CHRISTAN STUDIES UNIT PLAN Peace Lutheran Primary School

UNIT TITLE
Christianity in the world CB CC

STAGE 3

Term 2 Teachers:
CW 4.1 BAND C

Year 2013
DURATION OF UNIT 8 weeks

CL

KEY IDEAS
Religious beliefs and ideas shape peoples thinking and actions. People express their spirituality in various contexts within and beyond Christianity.

OUTCOMES
Students compare ideas and beliefs about God and the nature of human beings in monotheistic religions. Flexible learning environment High ICT usage iPad assisted group

UNIT OVERVIEW
Christianity, Judaism and Islam each have beliefs about the nature of God the origin of life and the role and purpose people have in the world. These beliefs are influenced by historical and cultural contexts. Philosophy of religion provides significant insights into questions about life and the world. Together they allow people to describe, interpret and evaluate their personal belief system and identity.

Contribution to Lifelong Qualities for Learners

Self-directed, insightful investigator and learner Open, responsive communicator and facilitator Discerning, resourceful problem solver and implementer Principled, resilient leader and collaborator Adept, creative producer and contributor Caring, steadfast supporter and advocate

Values
Co-operation Respect/ accepting differences Humility Courage Honesty Hope Forgiveness Relationships Service Perseverance

Links to other Essential and Guiding Questions (statement that makes explicit the central, core idea developed in curriculum areas
unit) What is religion? What does it look like, sound like & feel like? Are there different types of religion and Christianity? How do people experience spirituality & Christianity? Literacy accessing different texts & reading strategies, Indigenous spirituality & dream time stories.

Students Know
(Identify specific knowledge students need to achieve the outcomes) Students know that there is more than one type of religion and Christianity. Who Abraham is in relation to Christianity, Ismalism & Judaism and his significance to each respectively. Why religion has a place in the modern world.

Students Can
(Identify what students will have the opportunity to demonstrate) Identify the similarities and differences between the different religions of Christianity, Judaism & Islamism. Sort religions into self devised categories. Articulate the difference between monotheistic and polytheistic religions.

Student Questions
What is religion? What does it look like, sound like & feel like? Are there different types of religion and Christianity? How do people experience spirituality & Christianity? What is the purpose of religion? What does monotheistic & polytheistic mean?

Develop Assessment
Type of Assessment (Observation, Consultation, Focused Analysis, Peer/ Self Assessment) O C FA P/SA O&C FA comparison of religions task Participation in class a small group discussions. Throughout unit What will be assessed When it will be assessed

Make Judgments
Purpose of Assessment Assessable Elements

To gauge understanding of topics being covered and inform teacher of planning. Inform reporting.

Anecdotal notes, participation in discussions & answers to questions. Written task graphic organiser.

The ability to Week 8 accurately and effectively identify similarities and differences between 3 religions.

FA & C - students with iPads

As above

Throughout unit

Inform planning and reporting.

Negotiated presentation of ideas using assistive technologies.

Extension comparison task

The ability to accurately and effectively compare monotheistic and polytheistic religions. Accurate explanation of his significance

Week 8

Inform reporting.

Written response & graphic organiser

Profile of Abraham from either a Christian, Islamic or Judaism perspective

Week 6

Inform reporting

Written profile

Sequence of learning opportunities and teaching strategies

Adjustments for needs of learners

Resources

Week 2-4 In groups of 3 students brain storm their understanding of the work religion. What it looks like, sounds like, feels like & different types that they know. Students return to groups according to their given number to share their knowledge. Students collate their ideas using Google docs live feed. (To attempt later using students email addresses as invites) Week 5 Develop class definition of religion Compare this definition with the one provided in the dictionary and text provided. Introduce Abraham and his significance to Judaism, Christianity & Islamism. Week 6 Create a profile of Abraham Introduce assessment task comparison of religions Week 7 Jigsaw activity with 3 main religions students are given an excerpt of text to which they need to find

Grouping to support students effectively. Use of iPad apps dragon dictation, evernote, notes, educreations

Students background knowledge

https://docs.google.com/document/d/1DTHE05cf3 El-MlAnggyVMyqukKksuZwh95DAWMZz0M/edit

Extension - Sort religions into categories in their books according to information gained from books and websites suggested iPad students utilise video to present their understanding of Abraham. Extension students can choose to include

Books: World Religions Simon Adams The Usborne book of World Religions Susan Meredith A Year of Religious Festivals Series Religious signs and Symbols: Islam & Hinduism Bible https://sites.google.com/site/worldreligionsforkids/ http://www.uri.org/kids/world.htm http://resources.woodlandsjunior.kent.sch.uk/homework/religion.html

range of graphic organisers for students to choose

their partners to complete the picture of the religion. Then students complete a hot potato with their information gain a better idea of each. Begin assessment task.

more than the three main religions to compare and contrast. iPad students begin assessment task instead of completing jigsaw activity.

from.

Week 8 Students continue and complete their assessment task. Week 9 & 10 Discuss the purpose of following a religion in the modern world. Students complete a personal reflection in a format of their choice (pictorial, video, written, multimodal) of the role of religion in their life & how it informs their choices in life. Evaluation of unit

http://www.uri.org/kids/world.htm