Caring for Creation

Overview

Duration: 60 minutes
Class size: 30 students
Age group: 8-9 years (KS2, Year 4)
Subject: Religious Education
National Curriculum link:

• Religious Education Programme of Study for Key Stage 2 (non-statutory framework for RE in England)
• Focus on exploring beliefs and teachings about stewardship and care for the world (RE Understanding of Religion and Beliefs strand)
• Cross-curricular links with Science (environmental awareness) and PSHE (responsibility and care)

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Learning Objectives

By the end of this lesson, pupils will:

• Identify key environmental challenges facing our planet (pollution, climate change, deforestation, endangered species).
• Understand how different religions view the responsibility of humans as stewards of the Earth.
• Express their own ideas about caring for the environment inspired by religious perspectives.
• Engage respectfully with diverse beliefs about the environment.

Linked National Curriculum objectives:

• Recognise and describe some teachings and practices of religions relating to the environment (DfE RE NA at KS2).
• Explore ideas about what people believe about their duties to care for the world and others (Understanding of religion and belief).
• Develop respect for different beliefs (Religious pluralism; mutual respect and tolerance - PSHE links).

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Resources Required

• Large world map or globe
• Pictures showing environmental issues (pollution, deforestation, recycling, endangered animals)
• Short video clips (~3 minutes) showing animals in danger and effects of pollution (child-friendly)
• Story extracts from religions (Christianity, Islam, Hinduism) about caring for the world (printed for group work)
• Chart paper & markers for group mind-maps
• “Stewardship Pledge” worksheet (simple template for pupils to write/draw how they plan to help the planet)
• Whiteboard and markers

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Lesson Structure

1. Engage & Activate (10 minutes)

• Start with a "Look and Tell": Show pictures of environmental challenges. Ask pupils: What do you see? What might be happening here?
• Use the globe to locate places that might be affected (forests, oceans).
• Play a short video clip illustrating the impact of pollution or deforestation.
• Quick brainstorm: What problems do you think our planet has? – take ideas on whiteboard.

2. Explore Religious Perspectives (15 minutes)

• Brief storytelling session introducing stewardship concepts from three religions:
  • Christianity: The story of God’s creation and caring for it (Genesis 2:15).
  • Islam: The idea of humans as khalifah (caretakers) of the Earth.
  • Hinduism: Reverence for nature as sacred (e.g., rivers and animals).
• Split the class into 6 mixed groups of 5 pupils each. Give each group a short story extract and related questions:
  • What does this religion teach about looking after the planet?
  • How does it ask people to behave?
• Groups create a short mind-map or drawing summarising their story.

3. Discuss and Reflect (15 minutes)

• Groups present their findings to the class in a “show and tell” style (2 minutes each).
• Facilitate whole-class discussion:
  • What are the similarities and differences?
  • Why do you think many religions care about the environment?
  • How do you feel about being responsible for the Earth?

4. Personal Action Planning (15 minutes)

• Introduce the “Stewardship Pledge” worksheet.
• Pupils reflect quietly and write/draw one or two ways they can care for the environment (at home, school, community).
• Share some ideas aloud if pupils want to volunteer.

5. Plenary & Assessment (5 minutes)

• Quick quiz: Ask key questions verbally or on mini whiteboards:
  • Name one environmental problem facing our planet.
  • What does stewardship mean?
  • Give one way a religion teaches us to care for the Earth.
• Collect Stewardship Pledges as informal assessment showing understanding and personal engagement.

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Differentiation & Inclusion

• Provide story extracts at different reading levels.
• Support from TAs in groups for pupils needing help with reading or expressing ideas.
• Encourage all pupils to contribute orally if writing is a barrier.
• Visual and kinaesthetic learning through maps, drawing, and group work.
• Promote respect and positive attitudes throughout discussion, modelling inclusive language.

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Assessment Opportunities

• Observation of group discussions for understanding of religious stewardship concepts.
• Mind-map and drawing outputs assessed against success criteria: identify stewardship, link to environmental care.
• Stewardship Pledges as evidence of personal reflection and application of ideas.
• Verbal responses in plenary quiz check recall and comprehension.

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Cross-Curricular Links

• Science: links to understanding environmental change (climate, habitats) in KS2 Science.
• PSHE: developing responsibility, respect for others, and making positive choices.
• Geography: locating environmental issues on maps, understanding human impact on environments.

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Extension Ideas for Homework or Further Lessons

• Research how different faith communities in the UK take action to protect the environment.
• Create a class “Eco-Actions” wall chart showing pledges and progress over weeks.
• Design posters encouraging others to care for the planet using religious messages.

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This lesson will guide pupils to explore and value the importance of environmental stewardship through the lens of religious teachings, meeting the aims of the National Curriculum and fostering respectful, thoughtful global citizens.