Respect the views and opinions of others and reach agreements using negotiation and compromise.

Transcription

1 Chapter 6 Buddhism: 6.1 How it all began Chapter 6 Buddhism 6.1 How it all began Learning intentions By the end of this lesson pupils will: have examined the life of Siddhartha Gautama. Key elements Spiritual awareness Mutual understanding Cultural understanding Cross-curricular skills Communication Using mathematics Thinking skills and personal capabilities Sequence, order, classify and make comparisons. Examine options and weigh up pros and cons. Experiment with ideas and questions. Listen actively and share opinions. Take personal responsibility for work with others and evaluate their own contribution to the group. Respect the views and opinions of others and reach agreements using negotiation and compromise. Lesson plan Starter Write the word happiness on one side of the board and unhappiness on the other. Give each pupil two Post-it notes. Ask the pupils to write down one word that they associate with each word and stick the Post-its to the board. 150

2 Chapter 6 Buddhism: 6.1 How it all began Discuss with the class the different words that they have chosen and why they have been chosen. Ask the pupils to complete the introduction activities in the Pupil s Book (page 67). Explain that in very simple terms Buddhism aims to help people find happiness. Development Tell the class that the founder of Buddhism was Prince Siddhartha, and explain that they are going to use the strategy below to tell the story. Divide the class into groups of four and give each person a number from one to four. While the rest of the class completes Worksheet 6.1, take all the number ones outside the room and tell them the story of Siddhartha (Pupil s Book pages 68 69). When the story has been told ask the number twos to go out and listen to the story from the number ones. The ones will then return to the classroom and the threes will go outside. The twos will tell the story to the number threes. The twos will then return to the room and the fours will go outside and hear it from number threes. The threes and fours will return to the classroom and the fours will retell the story to the ones. It will be interesting to see how the story has changed! (Be careful with your timing and ensure that all pupils have a turn at listening to and retelling the story.) When everyone has heard the story, ask the groups to work together to answer questions about Siddhartha. Ask the class five to ten questions. The group that gets the most questions right wins a prize. Ask pupils to read the information in the Pupil s Book (pages 68 69) and complete Get Active 1. Plenary Sum up the lesson by using the true/false statements on Worksheet 6.2. These can be used in various ways: The pupils can be given the statements and, working in groups, sort them into true and false. Alternatively the statements can be put into a box. A pupil chooses one statement and tells the class whether he/she thinks it is true or false. The class then decides if this is correct. A third possibility is to ask the pupils to work in groups and, as the teacher reads each statement, decide whether it is true or false. 151

3 Chapter 6 Buddhism: 6.1 How it all began Answers: a) False; b) True; c) False; d) False; e) True; f) True; g) False; h) False; i) True; j) True; k) True; l) True; m) False; n) True. Homework suggestion Pupils complete Worksheet 6.3. Extension activity Pupils complete the living graph on Worksheet 6.4. Pupils are given the twelve statements based on Siddhartha s life. Working in groups, pupils put these into chronological order. The pupils then number each of the cards chronologically. The group decides how Siddhartha felt in each statement. The chart is completed by putting the number of the card beside the emotion Siddhartha was experiencing on the x axis and when it happened in his life on the y axis. Learning outcomes Work effectively with others. 152

4 Chapter 6 Buddhism: 6.1 How it all began Worksheet 6.1 Happiness 1 How can you tell if someone is happy? 2 When you are feeling happy, what sorts of things can change that? 3 What do you do to try to make someone happy? 4 When you are happy, do you think it has any effect on the people around you? Give examples to support your answer. 5 Do you always need things to make you happy? Give examples to support your answer. 6 Why do you think that people are not happy all the time? 7 When you are unhappy, are there any things that you can do to change how you feel? What are these things? Why do you think they work? 153

5 Chapter 6 Buddhism: 6.1 How it all began Worksheet 6.2 True/false a Siddhartha was born in Nairobi. b His father made sure that Siddhartha never saw any suffering. c To ensure that Siddhartha never saw any suffering he was kept within the Palace walls. d Siddhartha left the Palace without his father knowing and enjoyed a peaceful walk around the town. e When Siddhartha left the Palace without his father s knowledge he saw five sights that troubled him. f The first sight that Siddhartha saw when he left the Palace was an old man. g One of the sights that Siddhartha saw when he left the Palace was a woman dancing in the street. h Siddhartha married and had six children four girls and two boys. i Siddhartha had never seen sickness before he left the Palace and he had no understanding of what it was. j Before Siddhartha left the Palace he thought that people lived forever. k Siddhartha decided that all the luxury in the world did not make him happy so he left the Palace and his family to discover how to find happiness. l Siddhartha joined some holy men and ate so little that his spine could be seen through his stomach. m Siddhartha believed that living a simple life and eating very little was the only way to find happiness. n Siddhartha meditated under a bodhi tree and discovered the answer to his question Why do people suffer? 154

6 Chapter 6 Buddhism: 6.1 How it all began Worksheet 6.3 In his shoes Imagine you are Siddhartha and you have just left your wife and baby son to find the answer to your question Why do people suffer? You left without explaining anything to her. Write a letter to her explaining how the four sights have changed you, why you left home and what you want to achieve. 155

7 Chapter 6 Buddhism: 6.1 How it all began Worksheet 6.4 Living graph Ecstatic Happy Amazed Confused Disbelieving Sad Beginning Middle End 156

8 Chapter 6 Buddhism: 6.1 How it all began Worksheet 6.4 (page 2 of 2) Cut out and place these statements on the living graph. Siddhartha lives in a palace Siddhartha joins some wandering holy men Siddhartha becomes a holy man Siddhartha meditates under a bodhi tree Siddhartha has everything he could want Siddhartha leaves his family Siddhartha has a son Siddhartha marries a beautiful princess Siddhartha leaves the palace and sees four sights Siddhartha becomes enlightened and is called Buddha Siddhartha eats so little he almost starves himself to death Siddhartha wonders if there is more to life 157

9 Chapter 6 Buddhism: 6.2 Buddhist beliefs 1 Chapter 6 Buddhism 6.2 Buddhist beliefs 1 Learning intentions By the end of this lesson pupils will: have an understanding of the Three Universal Truths and the Four Noble Truths appreciate what Karma is understand the Buddhist belief that our actions have consequences. Key elements Mutual understanding Spiritual awareness Cultural understanding Cross-curricular skills Communication Using ICT Thinking skills and personal capabilities Develop routines of turn-taking, sharing and cooperating. Give and respond to feedback. Suggest ways of improving their approach to working collaboratively. Organise and plan how to go about a task. Learn ways to manage their own time. Select the most appropriate method for a task. 158

10 Chapter 6 Buddhism: 6.2 Buddhist beliefs 1 Lesson plan Starter Divide pupils into groups, ideally of six. Place at the front of the room the three pieces of information about the main Buddhist beliefs (Worksheets 6.5, 6.6 and 6.7). Ensure that these are in three separate areas and that they are covered up until they are going to be used. Two pupils from each group go to look at the first set of information, two pupils from each group go to look at the second set of information and two pupils from each group go to look at the third set of information. They should be given a set time for example, one minute to look at and read the information. The pupils return to their desks and record on one of three separate sheets of paper as much information as they can remember. Pupils then go and look at the next set of information. After a set time they return to their desks again and add to the information that has already been recorded on that topic. This is repeated a third time in order that all pupils will see all of the information and have the opportunity to add to the sheets on their desks. Pupils can discuss what they have learned in their groups. The groups can then be given Worksheets 6.8, 6.9 and 6.10 to complete using the information they have recorded on their sheets. The sheets are exchanged and marked as the teacher gives out the correct answers. Development Pupils read the information in the Pupil s Book (page 70). Explain to pupils that the term Karma can be summed up in the phrase What goes around, comes around. Discuss with pupils what they think this means. In order to explain the concept of Karma, pupils could complete the activity found on Worksheet Pupils should now complete Get Active 1 in the Pupil s Book (page 71). Read the information in the Pupil s Book (page 71) and complete Get Active 2. Plenary Before pupils leave give them a quick-fire quiz to see how much they can remember. 159

11 Chapter 6 Buddhism: 6.2 Buddhist beliefs 1 Homework suggestion Pupils should be given Worksheet 6.12 to learn for homework. Extension activity Jataka tales were used to teach moral values and are still used in Buddhism today. The Jataka stories date back to the third century BC and are believed to be one of the oldest forms of storytelling. In the past people were appointed Jataka storytellers and they would travel far and wide to teach kindness, compassion, nonviolence, charity, generosity and self-sacrifice through these stories. Buddhists believe that Buddha himself used these stories to explain concepts like karma and rebirth and to emphasise the importance of certain moral values. is a website that has many of these stories both to read and watch. Pupils could find out what these stories are about and the moral teaching behind them. Learning outcomes Work effectively with others. 160

12 Chapter 6 Buddhism: 6.2 Buddhist beliefs 1 Worksheet 6.5 The Three Universal Truths Anicca Nothing lasts forever and people, plants and the land are always changing every second, every minute, every day. Dukkha Life is unsatisfactory because it involves suffering. It includes things like being bored or uncomfortable and change. Nothing is completely perfect. Anatta Nothing is permanent and nothing lasts forever (even humans). They do not believe in a soul that goes from one body to another. What carries on to the next life is a life force which the person has made in this life. 161

13 Chapter 6 Buddhism: 6.2 Buddhist beliefs 1 Worksheet 6.6 Four Noble Truths 1 Dukkha (suffering) is everywhere, all the time. 2 Dukkha is caused by greed and selfishness. 3 Greed and selfishness can be ended. 4 The way to end greed and selfishness is to follow the Noble Eightfold Path. 162

14 Chapter 6 Buddhism: 6.2 Buddhist beliefs 1 Worksheet 6.7 The Noble Eightfold Path Right understanding You must understand the Four Noble Truths and the causes of suffering. Right thought You must think about your life and try to live in a caring and selfless manner. Right speech You must speak to people in a kind, caring and truthful manner. Right action Respect other people, living things and yourself. Right livelihood Only do jobs that will not harm other people or animals. Right effort Make an effort to avoid evil and to do good at all times. Right self-awareness Be aware of yourself, how you feel and how you act towards the world around you. Right meditation Spending time in meditation will help someone to gain enlightenment. 163

15 Chapter 6 Buddhism: 6.2 Buddhist beliefs 1 Worksheet 6.8 Using the information that you have collected, complete the following. The Three Truths Anicca: : life is unsatisfactory because it involves suffering. It includes things like being bored or uncomfortable and change. Nothing is completely perfect. Anatta: 164

16 Chapter 6 Buddhism: 6.2 Buddhist beliefs 1 Worksheet 6.9 Using the information that you have collected, complete the following. Four Truths 1 Dukkha ( ) is everywhere, all the ; 2 Dukkha is caused by and ; 3 and can be ended. 4 The way to end and is to follow the Noble Path. 165

17 Chapter 6 Buddhism: 6.2 Buddhist beliefs 1 Worksheet 6.10 Using the information that you have collected, complete the following. Noble Path Right : you must understand the Four Noble Truths and the causes of suffering. Right : you must think about your life and try to live in a caring and selfless manner. Right : you must speak to people in a kind, caring and truthful manner. Right : respect other people, living things and yourself. Right : only do jobs that will not harm other people or animals. Right : make an effort to avoid evil and to do good at all times. Right : be aware of yourself, how you feel and how you act and the world around you. Right : spending time in meditation will help someone to gain enlightenment. 166

18 Chapter 6 Buddhism: 6.2 Buddhist beliefs 1 Worksheet 6.11 Karma Karma can be summed up in the phrase What goes around comes around. Complete the following activity in groups of three. 1 First, write a situation that will have consequences. It could be a good or bad situation. For example: Julie arrived at school and discovered that she had forgotten to do her maths homework. At break time, when her friend wasn t looking, she took her maths homework book and copied her answers. OR Paul s neighbour s dog became sick and had to go to the vet. They had a lively twoyear-old child who was asleep and in bed. It was Friday night and Paul was looking forward to going out with his friends. The neighbour called and asked if he would babysit. Paul knew that the child was a bad sleeper and would most likely wake up and be very demanding. He would also have to miss going out with his friends. However, his neighbour had no one else to babysit so he agreed to do it. 2 Pass on your situation to the next person in your group. He/she has to continue writing the story. 3 The last person in the group has to complete the story. He/she must include the consequences of the decisions that the person made. 167

19 Chapter 6 Buddhism: 6.2 Buddhist beliefs 1 Worksheet 6.12 Learn the following information. The Three Universal Truths Anicca Nothing lasts forever and people, plants and the land are always changing every second, every minute, every day. Dukkha Life is unsatisfactory because it involves suffering. It includes things like being bored or uncomfortable and change. Nothing is completely perfect. Anatta Nothing is permanent and nothing lasts forever (even humans). They do not believe in a soul that goes from one body to another. What carries on to the next life is a life force which the person has made in this life. Four Noble Truths 1 Dukkha (suffering) is everywhere, all the time. 2 Dukkha is caused by greed and selfishness. 3 Greed and selfishness can be ended. 4 The way to end greed and selfishness is to follow the Noble Eightfold Path. 168

20 Chapter 6 Buddhism: 6.3 Buddhist beliefs 2 Chapter 6 Buddhism 6.3 Buddhist beliefs 2 Learning intentions By the end of this lesson pupils will: have examined the Noble Eightfold Path be able to identify that what a Buddhist believes will influence how he/she should behave. Key elements Moral character Spiritual awareness Cross-curricular skills Communication Thinking skills and personal capabilities Organise and plan how to go about a task. Focus, sustain attention and persist with tasks. Respect the views and opinions of others and reach agreements using negotiation and compromise. Be fair. Use their own and others ideas to locate sources of information. Lesson plan Starter Recap on the previous lesson when pupils had to complete a learning homework: On a lined piece of paper ask them to spell anicca, dukkha and anatta and explain the meanings of the terms. 169

21 Chapter 6 Buddhism: 6.3 Buddhist beliefs 2 Ask pupils to write down the four steps of the Four Noble Truths. Pupils swap their sheets and, as the answers are read out by the teacher, they mark each other s work. Pupils give each other feedback on their work. Development Pupils could read the information in the Pupil s Book (page 72). Put the pupils into groups. Enlarge the picture of the wheel on Worksheet 6.13 to A3 size and give each group a set of the cards from Worksheet The pupils read each card and decide which spoke of the wheel it should go beside. They then put it in the correct place. Discuss the answers with the class. These are given below. Ask pupils to complete Get Active 1 in the Pupil s Book (page 73). Pupils then read the information in the Pupil s Book (page 73) and complete Get Active 2. Answers: Right understanding I am happy and content with who I am and what I have. Unhappiness is due to suffering. Suffering is due to craving for things. Right thought I will not think bad things about that person. I will not allow myself to feel jealous. Right speech I will not tell lies. I will not gossip. Right action I will not steal. I will not murder. Right livelihood I will always work hard. I will not take advantage of other people. 170

22 Chapter 6 Buddhism: 6.3 Buddhist beliefs 2 Right effort I will always do the best that I can in all that I do. I will think of others before myself. Right self-awareness I will not let myself be influenced by others. I will not act or speak in a careless or forgetful manner. Right meditation I will fully focus on my breathing. Meditation will help me gain enlightenment. Plenary Ask pupils to read out their s to the class from Get Active 2. This should summarise the key beliefs within Buddhism. Again, encourage pupils to give feedback to each other. Homework suggestion Ask pupils to read the problem scenarios on Worksheet 6.15 and write a reply to each one from a Buddhist point of view. The key beliefs of Buddhism should influence their answer. Extension activity Read out the parable about enlightenment on Worksheet Discuss this with pupils and complete the questions found on the bottom of the page. Learning outcomes Demonstrate self-management by working systematically, persisting with tasks, evaluating and improving own performance. Work effectively with others. 171

23 Chapter 6 Buddhism: 6.3 Buddhist beliefs 2 Worksheet 6.13 The Noble Eightfold Path Right meditation Right self-awareness Right understanding Right effort Right thought Right livelihood Right speech Right action 172

24 Chapter 6 Buddhism: 6.3 Buddhist beliefs 2 Worksheet 6.14 Cut out and place these statements in the correct place on the Noble Eightfold Path. Unhappiness is due to suffering. Suffering is due to craving for things. I am happy and content with who I am and what I have. I will always work hard. I will not take advantage of other people. I will not allow myself to feel jealous. I will not think bad things about that person. I will always do the best that I can in all that I do. I will think of others before myself. I will not tell lies. I will not gossip. I will not let myself be influenced by others. I will not act or speak in a careless or forgetful manner. I will not steal. I will not murder. I will fully focus on my breathing. Meditation will help me gain enlightenment. 173

25 Chapter 6 Buddhism: 6.3 Buddhist beliefs 2 Worksheet 6.15 Read the following scenarios and write an answer to each one from a Buddhist point of view. 1 Someone in school is spreading lies about me. I want to start a rumour about him in order to get my own back. What do you think? _ 2 My dad wants me to help with his old motorbike on Saturday. He wants to strip down the engine and teach me how to put it back together again. I can t stand the bike. My dad thinks it will be good father and daughter time. I was planning to be useless at everything he asks me to do, so he ll tell me to go away. What do you think? _ 3 My sister just won a dancing competition that I was also in. Everyone thought it was wonderful that she won and her trophy stands in pride of place on the hall table. I want to knock the trophy off so that it will smash. I m the better dancer, not HER!! What do you think? _ 174

26 Chapter 6 Buddhism: 6.3 Buddhist beliefs 2 Worksheet 6.16 A parable about Enlightenment The tale of the five disciples There was once a wise old saint who had five disciples. When he was dying he said to them, I have one last wish. When I am dead I want you all to make a pilgrimage to my home city, and when you get there pray for me and honour me. Though this city was a long way away the five disciples agreed. It was not long after this that the old man died. The disciples set off on the long dusty road to the city. As they plodded along one of them grew impatient. I can t be bothered to walk as slowly as this, he shouted. I want to get there quickly so I can do other things! He began to walk quickly and soon had left the other disciples behind. Week after week he pressed on, only stopping briefly at night for sleep, food and water. Within a month he had reached the city. One of the other disciples was finding the going too fast. He got tired very quickly and told his friends to leave him. He sat under a tree and fell asleep. When he woke up the other disciples had gone and he was alone. He walked a few miles to the next village. He had a good meal and slept for the night. The next day he felt stronger and he walked another few miles. After a year he reached the city. The other three disciples walked on together for a while longer. However, one of them began to worry. He wasn t sure if they were on the right road so he asked a farmer who was working in a field which was the quickest way to the city. The farmer told him to turn left and head for the town, then ask again. So he said goodbye to the other disciples and went his own way. He asked everyone he met if they knew the way to the city. Everyone he asked described a different route. He walked backwards and forwards, up and down and round and around until he finally reached the city two years later. There were now two disciples left and one was fed up with having sore feet, no money and a long journey ahead. So he decided to return home. He soon forgot his promise, began to steal and ended up in prison. Many years went by and a doctor in the prison told him that he would die soon because of his heavy drinking. Suddenly he remembered his promise to the old saint and as soon as he was released from prison he set out for the city. He finally arrived thirty years after he first set out! The last disciple walked steadily on alone. One day he met a man who was carrying a heavy load of wood. The disciple offered to help him and went with him to his house, many miles from the road. When he arrived in the village he discovered that all the people were poor and worked for a very wealthy landowner. The villagers were expected to do the worst jobs for the owner who lived on a big farm. The disciple felt he had to stay and help the people of the village. He eventually returned to his journey but almost every day he came across someone who needed his help or advice. His journey became longer and slower but he did reach the city in the end, ten years after he had started out. 1 How long did it take each disciple to reach the city? Why did it take each of them a different length of time? 2 What do you think this parable teaches Buddhists about the road to Enlightenment? 175

27 Chapter 6 Buddhism: 6.4 Types of Buddhism Chapter 6 Buddhism 6.4 Types of Buddhism Learning intentions By the end of this lesson pupils will: have explored the two main groups within Buddhism have explored who the Dalai Lama is and understand the role he plays within Buddhism. Key elements Ethical awareness Cultural understanding Spiritual awareness Cross-curricular skills Communication Using ICT Thinking skills and personal capabilities Use a range of methods for collating, recording and representing information. Communicate with a sense of audience and purpose. Learn from and value other people s ideas. Lesson plan Starter Begin the lesson with a discussion of the fact that, within most religions, there are different groups who have different beliefs and practices. Use the example of Christianity. Discuss with the class the differences within the denominations. Ask the class if they know of any differences within the Jewish or Islamic faiths. Conclude the discussion by explaining that the core beliefs are the same but they differ in other aspects. The same is true within Buddhism. 176

28 Chapter 6 Buddhism: 6.4 Types of Buddhism Development Pupils read the information in the Pupil s Book (page 74). In order to allow pupils to place the countries mentioned in terms of their location, ask them to find the following countries in an atlas: Thailand Laos Tibet Korea Cambodia Sri Lanka China Pupils could complete Get Active 1 in the Pupil s Book (page 74). Pupils read the information about the Dalai Lama in the Pupil s Book (page 75) and complete Get Active 2. Plenary As a revision of the work pupils have completed on the two Buddhist traditions, explain that you will say a word/words for example, Tibet. If they think it belongs to the Theravada tradition they should stand up. If they think it belongs to the Mahayana tradition they should put their hands up (you could write these instructions on the board). If a data projector is available the words could be flashed up on the screen. A list of the words/statements are below: Theravada: Thailand; Cambodia; Laos; Sri Lanka; Southern Buddhism; Way of the elders: Pali Canon; Only monks and nuns reach Enlightenment Mahayana: Tibet; China; Korea; Northern Buddhism; Pali Canon and Tripitaka; Bodhisatvas; Dalai Lama; Anyone can reach Enlightenment Homework suggestion Write a letter to the Chinese government outlining why you think Tibet should be free of Chinese rule and why you think the Dalai Lama should be allowed to return home. OR Design a poster that is campaigning for the freedom of Tibet. Think carefully about what your slogan will be and what images will be on the poster. Extension activity Ask pupils to complete some research on the Dalai Lama and create a fact file on him. Type BBC Dalai Lama into a search engine and a short synopsis of his life, which is easily accessible to pupils, will appear as a link ( Learning outcomes Communicate effectively in oral, visual, written and ICT formats, showing clear awareness of audience and purpose. 177

29 Chapter 6 Buddhism: 6.5 Buddhist symbols Chapter 6 Buddhism 6.5 Buddhist symbols Learning intentions By the end of this lesson pupils will: have explored the most common symbols within Buddhism have investigated other symbols associated with the religion have discovered how to find the meaning behind a Buddha image through looking at its characteristics and hand positions mudras. Key elements Spiritual awareness Cultural understanding Cross-curricular skills Communication Using ICT Thinking skills and personal capabilities Make ideas real by experimenting with different designs, actions and outcomes. Make new connections between ideas/information. Be aware of their personal strengths, limitations and interests. Set personal targets and review them. Generate possible solutions, try out alternative approaches and evaluate outcomes. 178

30 Chapter 6 Buddhism: 6.5 Buddhist symbols Lesson plan Starter Prepare a PowerPoint presentation of different symbols that are seen everyday. Ask pupils to work in groups to write down what they think the symbols represent. Discuss with the class why we use symbols and why they are important within religions. Ask pupils if they can remember any of the symbols associated with the other religions they have studied and if they can remember what they mean. Discuss what they think the symbol of Buddhism might be. Development Ask pupils to complete Get Active 1 in the Pupil s Book (page 76). Explain to the class that within Buddhism there are many symbols. Ask pupils to read the information in the Pupil s Book (pages 76 77) and complete Get Active 2. Create a PowerPoint presentation containing different images of Buddha. Point out the different characteristics and the positions of the hands. Choose two of the slides and discuss with the class what the images are representing. Ask pupils to read the information on Buddha images and mudras in the Pupil s Book (page 78). Pupils could practise the mudras and test each other. The teacher could show the class a mudra and pupils then write down what they think it is. Show the rest of the PowerPoint presentation to the class and ask them what they think each Buddha image represents. Plenary Create a PowerPoint presentation of Buddhist symbols and mudras. Show the class each one and in groups have pupils write down what they think each one represents. The group with the most correct wins a prize. Homework suggestion Pupils could complete Worksheet Each pupil is to draw their own Buddha image in one of the three positions sitting, lying down or standing. They need to decide which mudra position the hands are in and what special features the image will have. They will then write a short explanation. 179

31 Chapter 6 Buddhism: 6.5 Buddhist symbols Extension activity Create a worksheet that contains five or six different Buddha images. These can easily be found on the internet. Ask pupils to look at each image and write down the following: 1 What positions it is in, i.e. sitting, lying or standing. 2 What the mudra positions of the hands represents. 3 Any special features the image has and what they represent. Learning outcomes Demonstrate creativity and initiative when developing ideas and following them through. 180

32 Chapter 6 Buddhism: 6.5 Buddhist symbols Worksheet 6.17 Draw your own Buddha image Draw your own Buddha image in one of the three positions sitting, lying down or standing. Decide which mudra position the hands are in and what special features the image will have. Then write a short paragraph explaining your drawing. 181

33 Chapter 6 Buddhism: 6.6 Worship Chapter 6 Buddhism 6.6 Worship Learning intentions By the end of this lesson pupils will: have discussed the elements of a Buddhist shrine have explored meditation and experienced practising it have investigated mandalas, mantras, prayer wheels and flags have an understanding of stupas and Buddhist scripture. Key elements Spiritual awareness Cultural understanding Cross-curricular skills Communication Using ICT Thinking skills and personal capabilities Focus, sustain attention and persist with tasks. Make ideas real by experimenting with different designs, actions and outcomes. See opportunities in mistakes and failures. Use their own and others ideas to locate sources of information. Communicate with a sense of audience and purpose. 182

34 Chapter 6 Buddhism: 6.6 Worship Lesson plan Starter Have incense burning as the class enters the room. Hopefully this will generate some discussion about what the smell is. If not, as the class is settling down, walk around the room with the incense stick so that the smell fills the air. Ask the class if they know what incense is and what it is used for. Tell them that it is used in Buddhist worship and explain what it represents. Allow the incense to burn throughout the lesson, as long as the smell doesn t become overbearing. Development Read the information in the Pupil s Book (page 79). As you read the description of the shrine it would be beneficial to have the elements that make up the shrine to build one in the class. Ask pupils to read the section on meditation in the Pupil s Book (page 79) and complete Get Active 1. Ask pupils to read the section on mandalas in the Pupil s Book (page 80). Use a PowerPoint presentation to show pupils different types of mandalas, including butter and sand. Pupils could complete the map from memory exercise (extension exercise). Read the information about mantras, prayer wheels and flags in the Pupil s Book (page 80). There are many wonderful images on the internet of prayer wheels and flags. It would be a good idea to use PowerPoint to show pupils what they look like. Ask pupils to complete Get Active 2 in the Pupil s Book (page 80). Read the information about stupas and Buddhist scripture in the Pupil s Book (page 81) and complete Get Active 3. Plenary Play the game of Jeopardy: Ask each pupil to write down one question about Buddhist symbols on a piece of paper. On another piece of paper, they should write down the answer to it. Collect in all pupils questions and answers. Ask pupils to work in groups. Choose some of the answers that have been written and give these, one by one, to the class. Each group then has to decide what the question might have been. 183

35 Chapter 6 Buddhism: 6.6 Worship Homework suggestion Pupils could make a Tibetan prayer wheel: On a long strip of paper pupils write Om Mani Padma over and over again. Pupils stick one end to a pencil and wrap the strip of paper around it. They then get a cylinder shape, such as the inside of kitchen paper roll cut in half, stick a piece of card over the top of the cylinder and decorate it. Pupils should place the pencil inside the cylinder and hold it horizontally. Using their wrist, the pupils can make the prayer wheels spin. Extension activity Pupils could complete the map from memory exercise: Choose a search engine and type in mandala clipart. Chose a suitable mandala that you think your class would be able to copy. Enlarge the image to A3 size. Ask the class to work in groups of four and to number themselves one to four. All the number ones should come to the front of the class to view the image for 30 seconds. No else should be able to see it. They return to their group and draw what they have seen. After one minute of drawing, the number twos come up to see the drawing for 30 seconds. The cycle is continued until everyone has seen the drawing. This activity helps pupils develop skills of working together. Time should be given afterwards for each group to reflect not just on the quality of the work they produced but on how they worked as a group. Learning outcomes Demonstrate creativity and initiative when developing ideas and following them through. 184

36 Chapter 6 Buddhism: Festivals and the Sangha Chapter 6 Buddhism Festivals and the Sangha Learning intentions By the end of this lesson pupils will: have an understanding of some of the festivals celebrated within Buddhism have an appreciation of the Sangha and its role within Buddhism. Key elements Cultural understanding Spiritual awareness Mutual understanding Cross-curricular skills Communication Using ICT Thinking skills and personal capabilities Take personal responsibility for work with others and evaluate their own contribution to the group. Be fair. Communicate with a sense of audience and purpose. Lesson plan Starter Write the word festival on the board and ask pupils what they associate with it. Write their answers around the word. Development Pupils read the information in the Pupil s Book about the Wesak festival (page 82). Source some pictures of the New Year festival or Songkran festival. Use these images to discuss the festival. Use the Five Ws Who, What, Where, When and Why to generate discussion about what the festival is and why it is happening. 185

37 Chapter 6 Buddhism: Festivals and the Sangha Pupils read the information in the Pupil s Book on the New Year festival (page 82) and complete Get Active 1. Draw a triangle on the board and at each corner write Buddha, Dharma and Sangha. Explain to the class that these are known as the three jewels that make up Buddhism. Ask the class to give you a definition of Buddha and Dharma. Then give the class a series of clues to help them work out what the Sangha is. Pupils read the information on the Sangha in the Pupil s Book (page 83) and complete Get Active 1. Plenary As this is the end of the topic, recap on everything that pupils have learnt. Homework suggestion Ask pupils to complete Worksheet Extension activity Complete the Odd One Out activity on Worksheet Learning outcomes Demonstrate creativity and initiative when developing ideas and following them through. 186

38 Chapter 6 Buddhism: Festivals and the Sangha Worksheet 6.18 Songkran festival Imagine you are visiting Thailand when the New Year festival is on. Write an to a friend explaining what was happening over the three days. To Subject 187

39 Chapter 6 Buddhism: Festivals and the Sangha Worksheet 6.19 Odd one out Answer the questions in the boxes below. 1 Buddha What do 1 and 2 have in common? What do all three have in common? What do 1 and 3 have in common? 2 Sangha What do 2 and 3 have 3 Dharma in common? 188