Download What do people say about God? Hinduism

Year 1: What do people say about God?
Hinduism: What is God like?
Key Skills to be covered:
Taken from Level 1
Taken from Level 2
AT1: Learning about religion - Pupils
• use some religious words and phrases to recognise and name features of
religious traditions and communities
• can recall religious stories and recognise symbols and other verbal and
visual forms of religious expressions
AT1: Learning about religion - Pupils
• use religious words and phrases to identify some features of religious
traditions and communities
• begin to show awareness of similarities in religions
• retell and suggest meanings for religious stories, actions and symbols
• identify how religion is expressed in different ways
AT2: Learning from religion – Pupils talk about
• their own experiences and feelings
• what they find interesting and puzzling
• what is of value and concern to themselves and others
AT2: Learning from religion – Pupils talk about
• ask and respond sensitively to questions about their own and others’
experiences and feelings
• recognise that some questions cause people to wonder and are difficult to
answer
• in relation to matters of right and wrong, recognise their own values and
those of others
National Curriculum Links
Lancashire Agreed Syllabus for R.E 2011
Field of Enquiry
Shared human experience:
• pupils will identify, explore and reflect on people’s experiences of identifying what is of worth and how they respond to show its worth
Living religious traditions:
• pupils will enquire into examples of worship in religions locally, nationally and globally
Beliefs and values:
• pupils will ask questions about and respond to some examples of beliefs and values seen in worship and celebration
Search for personal meaning:
• pupils will think about how they respond to the things that matter most to them and express their thoughts about the meaning of worship in the religions they
have studied
Cross-curriculum links, especially opportunities for Literacy, Numeracy and ICT within teaching
Literacy:
Writing Opportunities:
• Extended writing
Speaking and Listening:
• Sharing religious stories and symbols
Drama
• Retelling religious stories
Numeracy:
Shape:
• 2d & 3d shapes
ICT:
• Talking tins
• Video camera
• Photographs
Extended Opportunities including possible visits/visitors and local connections
•
Invite Mrs Harsha Shukla, Lancaster to assist with experiential lesson
surrounding worship and home shrines
Key objectives as
questions
1
•
•
•
2
•
•
What did you
learn in RE
last time?
What do you
already know
about
Hinduism?
What do you
want to
improve in
your
knowledge of
this religion?
What is the
Hindu God
called?
Why does He
come in
different
forms?
Key Skills that
can be covered
•
•
•
•
talk about
what they
find
interesting
or puzzling
recognise
some
questions
cause
people to
wonder and
are difficult
to answer
talk about
their own
experiences
and feelings
ask and
respond
sensitively
to questions
about their
own and
others
experience
and feelings
Possible activities including use of Computing and Technology
Recap on Christianity – Baptism
Q. What did you learn about in R.E before the holidays?
Direct chn’s attention to the tables which have Hindu murti, artefacts and pictures laid out:
origins; Hindu people/clothing; murti/deities, conch shell, rekhi; shrines: arti lamp, flowers, food,
water, incense, puja set, place of worship, Om symbol etc:
http://www.strath.ac.uk/redb/reartefacts/hindu/ &
http://www.strath.ac.uk/redb/reartefacts/hindudeities/
Outcomes/Evidence
that teaching has
taken place
Recorded
discussion/questions
on talking tins
Completed Graffiti
Boards
Explain chn will be in mixed ability groups, each group will have a different coloured pen. On each
table will be a ‘Graffiti Board’ and several talking tins. Each group will start at a different table
exploring objects and pictures.
Ask chn to note down their ideas and questions:
Q. What it is?
Q. Where it is used?
Q. When it is used?
Q. How it belongs to the Hindu faith?
Chn move round to the next table, when indicated, and continue until all tables visited.
Model using talking tins to record ideas –emphasise the need to be sensible when using these.
Gather chn back as whole class on carpet. Ask chn to share their ideas, observations and questions
to help compile a class Graffiti Board.
Recap on lesson 1 – Graffiti Board
http://www.tes.co.uk/teaching-resource/hinduism-introduction-3010753/
have pictures/artefacts to hand (especially Hindu Gods/Goddesses to accompany powerpoint)
Explain there are many ‘forms’ of Gods/Goddesses in the Hindu faith, Hindu’s believe in One God:
http://www.bbc.co.uk/learningzone/clips/hindu-beliefs-about-god/3616.html
Q. Who were the three main Gods?
Q. What do they represent? (birth, life, death)
Show a selection of male and female murti (preferably including Lord Brahma, Lord Vishnu and
Lord Shiva). Refer to clip shown – Lord Brahman the one Supreme God/Spirit who has many
different faces, roles/jobs
In talking partners chn discuss the following question; chn write answers on whb:
Q. Which different faces do we have? (happy, excited, upset, surprised, angry etc)
Q. What different roles/jobs do people have?
Ask one volunteer to dress up as a Policeman (Vishnu – The Protector), Judge (Shiva – The Restorer
Photographs
Childrens’ completed
dice
between good/evil) and Builder (Brahma – The Creator) - take photo for each new outfit to refer to
later
Each time a new outfit is modelled, ask:
Q. What is he/she wearing?
Q. What is he/she carrying?
Q. What role/job does he/she represent?
Emphasise although our volunteer may look different in each outfit, it is the same person taking on
a different role/job. Link back to Lord Brahman – the one Supreme God/Spirit in Hinduism
Explain we all have different roles too. In talking partners chn discuss the following question; chn
write answers on whb:
Q. Which different roles do you have? (Jujitsu, Rainbows/Beaver, football/swimming, Tigers; a
son/daughter within their family; member of Yr 1/2)
Show chn die net – explain and model drawing the different roles or faces chn have. Remind them
they are all you, but you look different depending on what doing or how you are feeling.
If you are an older brother you are also similar to Vishnu – The Protector (Raksha Bandan Festival Rekhi)
3
•
•
Who are the
Trimurti?
Why is Shiva
blue?
• can recall
religious
stories and
recognise
symbols and
other verbal
and visual
forms of
religious
expression
• retell and
suggest
meaning for
religious
stories,
actions and
symbols
After chn have completed their die show http://www.bbc.co.uk/learningzone/clips/explanation-of-the-hindu-gods/4796.html
Q. Which roles did you add to your die?
Recap lesson 2 – one Supreme God/Spirit shown in many different roles/jobs:
http://www.tes.co.uk/teaching-resource/ICT-Big-books-6008506/
Hindu people worship many Gods and Goddesses, but three of these Gods, together, are called
The Trimurti – ‘3 forms’:
Q. What were the 3 Gods from the last lesson called?
as each God is said have murti for chn to see, also have photos from last lesson to display.
Shiva is normally known as ‘The Destroyer’:
Q. What colour is Shiva?
However, Hindus believe Shiva has saved the world on many occasions. One occasion led to his
throat turning blue
Read the story of How Shiva Got His Blue Throat:
http://www.kidsgen.com/fables_and_fairytales/indian_mythology_stories/samudra_manthan.htm
place pictures from comic book down as the story is read as story tablets
In mixed ability groups, chn sequence the main parts of story
Remind chn we are thinking about how Shiva got his blue throat
Collect ideas and display on whb
Chn should then be given sufficient time to practice retelling story through drama.
Sequencing story
Video of retelling
story
Record each group’s rendition on video camera.
Ask the chn:
Q. What do you think this story is trying to tell us? (not to let the ‘poisons’ of life - negative
feelings, friendships etc into our bodies and minds)
*Letters posted to parents informing them of experiential lesson – Lesson 4
Homework – chn to think of a least one question relating to Hindu worship and shrines to ask
our guest next lesson
4
•
•
•
What is a
•
shrine?
Where do
Hindu people
worship?
Why do
Hindu people
have them in
their homes?
•
•
use some
religious
words and
phrases to
recognise
and name
features of
religious
traditions
and
communities
use religious
words and
phrases to
identify some
features of
religious
traditions
and
communities
Identify how
religion is
expressed in
different
ways
Experiential Lesson – all three classes together in hall – Visitor Mrs Harsha Shukla (date tbc)
Hall to be set up with a replica shrine, with Ganesh as the Deity – upon entry (when seated)
children remove their shoes, cover their heads with cap or scalf.
Welcome chn to our replica shrine, explain it is central to Hindu worship (puja)
Introduce Mrs Shukla: either Mrs Shukla addresses the chn to answer the key questions relating to
worship:
(Chn can ask their homework questions throughout the lesson)
*or show:
http://www.bbc.co.uk/learningzone/clips/worship-in-a-hindu-shrine/3619.html
Q. Which objects shown in the ‘Worship in a Mandir’ film clip are on our replica shrine?
Explain people following the Hindu faith have a number of places to worship: a Mandir, work,
school, home; in fact anywhere so long as there is a shrine.
Many Hindus have a shrine in their homes:
Mrs Shukla to model how Hindus prepare themselves for worship and approach the shrine
*or show (picking up each object when it is mentioned)
https://hwb.wales.gov.uk/cms/hwbcontent/Shared%20Documents/VTC/ngfl/re/b-dag/ngflcontainer/ngfl-container.swf
Ranji worships
Q. What was the name of the God Ranji and his family worship?
Q. Why do you think Ganesh has 4 arms?
Many Deities/Gods – like Ganesh - have 4 arms to remind of the 4 points of the compass and the 4
paths in Hinduism – knowledge (about religion), meditation (concentration), love (worship one
God/Goddess) and duty (doing your best)
Split the chn into six groups – groups will carousel round activities:
Activity 1: Re-enact preparation for worship – Adult Led
Mrs Shukla to lead preparations using artefacts – chn have an opportunity to ring the bell, wash
Ganesh, use Kum Kum powder etc…
Copy of homework
questions
Photoographs
Discussions
Rangoli Patterns
Chn shrines
Activity 2: Making Prasad – Adult Led
http://www.vegrecipesofindia.com/banana-sheera/
Associated with Prasad offered to Ganesh during worship
Activity 3: Create your own Shrine – Adult Led
https://hwb.wales.gov.uk/cms/hwbcontent/Shared%20Documents/vtc/ngfl/re/b-dag/ngflcontainer/re-unit4-en.html
Hindu shrines have objects signifying what they believe in – chn create a shrine including objects
signifying whatever they believe in
Activity 4: Diwali Rangoli Pattern – Adult Led
http://resources.mysparklebox.co.uk/6000-7000/sb6410.pdf
One of the major festivals (light; Rama & Sita) celebrated in October to mark new beginnings (link
to SEAL). Patterns drawn on doorsteps to encourage Goddess Lakshmi to enter house and bless
the family with good fortune
Activity 5: Hindu Gods Top Trumps (groups of 4)
http://www.tes.co.uk/teaching-resource/Hindu-Gods-Top-Trumps-1-6045057/
Consolidation game based upon well known Gods/Goddesses within the Hindu faith detailing their
differing virtues
Activity 6: Snakes and Ladders (groups of 4)
http://www.hinduismtoday.com/modules/wfchannel/index.php?wfc_cid=35
An Indian game created by Hindu Gurus designed to illustrate their religious beliefs and the
spiritual path to Moshka
Once every group has completed Activity 1, gather all the chn back together:
Mrs Shukla to explain the significance of Prasad:
http://en.wikipedia.org/wiki/Prasad
Everyone enjoys sharing the Prasad all the groups have made:
Q. What is a shrine?
Q. Where do Hindu people worship?
Q. Why do Hindu people have shrines in their homes?
5
•
•
Who is
Ganesh?
Why has he
got an
elephants
head?
•
•
what is of
value and
concern to
themselves
and others
in relation to
matters of
Thank Mrs Shukla for joining us and teaching us about Hindu worship and shrines
Recap on Lesson 4 – Worship and Ganesh
Q. Who is Ganesh?
Q. Why does he have an elephant’s head?
Read the story of how Ganesh got his elephant head:
www.communication4all.co.uk/.../the%20story%20of%20ganesha%20ea
In talking pairs chn discuss the following questions; chn note their ideas on whb:
Q. What is this story trying to teach people? (love, duty, anger, destruction, forgiveness; right and
Chn’s own Hindu
God/Goddesses Top
Trump cards
Discussion
right and
wrong,
recognise
their own
values and
those of
others
wrong)
Q. What would you have done if you were Ganesh/Shiva?
Q. How do we decide if we have made the right or wrong decision? (conscience, consequences)
Pinocchio had a conscience:
Q. Where does your conscience come from? (experience, brains, feelings, family/friends, God)
Q. Who was Pinocchio’s conscience?
Show picture of Jiminy Cricket – explain he advised Pinocchio as to what was right and wrong –
similar to how some people believe God guides them
Lay the Top Trump cards out in front of the class. Explain many of the Gods/Goddesses have
values/morals/beliefs which Hindus and many other people belonging to different faiths consider
to be good/right – a few have values which are bad/evil/wrong:
Pick up a Ganesh’s Top Trump card, read out his values/powers:
Q. What do Hindus believe Ganesh can do which is considered to be good/right?
In talking pairs chn discuss the powers of the Hindu Gods/Goddesses on the card given to them;
chn note their ideas on whb:
Q. Which God have you got?
Q. Which powers could you find?
Q. Do you think these are good/right or bad/evil/wrong powers? Why?
List class ideas on whb
Explain we are all going to make a new set of Top Trump cards for us to play, they will be
photocopied so there are several packs:
http://www.tes.co.uk/teaching-resource/Blank-Educational-Top-Trumps-Template-6036598/
Chn design you own Hindu God/Goddess of Conscience – they should have objects to show if they
are the conscience of right or wrong, which should be explained in the characteristics/powers
section
6
•
•
•
What
•
different jobs
do adults do
in school?
What jobs do
teachers do?
What
different jobs
do we have
can recall
religious
stories and
recognise
symbols and
other verbal
and visual
forms of
religious
Once chn finished their cards ask for a few volunteers to share their new God/Goddess
Q. What did you like about this God/Goddess? (2 stars)
Q. Name one thing that could be improved (1 wish)
Recap on Lesson 5 – Conscience and Ganesh
Have a quick game of Conscience Gods Top Trumps
Link back to Lesson 2 – remind chn all the different God/Goddesses have a different role/job to do:
Q. What different jobs do adults do in school?
Create a Role on the Wall of chn ideas – names and jobs
Q. What jobs do teachers do?
Q. What different jobs do we have in class?
List ideas on whb
Class ‘Role on the
Wall’
Discussion
Necklaces
in class?
•
expressions
identify how
religion is
expressed in
different
ways
Explain Hindus have teachers called gurus, every year in July they hold a festival to remember all
that their gurus do for them:
Guru Purnima – took ‘stories’ shared by word of mouth and wrote them down to create the Vedas
(http://kids.baps.org/thingstoknow/festival/9.htm)
Q. Who are our biggest ‘gurus’?
http://www.assemblies.org.uk/pri/1961/josie-jake-and-the-wisdom-necklace
Relate the section about the Bible back to the Vedas and Jesus with Lord Rama/Krishna – Avatars
Explain we are going to make a necklace for our parents to thank them for being our ‘gurus’:
http://www.tes.co.uk/teaching-resource/3D-Bead-Necklace-6175935/
7
•
•
Do we always •
look the
same?
•
Do my
actions
change with •
my
emotions?
•
•
•
their own
experiences
and feelings
what they find
interesting and
puzzling
what is of
value and
concern to
themselves
and others
ask and
respond
sensitively to
questions
about their
own and
others’
experiences
and feelings
recognise that
some
questions
cause people
to wonder and
are difficult to
answer
in relation to
Q. How do people show they are following the Hindu faith?
Q. What are the different ways Hindu people express their faith?
List ideas on whb
Recap on Lesson 6 – Gurus
Q. Do we always look the same?
Link back to Lesson 2 – one Supreme God & die. Have a selection of emotion faces:
http://www.primaryresources.co.uk/pshe/pshe.htm Thinking about Others: Emotions
Q. How do you think he/she is feeling? How do you know?
Remind chn of story of how Ganesh got his elephant head – when Ganesh did not let Shiva pass,
Shiva grew so angry he cut Ganesh’s head off
Link to SEAL/SRE Lesson 8 – Katie Morag: conscience alley and feelings thermometer:
Direct children to class thermometer, explain we are going to role-play some (group) scenarios,
then freeze frame the action to discuss our feelings and actions – model the first scenario:
You are lining up for assembly and somebody ‘pushes in’ in front of you:
Q. How do you feel? Why?
Q. What do you feel like doing? Why?
Q. What should you do? Why?
Give each group a scenario card:
http://www.tes.co.uk/teaching-resource/Emotions-Connect-4-game-6258008/
www.elsa-support.co.uk
Give sufficient time for the group to discuss and write on the card how they would feel and how
they would act
One group at a time role-play the scenario (take photos) freezing the action when you say ‘freeze’.
Class discuss their answers to the questions above – note their answers on whb:
Q. Would you act differently if the person was your friend? Why?
In their groups chn discuss if they have changed their minds as to their original feelings and
Discussions
Photographs
Completed group
scenario cards
8
•
•
•
How would I •
describe my
friends?
How would I
describe
•
myself?
How do I
want my
friends to
think of me?
matters of
right and
wrong,
recognise their
own values and
those of others
actions; if they have ask them to write their new feelings and actions on their card in a different
coloured pencil
what they
find
interesting
and puzzling
recognise
that some
questions
cause people
to wonder
and are
difficult to
answer
Recap on Lesson 7 – Freeze Framed Scenarios: our feelings and actions
Q. How do our actions affect our friendships?
Once the scenario cards are complete, chn place them on the class Emotional Barometer
Show chn video about friendship:
http://www.tes.co.uk/teaching-resource/Friendship-The-dog-and-the-dolphin-6143364/
(The beginning of this is a little slow, might want to forward it a bit)
Q. How did the dog and the dolphin show their friendship to each other?
The River Ganges dolphins are sacred to Hindus - Goddess Ganga is often pictured with the Ganges
River dolphin.
People of the Hindu faith also believe in a sacred text called the ‘Vedas’. Thoughts about the
importance of friendship feature within these writings:
From the Hindu sacred texts – the Four Vedas
With seven steps we become friends. Let me reach your friendship. Let
me not be severed from your friendship. Let your friendship not be
severed from me. -Sankhayana Grihya Sutra I, 14, 6
In talking pairs chn answer the following questions:
Q. How would I describe myself?
Q. How would I describe my friends?
Q. How do I want my friends to think of me?
List ideas on whb
Give chn a copy of a photo of themselves – they should write their ideas to question 1 & 3 in pencil
around their picture. Once completed – using a coloured pencil – they find their friend’s photo,
describe their friend and sign their name – positive descriptions
Chn collect their own photo, then bring it back to the carpet. In ‘circle time’ chn read one answer
to the questions – ask:
Q. How does that make you feel?
Discussion
Chn annotated photos
9
•
•
•
What did you
learn during
this topic?
What
questions are
still
unanswered?
How do you
feel the topic
went?
pupils will think
about how they
respond to the
things that
matter most to
them and
express their
thoughts about
the meaning of
worship in the
religions they
have studied
Explain we are going to show everybody what we have been learning about over the last couple of
weeks in our R.E lessons:
Q. What were we learning about/What was the unit called?
Encourage chn to think about what Hinduism means to the people who follow that faith
Give chn a copy of a simple Rangoli pattern template. Explain they are going to write/draw
everything they have learnt about Hinduism: they should try to remember the stories, different
activities and what they were teaching us
If the chn have any questions they would like answered, these should also be added to their
Rangoli pattern
Finally, they should use their self-assessment faces to show how they felt the topic went
One the Rangoli patterns have been completed ask chn:
Q. What questions have you got which still need answering?
If question relates to this unit encourage class to answer
Completed Rangoli
pattern