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Lesson Title: Architecture and Religion Around the World

Day Number: 8
Author: Jackie Piechocki
Grade Level: 3rd
Background Information
The students will learn about the religions and architecture from around the world. The
students will gain an understanding about the importance of each to the cultures in which they
come from.
The lesson will take one full 45-60 minute class period.
Skills:
Analyzing
Identifying
Active listening
Researching
Vocabulary:
Worship- pray
Concepts:
Places
Architecture
Traditions
Integration of Learning Outcomes
SWBAT define worship.
SWBAT research different religions and explain their ways of worship.
SWBAT use an tablet to create a comic to present to the class.
SWBAT fill out a worksheet about the religion they were assigned to research.
Standards
PA Core:
7.1.3.B: Identify and locate places and regions as defined by physical and human
features.
NCSS Standards:
III- People, Places, and Environments
o NCSS 1.3.a Enable learners to use, interpret, and distinguish various
representations of Earth such as maps, globes, and photographs, and to use
appropriate geographic tools
o NCSS 1.3.e Have learners describe how people create places that reflect
culture, human needs, current values and ideals, and government policies
o NCSS 1.3.g Challenge learners to consider, compare, and evaluate existing
uses of resources and land in communities, regions, countries, and the world
V- Individuals, Groups, and Institutions
o NCSS 1.5.b help learners analyze groups and evaluate the influences of
institutions, people, events, and cultures in both historical and contemporary
settings
o NCSS 1.5.e help learners to describe and examine belief systems basic to
specific traditions and laws in contemporary and historical societies
IX- Global Connections
o NCSS 1.9.a enable learners to explain how interactions among language, art,
music, belief systems, and other cultural elements can facilitate global

understanding or cause misunderstanding


Anticipatory Set
In order to grab the students attention, I will begin the lesson with pictures of the Mayan
ruins on the board and ask the students to look at the images and think about if they know what
they are.
Procedures
Once the students have taken a few guesses as to what the Mayan ruins are, or if
someone says what they are, I will begin the lesson by asking the students if anyone
knows what the significance of the ruins is.
The students may respond with answers such as: they are part of their religion;
they are burial grounds like the Egyptian pyramids; etc.
I would then explain to the students that the Mayan ruins were built as a temple and
were used to worship their gods. There are even two statues at the top in the temple,
one of a human and the other a jaguar.
I would then show an image of the two statues in the temple.
I would then pull up Google Earth and as a class we would take a field trip to the ruins.
After going on as a class, with partners or small groups, the students would use tablets
to explore the pyramid and the area surrounding the pyramid. The students would be
able to click on the pictures and see what it really looks like.
I would then explain to the students that the pyramid is called El Castillo, which is
Spanish for castle. It was the heart of the city when the Mayans were thriving and living
there.
I would then move into explaining that there are many other religions in the world and
each has its own belief system. They also have their own way of worship and places of
worship.
Next I would ask if any of the students can define worship. Once they have defined it,
we would review the definition from the book.
I would then assign the students with either their partner or small group a religion and
ask them to research on their tablet, what the religions place of worship is, if there are
any very specific beliefs they hold (one god, multiple gods, etc.), and to find one fact
about the religion that they find interesting (traditions, specials ways of praying, special
holidays).
The religions listed in the book include, Christians, Islam, Jewish, Buddhists, and
Hindus.
The students will write down the information they find on a worksheet to hand in at the
end of the lesson. They will then use the information on the worksheet to create a
comic to share with the class.
After all the partners or small groups have shared their comics, we will have a discussion
about what the students have learned through each of the presentations. I will ask the
students if they saw any similarities between the religions.
Differentiation
For a student who has trouble with the tablet, the teacher will pair them with a student
who has at least a basic understanding of how to use the tablet so one can work on the
tablet while the other helps to figure out what to search and writes down the
information found.
For a student who has trouble with presentations, the teacher will keep the
presentation as a laid back set up so they can feel comfortable sharing what they found,

the teacher will also explain that the presentation will not be graded.
Closure
To end the lesson, I will review the term worship. I will then explain that understanding
different religions can help us to respect others beliefs and values.

Formative / Summative Assessment


Formative assessment: The students will hand in the worksheet they have completed
during their research. The teacher will also have the comics that the students made to
look at.
Materials / Equipment
http://www.livescience.com/23262-chichen-itza.html
http://www.cancunsouth.com/cit_chichen.html
http://travel.nationalgeographic.com/travel/world-heritage/chichen-itza/

(these sites are information for the teacher to have an understanding about
Chichen Itza)
Google Earth (to show Chichen Itza to the class)
Technology
Need a computer or tablet and an interactive white board to show Google Earth
Need enough tablets for either partners or small groups.
Comic building app
Reflection on Planning
Before teaching the lesson, I should spend some time reading over the religions to have
a basic understanding of the answers the students will have on their worksheets.
I need to check the number of tablets available and figure out how to split the students
up.
I should read up on Chichen Itza again and prepared to answer any questions the
students may have.
I need to make sure I can keep the lesson away from the controversial beliefs in
religions and focus on the understanding of the differences between the religions.
Although controversial beliefs can be great for learning, this lesson is based around
building an understanding about different religions.
Content Outline

Architecture
Art of designing buildings
o Ancient Mayans
o Ancient Mayans built the ruins in Chichen Itza; they
were built as a form of worship and there are statues in
the top
Pyramids
Changes with time
Use google Earth to travel to different types of major
architecture throughout the world
Religions
Important part of cultures
In the U.S. there is the right to choose religion

Christianity, Judaism, Islam, Hinduism, Buddhism


Compare and contrasts differences and similarities between religions
o Graphic organizers
Places of Worship
Worship- pray
Christians-churches
Islam- mosque
Jewish- synagogue/temple
Buddhists/Hindus-meditate in temples
Gather to practice religious traditions
Some have schools
o Teach students about each religion and its values
Compare and contrasts pictures of places of worship
Talk about why each place of worship is important to each
religion and why that meaning is held

Name:____________________________

Date: ____________________

Exploring Religions
1. Religion:________________________________
2. Place of Worship: _____________________________________________________
3. Specific beliefs (one god, multiple gods):
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
4. One interesting fact:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

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