Curricular - Archdiocese of GlasgowReligious Education ...



Month / Season: January Class: Primary 5/6 Level: Second

|Strands of Faith : Experiences| | | | |

|and Outcomes |Core Learning |Learning & Teaching |Resources |Assessment |

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|RERC 2-01a |I have examined the powerful and |Class – Use the following clip |Internet |The children will have a |

|Mystery of God |life-giving nature of water in the | |Bibles |good understanding that |

|I examine God’s precious gift |natural world and in the following |(If this is not possible read Jonah 1-4 from the Bible) |Jotters |water is essential and will |

|of life and can reflect and |scripture passages: |Discuss the story and the lessons that we can learn from it. |Colouring Pens |be able to identify |

|act upon my God-given role. | |Look up the following Bible references: |Storm W/Sheet attached to |scripture passages where |

| |Jonah and the storm (Jonah 1-4) |Matthew 8:23, Mark 4:35, Luke 8:22, John 6:16 |planner. |this water is used as a |

| |Jesus walks on water and is Lord of |Matthew 24:22, Mark 6:45 | |symbol of holiness and |

| |Creation (Mark 6:45 – 52) |Acts 27:13-44 | |life-giving. |

| | |What do they have in common? | | |

| | |Ask students what are some of the biggest storms they have experienced, either at | | |

| | |home or on a holiday. Ask students how they felt. Did they feel safe, did they think | | |

| | |God was in control, did they really even think about God? | | |

| | |Divide the class groups, Hand out the ‘Storms’ worksheet attached to the planner and | | |

| | |Bibles for each group. Children should complete this task in their jotter. | | |

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| | |Class – Read from the Bible Jesus walks on water and is Lord of Creation Mark 6:45 – | | |

| | |52 & Matthew 14:27-31. Show the children the painting "Walking on Water" by Ivan | | |

| | |Aivazovsky. Get them stick a colour copy of this painting into the centre of their |Bibles | |

| | |jotter. Using Holy scripture ask them to complete the following statements and draw a|Glue | |

| | |line to the evidence in the painting. The end result should look like a mind map |Jotters | |

| | |with the picture in the middle. The questions are attached to the planner should you | | |

| | |wish to project them onto a whiteboard or print them off. | | |

| | |The disciples were straining with the oars because………. | | |

| | |At first the though Jesus was a ___________ coming towards them. | | |

| | |The disciples were________ at first. | | |

| | |Peter got out of the boat and began walking towards Jesus but the wind picked up | | |

| | |and……………………. | | |

|Strands of Faith : Experiences| | | | |

|and Outcomes |Core Learning |Learning & Teaching |Resources |Assessment |

| | |Class / School / Home / Parish | | |

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| | |The following questions can either be discussed as a class or written in full |Jotters |Children will answer the |

| | |sentences into the children jotters. | |questions accurately and |

| | |Why do you think Jesus looked like a ‘ghost to the disciples? | |fully. |

| | |It's possible that they didn't recognize Jesus because his appearance changed to a | | |

| | |spiritually glorified state while he spent time in concentrated prayer just prior to | | |

| | |entering the lake, and it's also possible that the water blowing around them during | | |

| | |the storm distorted their vision. | | |

| | |Why do you think that Peter began to sink? | | |

| | |Peter was able to accomplish something miraculous -- walking on water -- when he kept| | |

| | |his focus on Jesus. But when Peter shifted his attention to his circumstances (the | | |

| | |dangerous storm that was blowing a strong wind around him), fear crept into his mind | | |

| | |and he began to sink. | | |

| | |3. What do you think this signifies? | | |

| | |Peter's experience illustrates the choices that people who are facing difficult | | |

| | |circumstances can make when approaching God: choosing either fear or faith, either | | |

| | |insecurity or confidence, and either doubt or trust. | | |

| | |4. How did the disciples react to what they had just seen? | | |

| | |How do you think you would have reacted? | | |

| | |The disciples were amazed by what they had seen. Matthew 14:33-36 records: "Then | | |

| | |those who were in the boat worshiped him, saying, 'Truly you are the Son of God.' | | |

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| | |Class – Ask the children to think back to the previous lessons on Jonah and the Storm| | |

| | |and Jesus walks on Water. What these two passages from scripture have in common? | | |

| | |Explain that ‘water’ was made Holy by Jesus at His Baptism and therefore we need to | | |

| | |use it responsibly and not pollute it. | | |

| |I know that water was made holy by Jesus|Put the word water in the middle of the class board. Brainstorm with the pupils to |Power Point ‘Water |The children will be able to|

| |at his baptism and I recognise the |create a mind map of the different ways in which we use water. Pupils should copy |Pollution’ |explain how water was made |

| |importance of using water responsibly by|this into their jotters. What would the consequences be if there was no water? |ICT |holy through Jesus baptism |

| |not wasting or polluting it. |Explain that water is essential for life, and that it has a powerful and life-giving |Jotters |and ways in which we can |

| | |nature. | |prevent it being wasted or |

| | |Watch the Power Point ‘Water Pollution’ and discuss. (Just click to play this is set | |polluted. |

| | |to play on a loop). | | |

| | |Using ICT the children will design posters for all areas of the school where water | | |

| | |can be wasted. An A5 copy should be printed and pasted into their jotter. (‘Print’ | | |

| | |and select ‘Zoom’ Scale to paper size A5). | | |

|Strands of Faith : Experiences|Core Learning |Learning & Teaching |Resources |Assessment |

|and Outcomes | |Class / School / Home / Parish | | |

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| |I have discussed my experience of water |Class – Explain to the children that they are going to complete a worksheet on ways |Powerpoint ‘Water is | |

| |and I recognise that water is essential |in which water is ‘essential’ in their lives. Discuss the word ‘essential’. |essential for Life!’ | |

| |for life, and that it refreshes me, |Give the children two cream crackers each. Ask them to try to eat them. Most children|Homework sheet attached to| |

| |cleanses me, and can give me joy. |will struggle to eat the crackers without drinking water. |planner | |

| | |(*check for allergies before starting). | | |

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| | |Watch the Power Point ‘Water is Essential for Life!’ (Just click to play this is set | | |

| | |to play on a loop). | | |

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| | |Homework - Ask the children to keep a water diary – attached to planner. This should | | |

| | |be brought into school after 7 days and the information gathered. Children should | | |

| | |create a personal graph and then the information could be collated to create a class | | |

| | |graph. | | |

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| |I can understand that in the joyful |Class – Explain to the children that the class will be continuing with the theme of | | |

| |celebration of the Sacrament of Baptism |water. Read from the Bible Matthew 3:13-17. Locate the River Jordan on a map of Holy|Bibles | |

| |we are refreshed, cleansed, and given |Land. A link to a map is below. |Internet | |

| |new life. | |Storyboard w/sheet | |

| | |Watch the following you tube clip on the Baptism of Jesus. |Attached to planner | |

| | | |Colouring pens | |

| | | |Glue | |

| | |Water is symbolic of the cleansing of sin and the giving of life. Jesus says that he | | |

| | |gives “living water‟ to those who believe. If we imagine bad things to be like dirt | | |

| | |which stick to us, water is used to clean it off. | | |

| | |In baptism water is used either to wash a baby’s head, or in the case of adult full | | |

| | |immersion to clean the whole body. Jesus was baptized in the River Jordan by John the| | |

| | |Baptist, and to Christians baptism symbolises the beginning of a new life as a member| | |

| | |of the church. By being baptised we are washing away all our sins in God’s sight. The| | |

| | |signs of baptism are, traditionally, water, light, the dove and the cross. | | |

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| | |Children should complete the storyboard ‘John Baptises Jesus’ attached to the | | |

| | |planner. Cut around the completed storyboard and paste into the jotter. | | |

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| | |Homework – ‘About my Baptism’ worksheet attached to the planner. | | |

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| | |KEY VOCABULARY: life-giving nature of water, refreshes, cleanses, and gives new life.| | |

|Strands of Faith : Experiences|Core Learning |Learning & Teaching |Resources |Assessment |

|and Outcomes | |Class / School / Home / Parish | | |

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|Son of God |I can identify the geographical |Class – Ask the children if they know what country Jesus was from. Some might say |Bibles |The children will be able to|

|RERC 2-06a |locations of places associated with |Nazareth, Bethlehem etc. Explain to the children that Jesus was from Israel. |Holy Land W/Sheet |identify and locate a number|

|I have examined some |Jesus in the Holy Land: Judea, Galilee, |Using either a large map of the world of project an image of the world onto your |Attached to planner |of biblical places on a map |

|political, social, historical |Bethlehem, Nazareth, Jerusalem, Jericho,|whiteboard. Give five children in the class a coloured arrow with blue-tac and ask | |and explain what events took|

|and religious elements in |Samaria, the Sea of Galilee, the Jordan.|them to identify Israel on the map. Show the children the correct location. | |place there and their |

|first-century Palestine and |I can investigate how long it would have|Ask the children to brainstorm as many biblical place names that they can think of | |significance during the time|

|gained an understanding of |taken to travel between these places. |and write these on the class board. | |of Jesus. |

|Jesus’ life on earth. | |Using Bibles the children should work with a partner to complete the ‘Holy Land’ | | |

| | |worksheet attached to the planner. | | |

| | |The answers are as follows: | | |

| | |Map of Holy Land: 1. Bethlehem; 2. Sea of Galilee; 3. Jericho; 4. Capernaum; 5. | | |

| | |Jerusalem; Map of Jerusalem: 6. Mount of Olives; 7. Gethsemane; 8. Golgotha | | |

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| | |Class – Explain to the children that they are going to continue with their search for| | |

| | |places in the Holy Land. They should use the worksheet ‘Events in the Holy Land’ | | |

| | |worksheet. The children should colour, cut and paste the picture into their jotter |Events in the Holy Land | |

| | |and search the Bible reference. When located they should note the name of the place |w/Sheet | |

| | |and write a short account of the event taking place there. |Attached to Planner | |

| | |Example |Bibles | |

| | | |Jotters | |

| | |[pic] |Colouring pens | |

| | | |Glue | |

| | |Answers – Bethlehem, Galilee, Sea of Galilee, Jericho, Jericho, Capernaum, Garden of |Scissors | |

| | |Gethsemane, Jerusalem, Jerusalem. | | |

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| | |Class – Look at a map of Israel. | | |

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| | |Encourage the children to understand that all Christianity came from this tiny place | | |

| | |we now refer to as The Holy Land. It is quite a small country, isn’t it?  When you | | |

| | |actually measure the distances involved, it is approximately 150 miles from North to | | |

| | |South and between 30 and 50 miles from East to West. | | |

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| | | |Internet | |

| | | |Jotters | |

|Strands of Faith : Experiences|Core Learning |Learning & Teaching |Resources |Assessment |

|and Outcomes | |Class / School / Home / Parish | | |

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| | |Think about the area where you live.  How far would you get if you travelled those | | |

| | |sorts of distances?  Take a look at a map and work that out.  Fill in the answers on | | |

| | |the lines provided below.  Put the name of your town/village on the home line and | | |

| | |then fill in one place for each direction.  This will give you an idea of how far | | |

| | |people in the Holy Land could travel. | | |

| | |Ask the children to copy down the following: | | |

| | |My Home  | | |

| | |150 miles north and south | | |

| | |50 miles east and west | | |

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| | |Travelling from place to place was difficult.  There were not the means of transport | | |

| | |available then that we can use today.  From what you have learnt of the Holy Land and| | |

| | |the type of lives the people lived, write down in three forms of transport that they | | |

| | |might have used to get from place to place. | | |

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| | |Numeracy link – The most common method for the common people would have been by foot.| | |

| | |How long would it have taken Jesus to walk from Nazareth to Jerusalem? How far was | | |

| | |it? What were the conditions like? Average walking speed? | | |

| | | | | |

| | |Wiki Answers gives a very full answer to ‘How many days did it take Jesus to walk | | |

| | |from Nazareth to Jerusalem?’ and takes many different elements into account. It | | |

| | |explains this in picture form and answers other questions they children might pose | | |

| | |regarding this subject. | | |

| |I can recognise groups of people who | |Bibles |The children will be able to|

| |were considered outcasts in Jesus’ time:|Class – Read from the Bible John 4:5-28. The woman in the story is a Samarian. Where |Woman at the Well |recall the story of the |

| | |was she from? Explain that Samaria is part of the Holy Land. Ask the children why |Worksheet |Woman at the Well. They will|

| |Tax collectors (Mark 2:15-17) |they thought that Jews would not have associated with Samarians. |Attached to planner |be able to explain the |

| |Shepherds (Luke 2:8) |Jewish people thought the Samarians were below them and they had different beliefs. |Colouring pens |significance of this event |

| |People from Samaria (John 4:5-28) |The Samarians believed in God but did not follow all of the Jewish traditions |Glue |and the lessons Jesus |

| |Lepers (Mark 1:40-45) |including the most important ‘Sabbath’. Jewish people would add long hours onto | |teaches us through his words|

| | |journeys to avoid travelling through Samaria. | |and actions. |

| | |These people would have been considered ‘outcasts’ from Jewish society. | | |

|Strands of Faith : Experiences|Core Learning |Learning & Teaching |Resources |Assessment |

|and Outcomes | |Class / School / Home / Parish | | |

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| | |What is an ‘outcast’? Can you think of any outcasts in our society? Everybody might | | |

| | |have a differing opinion of this i.e. the poor, homeless, drug and alcohol abusers, | | |

| | |disabled people, those with mental illness, ethnic minorities, refugees etc. | | |

| | |What was so important about what Jesus did? | | |

| | |Answer – He spoke to a Samarian (Broke tradition), He spoke to a women (this would | | |

| | |have been considered in appropriate), He drank from her cup (Samarians were | | |

| | |considered unclean) | | |

| | |(Refer back to previous learning ) Again, Jesus uses ‘water’ to teach us a lesson. | | |

| | |The lesson here is that Jesus is calling us to treat everyone fairly and reach out to| | |

| | |those who are outcasts. Can you think of ways in which we can do this? | | |

| | |Complete the attached worksheet ‘The Woman at the Well’ | | |

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| | |Class – To complete the work covered over the January lessons. Show the children the | | |

| | |‘Tour of the Holy Land’ Power Point. | | |

| | |This presentation has sound (music). It will give the children better understanding | | |

| | |of the Holy Land. |Tour of the Holy Land | |

| | | |Power Point | |

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STORMS

Scripture Passage: Jonah 1 - 4

Discuss the following questions in your group and record your answers in your jotter.

1. What were the initial reactions to the storm by the different characters in the story?

2. Why was it that most of the characters acted negatively while only a few were courageous?

3. What was the reason for God sending the storm?

4. What was God able to teach the people in the story?

5. What are we able to learn from this story?

Challenge Question

6. How does this storm connect with the storms in our lives?

Colour copies for the children’s jotters.

Homework – Water Diary

Colour a box each time you drink a glass of water.

At the end of the week transfer your data into the bar graph below.

| |Monday |Tuesday |Wednesday |Thursday |Friday |Saturday |Sunday |

|1 | | | | | | | |

|2 | | | | | | | |

|3 | | | | | | | |

|4 | | | | | | | |

|5 | | | | | | | |

|6 | | | | | | | |

|7 | | | | | | | |

|8 | | | | | | | |

|8 | | | | | | | |

|7 | | | | | | | |

|6 | | | | | | | |

|5 | | | | | | | |

|4 | | | | | | | |

|3 | | | | | | | |

|2 | | | | | | | |

|1 | | | | | | | |

| |M |Tu |W |Th |F |Sa |Su |

Joh

John Baptises Jesus

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|John wandered the desert in a camel skin eating locusts. |He preached to the people by the River Jordan about God. |

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|John baptised people in the river to wash away their sins. |Jesus asked John to baptise Him too. |

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|When Jesus was baptised there was a loud clap of thunder and the heavens |A dove came down and a voice said: ”This is my beloved Son with whom I am |

|parted. |well pleased” |

About My Baptism

We have been discussing in class how essential water is for life and how through Jesus we can receive ‘living water’ which will cleanse and nourish our souls. At our baptism our families brought us to the church to celebrate us become part of God’s Family and our Faith Community.

When were you Baptised? ________________________________________________

Where were you Baptised? _______________________________________________

What is your full Baptismal Name? _________________________________________

Did you wear something special? ___________________________________________

Who were your Godparents? ______________________________________________

Where did your family go to celebrate? _____________________________________

The Holy Land

1. Matthew 1: 18-25 & 2: 1-12. Where was Jesus born?

2. Read John 6: 1-21 to learn about two of Jesus’ famous miracles: The multiplication of the loaves and fish and walking on water. After you read, please fill in the spot on the map where both miracles took place.

3. Read Mark 10: 46-52 and Luke 19: 1-10 to read about Jesus healing Bartimaeus and befriending Zacchaeus. Where did both of these events happen?

4. John 6: 47-59. The synagogue where Jesus taught was in what city?

5. Matthew 20: 17-19. In which city does Jesus say he will die and be resurrected?

6. Luke 21: 37-38. After a day of teaching in the temple in Jerusalem, where would Jesus spend the night?

7. Matthew 26: 36-46. Where did Jesus pray?

8. John 19: 16-20. What was the name of the place where the crucifixion occurred?

Events in the Holy Land

L.I. We are investigating events which took place in various locations in the Holy Land during the time of Jesus.

Colour, cut and paste the images into your jotter. Locate the Bible references and note down the reference, locate the place and what took place there next to the picture.

Woman at the Well

Write in the speech bubbles what the Jesus, the Samarian woman actually said using the Bible to help you then write what you think they and the disciples were thinking in the thought bubbles.

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Themes:

1. Water

2. Baptism of Jesus

3. The Holy Land

What lesson is Jesus teaching us in this story?

______________________________________________________________________________________

Luke 24: 1-12

Luke 23: 26

Matthew 26: 36

John 6: 47-59

Luke 19: 1-10

Matthew 2: 1-12

John 6: 1-14

John 6: 16-21

")*-389:@ABCDòåØ˾¬?ŽØ?tgåX?X-"hI@Øh†oÕ5?>*[pic]OJQJmH sH 0jhç 5?>*[pic]OJQJU[pic]mHnMark 10: 46-52

Matthew 2:1-12 – Bethlehem

Jesus was born in a stable in Bethlehem.

Paste in a photograph of your Baptism or draw a picture of your special day.

Don’t forget to name your graph and label the axis!

Cut out the image opposite, colour it carefully and stick it into your jotter beside today’s work.

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