Lesson Plan Title: Care for all of God's Creations creative assignment Teacher: Mrs. Janine Kearney Date of Lesson: February 9, 2017 Course Title: Catholic Social Justice Teaching Academic Content Standard Addressed (list standard code and description): In small groups, students will design, build, and explain a creative model that represents good stewardship of God's creation. This meets the USCCB Doctrinal Framework for High School, Course C: Living as a Disciple of Jesus Christ in Society, Standard 3G. This lesson is related to the following Integrated Student Outcome(s): Faith Leadership Knowledge Compassion 110 Bishop Manogue Dr. Reno, NV 89511 P (775) 336-6000 F (775) 336-6015 www.bishopmanogue.org
Care for All of God s Creations Stewardship assignment Mrs. Kearney s Class on Catholic Social Justice Teaching Group Members Names: Malia, Dawson, Sarah, and Sydney. SPECIFIC TASKS FOR SMALL GROUPS: Directions: Each small group will be assigned one Responsible Stewardship task (see below) to discuss and create from the materials provided. Each group will explain their creative solution and its corresponding two Commandments for the Environment to the class. 1. Go to Several Different Stations to collect materials needed, including: a. Faith in God unifies/sticks & keeps it all together. Say the Lord s Prayer together from provided sheets to earn 1 tube of frosting. b. Graham crackers and Pretzel Rods/sticks: 2. Say the Lord s Prayer together for faith to stick it all together/unify 3. Each team has 1 color of gummy bears; they need to trade to get 1 of each color: to represent different career bears to build their project. Connect to scripture from 1 Corinthians 12:12 in the New American Bible (Revised Edition) (NABRE), 12 As a body is one though it has many parts, and all the parts of the body, though many, are one body, so also Christ. 4. Environment: given a kind of environment or dilemma card to build. 5. Use Rules for Stewardship pgs. 295 and 297, and Ten Commandments for the Environment on pgs. 299-302, 304-305 to build. 6. Explain how each one (or several) rules or commandments are met in the solution created. 7. Present model and explain your solution to the class, connecting to two Commandments for the Environment from the Foundations of Catholic Social Teaching book by Ave Maria Press. Responsible Stewardship Tasks 1) Recreate the Truckee River ecosystem and balance its different interests: clean water, biodiversity, ranchers, Pyramid Lake Paiutes, and recreation enthusiasts. 2) Create a fuel pipeline near a wetland area without the danger of polluting the water or other elements of the environment. 3) Encourage biodiversity in a lake that is used by local fishermen to feed their community. How do you sustain biodiversity and health of the fish population? 4) Find and protect a source of clean water for sustaining village people, their way of life, and their animals. 5) At a popular beach and seashore, balance the interests of tourists while still protecting the sensitive wildlife, such as dolphins, whales, crabs, etc. 6) Balance a ski area with preservation of mountain forest habitat for wild animals. 7) Create a sustainable forest that provides shelter for animals and lumber for human homes.
Assignment Grading Rubric: Malia, Dawson, Sarah, and Sydney / TOTAL: 34/35 points 1) 10 / 10 points: a. Students explored their building materials first, then brainstormed ways to represent their assigned scenario. b. Each student participated in the planning and building of the project according to their skill set: Sydney played the role of peace-maker and encourager, Malia played the part of strategist and engineer, Dawson brainstormed ideas and led the building of their model with a significant amount of logistics help from Sarah. 2) The Finished model: a. 5 / 5 points: uses the teacher-assigned scenario or place. b. 5 / 5 points: Balances protection of nature with preservation of human interests. c. 4 / 5 points: Demonstrates creative thinking and effort (5 points) 3) 5 / 5 points: Group leader communicates group s scenario/place and describes solution, and 5 / 5 points: connects this solution to two Commandments for the Environment (5 pts) a. Group leader Malia s presentation was confident, and the content covered all of the required elements, including the second and eighth Commandments for the Environment in the student textbook.
Care for All of God's Creations Stewardship creative assignment Group members Names: 1 /7" Period: () Assignment: Build a creative model of nature and humankind working together using the provided requirements and scenario. Group presents and explains their model to the class. Directions: 1. Get into 5 groups of 4-5 people each. 2. Together, read through the "10 Commandments for the Environment" sheet. 3. Scenario: Read your group's assignment and what you will be building. 4. Using the Scenario and at least 2 Commandments for the Environment, plan a creative model that represents good stewardship of God's creation. Your model should find new ways to effectively and compassionately balance protection of nature and preservation of human interests. 5. Gather Materials from different stations around the classroom. a. Gummy bear Experts: Gummy Bear colors represent different experts in career fields needed to design and build a successful project. They have the Resource of Knowledge that must be shared for the common good of all. Each team needs to trade until they have 1 of each: ii. iii. iv. i. Blue Bear: Engineer Green Bear: Environmentalist Red Bear: Construction Foreman Clear Bear: Politician representing the Peoples' interests/common good b. The Glue station represents God and faith. God and faith are the glue that unite every part of humanity and God's creation. For this station, your group must together recite The Lord's Prayer to receive glue. c. The Building materials station represents the foundational teachings on stewardship. For this station, your group must answer "What is stewardship? What does it mean to be a good steward? What are we being good stewards of? What kind of resources that are in us and around us can you name? Why is stewardship important for Christians? 6. Build your model from whatever materials are available. Use your provided Scenario and be able to connect to at least 2 of the 10 Commandments for the Environment. 7. Present and explain your model to the class. 2 y uu m,j s" J TR, 1 cc a YJ a I a,11 1 t baw r en m cir a 1cil 11 111 cuu/ V!ti7Vf!,,,_ j/ 1,,, cjca1-( //v.tln aol/c W/ILat1':r iu!jil07ctr 0. VOi) (Y'\LHI ({) Ctw / y\jj -81/uV l RCI/\ tfl
Student Work Title: My Creed Statement Teacher: Ms. Przytula Date of Assignment: April 2017 Course Title: Jesus Christ Source of our Salvation / YOUCAT Academic Content Standard Addressed (list standard code and description): II.I.4. The fullness of Revelation is reflected in life and teaching of the Catholic Church III.V.C. Living as a disciple of Jesus IV.V. D. Implications for Life of a Believer This work sample is related to the following Integrated Student Outcome(s): Faith Leadership Knowledge Compassion 110 Bishop Manogue Dr. Reno, NV 89511 P (775) 336-6000 F (775) 336-6015 www.bishopmanogue.org
April 3, 2017 Cynthia A. Przytula Lesson Plan Theology 10 Lesson Plan: Ch. 10: Prayer in the Life of A Disciple of Jesus YOUCAT Section Two: The Christian Profession of Faith Objective: Students will demonstrate their understanding of the importance and content of the Apostles Creed by creating their own Creed Statement with a partner. Students may use the Apostles Creed as a template but may not copy it. Activities: Students will collaborate with their partner to create ten statements of beliefs they hold to be true and significant. Student partners will create a poster of their creed with appropriate illustrations. Student partners will present their creed and poster to the class with appropriate explanations of why they hold those statements significant and how their creed is similar to the Apostles Creed. Student partners will field any questions from class regarding their creed statements, how they arrived at those statements and their significance in their lives. Requirements: Student partners must collaborate and compromise to arrive at common beliefs. Student partners must understand they may not have the same belief as their partner and work to arrive at commonalities. Timeline: Students will have one period to create their creed statements and posters and will present next class.
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