Lesson in context/prior learning: That miracles are described in a range of religious texts. That science explains how the world works and that we can predict, using laws of science and nature, what we might reasonably expect to be possible within those laws (e.g. if I drop a pen on earth, it will fall due to gravity.) Resources: Sheet 1: Card Sort Texts giving examples of miracles from faiths that the children are familiar with, for example due to prior study or due to children of that faith being present in the class (examples provided on Sheet 2, but these are not an exhaustive suggestion list) Sheet 3: Speech Bubbles a scientist believe in miracles?” video at “Can Session Plan: Element Purpose Timing Summary Learning To introduce the lesson 5 Explain what we will be learning today in orientation and key definition minutes simple terms. Ask the children to think-pair share a definition of miracles, and then share the definition we will be using today of miracles as that break the “Events laws of nature.” Explain that there are no right answers, but that the best ideas will clearly explain your reasoning and be explained in a manner that is respectful to others even if they disagree. Card Sort To allow children to 5 Ask children to work in groups to sort the cards on rehearse application of minutes Sheet 1: Card Sort to identify whether they are the definition and miracles, not miracles or whether more information teacher to check is needed in order to decide. understanding
Lesson in context/prior learning: That miracles are described in a range of religious texts. That science explains how the world works and that we can predict, using laws of science and nature, what we might reasonably expect to be possible within those laws (e.g. if I drop a pen on earth, it will fall due to gravity.) Resources: Sheet 1: Card Sort Texts giving examples of miracles from faiths that the children are familiar with, for example due to prior study or due to children of that faith being present in the class (examples provided on Sheet 2, but these are not an exhaustive suggestion list) Sheet 3: Speech Bubbles “Can a scientist believe in miracles?” video at Session Plan: Element Purpose Timing Summary Learning orientation To introduce the lesson and key definition 5 minutes Explain what we will be learning today in simple terms. Ask the children to think-pair share a definition of miracles, and then share the definition we will be using today of miracles as “Events that break the laws of nature.” Explain that there are no right answers, but that the best ideas will clearly explain your reasoning and be explained in a manner that is respectful to others even if they disagree. Card Sort To allow children to rehearse application of the definition and teacher to check understanding 5 minutes Ask children to work in groups to sort the cards on Sheet 1: Card Sort to identify whether they are miracles, not miracles or whether more information is needed in order to decide.
Year6-Miracles-and-science.docx