Modern Developments

Curriculum Area

Religious Education - Key Stage 5/Year 13 Topic: Modern Developments on Scientific Explanations of the Universe Focus: Paul Davies and Richard Swinburne

Learning Objectives

1. Understand and evaluate modern developments in cosmology.
2. Analyse and compare the contributions of Paul Davies and Richard Swinburne to the debate on the origins of the universe.
3. Develop critical thinking skills through discussion and analysis of scientific and religious perspectives.

Materials Needed

• Interactive whiteboard or projector
• Handouts of selected readings from Paul Davies and Richard Swinburne
• Whiteboard markers
• A3 paper, markers, and sticky notes for group activities
• Prior research notes (students should be asked to come prepared)

Lesson Outline

Introduction (20 minutes)

1. Welcome and Overview (5 minutes)

   • Greet the students and outline the lesson objectives.
   • Introduce the focus on modern cosmology and the contributions of Paul Davies and Richard Swinburne.

2. Starter Activity (15 minutes)

   • Individual Task: Students spend 5 minutes writing down what they know about the Big Bang theory and the role of modern cosmology in explaining the universe.
   • Discussion: Each student shares their points briefly (1-2 minutes each), followed by a brief class discussion to highlight common and unique ideas.

Main Activities (60 minutes)

1. Modern Cosmology Overview (15 minutes)

   • Teacher Presentation: Give a concise explanation of key concepts in modern cosmology, including the Big Bang theory, dark matter, and dark energy.
   • Use the interactive whiteboard to display images and diagrams related to cosmology.

2. Introduction to Paul Davies (15 minutes)

   • Selected Reading: Hand out excerpts from Paul Davies' works that focus on his views on the universe and the intersection of science and religion.
   • Group Discussion: Students discuss in pairs the key points raised in the readings and how Davies’ work contributes to the understanding of the universe.

3. Introduction to Richard Swinburne (15 minutes)

   • Selected Reading: Hand out excerpts from Richard Swinburne's works that cover his arguments for the existence of God using scientific principles.
   • Group Discussion: Students discuss in pairs the main arguments presented by Swinburne and their implications for the relationship between science and religion.

4. Comparison and Analysis (15 minutes)

   • Group Activity: Divide the class into two groups. One group summarises the key contributions of Paul Davies, and the other summarises Richard Swinburne's contributions.
   • Presentations: Each group presents their summaries to the rest of the class.
   • Class Debate: Facilitate a debate on the strengths and weaknesses of each perspective and their relevance to modern cosmology.

Conclusion (20 minutes)

1. Reflection and Synthesis (10 minutes)

   • Individual Task: Students write a brief reflection (about 150 words) on what they have learned about modern cosmology, Paul Davies, and Richard Swinburne.
   • Encourage them to think about how these perspectives might influence their own views on the relationship between science and religion.

2. Q&A and Closing (10 minutes)

   • Open the floor for any questions students may have.
   • Summarise the key points discussed and highlight the importance of critical thinking in exploring scientific and religious explanations of the universe.
   • Provide a preview of the next lesson's topic and any homework or further reading.

Homework/Extended Activity

• Assign students to write an essay (1000 words) discussing how modern cosmological theories and the philosophies of Paul Davies and Richard Swinburne can complement or challenge each other.
• Suggest further readings from both authors for deeper understanding.

Assessment

• Participation in group discussions and activities.
• Clarity and insight in their written reflections.
• Quality of contributions to the final essay/homework assignment.

Notes for Teachers

• Ensure that students have access to necessary reading materials in advance.
• Encourage students to think critically and respect diverse viewpoints during discussions.
• Adapt the presentation style based on the dynamics and preferences of the small class size to foster an engaging learning environment.