P Clark |
|
About the unit
In this unit pupils learn about
the use of religious myth in an explanation of the origins of the universe. They
will consider the role of Religion as an answer to questions particularly
ultimate questions. They will also have the opportunity to compare their
learning about Religious stories with the attempts of Science to explain the
universe and humanity. Where the unit fits in
This unit is an introduction to
the concept of myth and ultimate questions. It will lead in to work in year 8
about Stone age religion, Year 9 about God and the GCSE unit Religion and
Science. |
|
|
Expectations At the end of this unit all pupils will: be able
to explain the way Religion van answer important questions; be able to
explain what a myth is and give an
example of a myth; be able to creatively formulate their own creation myth;
reach their own conclusions about the origins of the universe. most pupils will: be able
to explain the meaning of all of the creation myths studied; be able to
recognise the context in which the myths were written and recognise the
effect that less scientific knowledge had on early beliefs. some pupils will have progressed
further and will: be able to assess the strengths and weaknesses of
scientific accounts of creation; recognise the role that religion still plays
today in answering ultimate questions; reach their own conclusions about
whether science can really offer an ultimate answer in the search for meaning
in life. |
||
|
Language for learning Through the activities in this
unit pupils will be able to understand, use and spell correctly words
relating to the study of: Religion, eg myth, ultimate
questions, evolution, creation, big bang Speaking and Listening—through
the activities pupils could: ·
Answer questions using relevant evidence or reasons ·
Present information in small groups Writing—through the activities
pupils could: ·
Plan and develop ideas and lines of thinking in
continuous text ·
Create and explain stories and myths |
|
|
Prior Learning It is helpful is pupils have
some basic knowledge about scientific views on creation and have learnt about
some religious stories with meanings |
||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Creation Stories
|
|
|
|
|
|
Learning Objectives Pupils should learn: |
Possible teaching
activities |
Learning outcomes Pupils: |
Points to note |
Resources |
|
|
|
|
|
|
|
1. Asking questions
about the world |
||||
|
· That the
existence of the world and the universe raises questions · That
science may attempt to provide some answers but that they are not always
enough ·
That the existence of God can explain the universe |
· Brainstorm
where do we come from. Keep taking students back further and further. · Discus
what theories people may have as to the existence of the universe. · Teacher
acting as Devil’s advocate push students to fully explain their answers.
Often they will accept a theory without thinking it through · Write
down the key questions we would all like to know the answers to ·
Written work ‘I think the world came from….’ |
· Understand
that there are no easy answers to questions about existence · Verbalise
their own opinions on the existence of the universe ·
Can record these opinions in words |
·
Homework research task, find out about the Genesis
creation story or another religious creation story (lead in to next lesson) |
·
|
|
2. Genesis |
||||
|
· The key
events of the genesis creation story · The significance
of myth in religion ·
The effect the story may have on a believer |
· Read
through the account from the bible · Talk
through the events of each day ·
On the Genesis 1 worksheet draw pictures for each
day |
· Identify
the early ideas of man regarding creation ·
Are aware that the existence of the world is a
major reason for some people’s belief in God |
·
Possible homework ‘What happened to Adam &
Eve?’ |
· Bibles ·
Creation worksheet |
|
3. Pan Ku |
||||
|
· The
story of Pan Ku · The
significance of the myth ·
To compare this story with Genesis |
· Read
through the story · Class
discussion ·
Answer the questions on the sheet |
· Can
compare this story with Genesis · Can
retell the story ·
Show understanding of a world without the benefit
of our scientific knowledge |
·
Homework, complete sheet |
·
Pan Ku worksheet |
|
4. The
scientific account of creation |
||||
|
· A basic
account of the scientific view of creation ·
That ultimate questions about the origins of the
universe are not answered yet. |
· Following
on from lesson one, class discuss how they understand the beginnings of the
universe. Encourage pupils to explain the what they mean by the term Big
Bang. · Read
through the work sheet ·
Answer the questions |
· Understand
that Religious faith is appropriate in the light of creation, where science
does not provide us with all of the answers. ·
Understand the basic science of creation |
·
An aim of this lesson is to challenge the view that Religion has been replaced by science |
·
Science and creation worksheet |
|
5. My
creation story |
||||
|
·
To empathise with pre-scientific man and to give an
account of creation that would explain why things are as they are |
· Briefly
discuss stories of creation ·
Written task ‘My account of creation’ |
· Use
their imagination · Show
understanding of Myth ·
Learn from Religious views and apply this to their
work |
· This
could take 2 lessons ·
Homework to continue the task (write up in best) |
·
|
BUXTON COMMUNITY SCHOOL RELIGIOUS
EDUCATION