Grade 7

Lesson Title

Materials

The Seven Sacraments

Religion Curriculum Expectation

Big Idea: Life as Vocation means being othercentred, faithful, service-oriented, life-giving,
respectful and open to Gods will.
LS 1- We are called to live our Christian
Vocation within the human community (i.e.
communal nature of our dignity as human
beings)
LS 1.3- Demonstrate an understanding of the
mission of the Church as animated by the Holy
Spirit and focused on sharing the Good News of
Jesus Christ with all people of the earth.

Sorting Activity- The Seven Sacraments,

BLM 1
Various materials (depending on student
choice) could include: paper, computer
access

Ontario Catholic Graduate Expectations

A discerning believer
An effective communicator
A reflective, creative and holistic thinker

Guided Questions
How is the grace of God found in the joy of each of the seven sacraments?
(Teachers and students may develop additional questions to guide their learning inquiry.)

Learning Goals
At the end of this lesson, students will:
Recognize the signs and symbols of the seven sacraments
Understand the sacraments under the headings of initiation, service and healing

Lesson Plan
Lesson Overview: Students will present signs/symbols of the seven sacraments as broken down into the
sacraments of Initiation (Baptism, Confirmation, Eucharist), Healing (Reconciliation and Anointing of
the Sick) and Service (Holy Orders, Marriage) Examples: can present information in the form of a
scrapbook, interview, video, photo essay, song, 4 pics and a word
Minds-On Activity
-Watch Sacrament Video:
http://www.youtube.com/watch?v=rmvnbkEmkbo&playnext=1&list=PLDCB66F104F74C076&feature=resul
ts_video
-Post-Video Discussion: discuss elements of each sacrament, as well as the words Initiation, Healing and

Service, which should lead class into the sorting activity

-Sorting Activity: sort the sacraments and their definitions into the categories of Initiation, Service and Healing
(see the Seven Sacraments BLM 1). Discuss/present findings with the class.
Scripture Passage
John 20:21-23
Activity Introduction
-Review the seven sacraments and how they fit into the categories of initiation, service and healing
-Discuss the signs and symbols of the sacraments (see the Seven Sacraments BLM 2)
-Students will then create a Photo Essay (a collection of photos and text, Movie Trailer (can use imovie or
another media source), scrapbook, interview (or another activity of choice) to display their knowledge and
understanding of the Sacraments. Ensure signs, symbols the seven sacraments, and the categories (initiation,
healing and service) are included.
OR
-With a focus on one sacrament and the inquiry question, create a public service announcement. Students can
choose any form, including but not limited to: poster, tweet, commercial (or another activity of choice) based on
the Inquiry Question: How is the grace of God found in the joy of each of the seven sacraments?
*students can choose which sacrament they want to focus on, but it is suggested that the teacher survey the
class to ensure all seven sacraments are touched upon by at least one student in the class.

Assessment

Grade 7 The Seven Sacraments BLM 1

Use the Intermediate Faith Fair Rubric See last page

Baptism
Eucharist
Reconciliatio
n

Marriage
Confirmation
Holy Orders
Anointing
of the Sick

Healing
Initiation
Service
Grade 7 The Seven Sacraments BLM 2-1

THE 7 SACRAMENTS
-a sacrament is an outward sign of faith, instituted by Jesus to give us grace
-they are visible signs of grace; grace is a gift offered by God. It is a sharing in God's life and
symbolize love in memory of what Jesus asked us to do
-Christ is present in the sacaments; they are special events where we identify with Jesus

Initiation - called the sacraments of initiation because those who receive these sacraments become
fully initiated members of the Church
Baptism - being welcomed in the church and is necessary for salvation; frees us from original sin and
gives us new life in Jesus; forms a covenant between God and us; gives us the grace to love God
and hope in Him
-visible signs include water, the white garmet, light and Chrism Oil
Eucharist (aka: Communion) - receiving the body and blood of Christ himself as our lifegiving good
and drink; believing that Jesus is present at mass (AMEN means, 'I believe')
-visible signs include bread, (wine) and a white garmet
Confirmation - a renewal of Baptismal vows; reaffirming your faith (the gift of faith); receiving the Holy
Spirit
-visible signs include anointing of Chrism Oil and laying of hands
Healing
Reconciliation (aka: Confession) - asking God for forgiveness through the Priest; the grace of God
enables us to change our words and actions to follow that of Jesus
-visible signs include the laying on of hands, words of absolution and the sign of the cross
Anointing the Sick - this sacrament is used for consoling, strengthening and healing to good health or
when people are ill, or perhaps dying
-anointing with Chrism Oil (hands and forehead)
Service
Marriage - a man and a woman devote themselves to each other, the Church, and God; God's
presence through and in the love of another person
-visible signs include light and a white garmet
Holy Orders - to devote your life to the church and continue God's work here on Earth by becoming a
priest, deacon or nun
-the laying on of hands by the Bishop (ordained)

Grade 7 The Seven Sacraments BLM 2-2

The Laying on of Hands

Used as a Gesture of:
-Blessing and the calling down of the Holy Spirit
-Separating a person or object from a common use to a sacrificial and sacred use
-Belonging
-Continuing Presence
-Power
-Approval

-Healing
Visible Signs of the Sacraments
Oil
-the outward sign of Chrism Oil strengthens us and mark us as Christ's witnesses
-it is a sign of healing
-the richness of oil represents the fullness of grace and the gift of the Holy Spirit
Light
-the candle (the Easter candle) is a sign of Christian hope in the resurrection of Jesus
-He is the light of the world; we are called to live in Christ's light
Water
-primarily used in Baptism as without water there is no life (pouring of water or immersion in water)
-a sign of cleansing, renewal, death and rebirth
White Garment
-signifies that one is 'clothed in Christ'; to the new life in Christ

Grade 7
Lesson Title

Materials

Ten Commandments/Beatitudes

Religion Curriculum Expectation

List of the 10
Commandments
List of the Beatitudes
Internet access

Ontario Catholic Graduate Expectations

Big Idea: Conscience is the subjective moral

guide for Christian living and it judges actions in
light of the objective Moral Law (i.e. 10
Commandments/ Beatitudes)
ML3.1 Identify scripture passages (Old
Testament and the New Testament) which
explain the virtues and apply several of the
passages from Proverbs and the Book of
Wisdom to situation youth encounter.
LS 2.1 Link the Ten Commandments and the
Beatitudes to how we are called to friendship
or social charity with people of different
nationality, race, ethnicity, economic status or
ideologies/faith and explain why this involves
individual and communal conversion.

A discerning believer formed in the Catholic faith

community.

A Collaborative Contributor

A Responsible Citizen

A Reflective and Creative Thinker

Guided Questions
What is our understanding of the meaning of the 10 Commandments/ Beatitudes?
What do the Ten commandments/Beatitudes look like for todays modern teen?
(Teachers and students may develop additional questions to guide their learning inquiry)

Learning Goals
At the end of this lesson, students will:
Gain a deeper knowledge of the Ten commandments/Beatitudes
Make connections between the Commandments/ Beatitudes and how they pertains to their own lives
in todays society.

Lesson Plan
Lesson Overview- Find/create an image to represent each of the 10 commandments (examples:

can take photographs, internet pictures, draw themselves, tableau).

Minds-On Activity
-Show a Beatitudes or 10 Commandments clip.
Suggested videos to watch are listed below.
- http://www.youtube.com/watch?v=O9ek5YQmBmk Blest are they Beatitudes
- www.youtube.com/watch?v=PgynB22xIn0 10 Commandments
Post-Video Discussion: discuss elements of the 10 Commandments or the Beatitudes with the class

Scripture Passages
- Exodus 20 and Matthew 5:1-11
Activity Introduction
-Read the 10 Commandments and/or Beatitudes with students by having them locate the
Commandments and Beatitudes in the Bible then read the scripture together with the class.

-Students will find/create an image to represent each of the 10 commandments (examples: can
take photographs, internet pictures, draw themselves, tableau). Each section should have a title
and brief explanation of how it connects to their lives in the modern world OR how it influences their
everyday lives

Assessment
Use the Intermediate Faith Fair Rubric See last page

Grade 7
Lesson Title

Materials

Social Justice Hero: Faithbook

Faithbook template
(available in digital format on the Portal)
Internet Access

Religion Curriculum Expectation

Ontario Catholic Graduate Expectations

Big Idea: The Church sets aside special days to

celebrate the memory of Mary the Mother of
God and the Saints who have witnessed in their
lives the Paschal Mystery of Christ.
CL3.1: Examine the devotions of the Lives of
Saints in the tradition of the Church . . .
LS2.2: Summarize the key principles of Catholic
social justice and link them to the primary
Christian values of love, promotion of life,
reconciliation . . .

A discerning believer formed in the Catholic faith

community.
A Collaborative Contributor
A Responsible Citizen
A Reflective and Creative Thinker

Guided Questions
How do the scriptures in the bible teach us about the Catholic Social Teachings?
How have the scriptures inspired people in todays society to practice the Catholic Social Teachings?
(Teachers and students may develop additional questions to guide their learning inquiry)

Learning Goals
At the end of this lesson, students will:
Gain a deeper understanding of the characteristics of a Catholic Hero.
Gain a deeper understanding of Catholic Social Teaching.
Be able to effectively use a graphic organizer to gather factual and relevant knowledge.

Lesson Plan
Lesson Overview- Students will research a modern day Catholic Social Teachings hero and create a
Faithbook page to present the information.
Minds-On Activity - As a class, work through the Banana Split Social Justice Activity (See the Social Justice
BLM 1-1 and 1-2) For detailed lesson instructions visit: http://www.devp.org/en/resources/activities Click on
resources, then Think Fast.
Scripture Passage
-Luke 21: 1-4
Activity Introduction
-Students will be connecting social justice to the scriptures (it is suggested teachers model the first passage
to make connections with/for students, and then assign more scripture connections as seen fit given time
and ability of class.
For assistance with the above activity, see the Social Justice BLM 2, BLM 3, BLM 4, BLM 5 OR
the Catholic Curriculum Corporation document, We Have Neither Silver nor Gold pp. 222-225 which can be
accessed online: http://www.catholiccurriculumcorp.org/resources.asp
-Culminating Task: Choose a modern day hero of Social Justice (local or global) and create a Faithbook
page using the template provided in the portal to share their heros story. (Examples: Mark or Craig
Kielburger, Mother Teresa, St. Vincent de Paul, Nelson Mandela, Dorothy Day).
For assistance with the above activity, see the Faithbook Template in the Portal and Social Justice BLM 6,
as well as the Faithbook Rubric (Social Justice BLM 7)

Assessment
Use the Faithbook Rubric See: Grade 7 Social Justice BLM 7

Grade 7 Social Justice BLM 1-1

Slicing the Banana

Assume the price of a banana in Canada costs $1.00.

What should each group receive? Complete the table below, filling in the values (in cents) that
you feel each party should receive?
Group
Banana Pickers
Land Owners
Shipping Company
Importer
Wholesaler
Processor
Distributor
Retailer

Location
CA (Central America)
CA (Central America)
USA
USA
USA
USA
Canada
Canada

Price

Draw lines on the banana to represent your values.

Discuss with a partner your justification for your values.

Grade 7 Social Justice BLM 1-2

Teacher Resource
Actual Price List
Group
Banana Pickers
Land Owners

Location
CA (Central America)
CA (Central America)

Price
2 cents
8 cents

Shipping Company
Importer
Wholesaler
Processor
Distributor
Retailer

USA
USA
USA
USA
Canada
Canada

10 cents
10 cents
10 cents
10 cents
10 cents
40 cents

Class Discussion Questions:

How does the banana pickers group feel?

Is this situation fair?
What can we do about it?
What percent of the price paid ($1) by the consumer stays in Canada?
What happens to this cycle if you:
a) Buy locally grown food?
b) Buy directly from the producer?

Grade 7 Social Justice BLM 2

Grade 7 Social Justice BLM 3

Grade 7 Social Justice BLM 4

Grade 7 Social Justice BLM 5-1

Grade 7 Social Justice BLM 5-2

Grade 7 Social Justice BLM 6

Models of Faith Project

Task: You are to choose one modern day model of Social Justice (local or global). Do some research on this person and
find out as much information about them as possible to help you fill in the Faithbook page given to you. Remember to
check several websites/resources to verify that the information you collect is accurate.
Use the following questions as guidelines to help organize your research.
The History and Background (Where they are from? Birthday? Family? Job?)

Accomplishments - What did this person do during their life to help others? What makes them a model of faith?

How did the actions of this person reflect Catholic Social Teaching?

(Faithbook Groups?)

Who inspired their person to become a person of faith? (Faithbook friends?)

Grade 7 Social Justice BLM 7

Religious Education Faithbook Rubric

Topic: ________________________________________________________________________
Grouping (circle one):

Individual

Partner

Group

Assessed by (circle one):

Teacher

Self

Peer

Categories of Learning and

Specific Expectations

KNOWLEDGE AND
UNDERSTANDING
Subject knowledge is
factual, relevant and
insightful and covers
their Hero in-depth
with details and
examples

Level 1

Several requirements
were not adequately met
Subject knowledge is
factual, relevant and
insightful and covers
Catholic Hero/Catholic
Social Teachings indepth with details and
examples

Level 2

Level 3

Some requirements were All requirements are met

not completely met
Subject knowledge is
Subject knowledge is
factual, relevant and
factual, relevant and
insightful and covers
insightful and covers
Catholic Hero/Catholic
Catholic Hero/Catholic
Social Teachings inSocial Teachings indepth with details and
examples
depth with details and
examples

Level 4

All requirements are met,

if not exceeded
Subject knowledge is
factual, relevant and
insightful and covers
Catholic Hero/Catholic
Social Teachings indepth with details and
examples

THINKING
Shows a deeper
understanding of a
Catholic Hero and
Catholic Social
Teaching
Shows creativity

There is little evidence of Pages show some

original ideas and thought original thought by
including few ideas and
insights into each of the
category responses.

Pages show original

thought. Work shows that
ideas and insights were
put into each of the
category responses.

Shows a deeper
understanding of a
Catholic Hero and
Catholic Social Teaching
and an exceptional
amount of original
thought through creative
and inventive ideas

COMMUNICATION
Technical written
and/or oral skills are
demonstrated

Technical writing skills

have limited
effectiveness

Technical writing skills

have some
effectiveness

Technical writing skills

are considerably
effective

Technical writing/oral
skills are demonstrated
with a high degree of
effectiveness

COMMUNICATION

Content is minimal OR
there are several factual
errors.

Includes essential
information about the
person but there are a
few factual errors.

Includes essential
knowledge about the
person. Subject
knowledge is factual and
relevant.

Expresses and organizes

ideas and information
logically using the
Faithbook
template/graphic
organizer provided

Makes few connections

and seldom applies
knowledge of and
between various
contexts

Adequately makes
connections and
sometimes applies
knowledge of and
between various
contexts

Regularly makes
connections and
accurately applies
knowledge of and
between various
contexts

Clearly makes
connections and
accurately applies
knowledge of and
between various
contexts
Applies knowledge to
send a message

Expresses and
organizes ideas and
information logically
using the Faithbook
template/graphic
organizer provided

APPLICATION
Makes connections
between various
contexts
(past/present)
Application of
knowledge and skill
transferred to send
a message

Comments:

Grade 7
Other Faith Fair Lesson Ideas (total of 7 follow)
1. The Pope Tweets -#PopeFrancis #SocialMedia
-Teachers and students can investigate how the Pope uses social media to connect to Christians in the
modern world.
-For further information, please refer to the We Have Neither Silver Nor Gold from the Catholic
Curriculum Corporation.
2. Whats in a Name?
-Students will research their own names and tiles given to Jesus using scripture.
3. Jesus Meals
-Students will investigate the similarities and differences between the Passover Meal, the Last Supper
and the Eucharist.
4. Rosary Lesson
-Students will get the opportunity to review how to pray the Rosary and examine the Mysteries of our
Faith
-Students could each make a Rosary.
5. Who is Jesus to You?
-Students will find out more about Jesus; his likes/dislikes, fears, values, what bugged him; ultimately
creating a biography of Jesus.
6. Virtues
-Students will explore and describe the cardinal and theological virtues and answer, How do our
virtues influence how we make decisions?
-Colossians 3:12-14 may be of help with this lesson
7. We Are All Called to Serve
-Students will get an opportunity to explore their own gifts and talents and those of their peers;
understanding that God creates us all unique. Students need to understand that we all have a
vocation.

Website Resources:
Canadian Catholic Organization for Development and Peace
http://www.devp.org/en
Government of Canada Get Cyber Safe
http://www.getcybersafe.gc.ca/index-eng.aspx
Catholic Curriculum Corporation
http://www.catholiccurriculumcorp.org/resources.asp
Living the Gospel in the Classroom
http://gospelintheclassroom.weebly.com/

Religious Education Intermediate Rubric for Faith Fair

Topic: ________________________________________________________________________
Grouping (circle one):

Individual

Partner

Group

Assessed by (circle one):

Teacher

Self

Peer

Categories of Learning
and Specific
Expectations

Level 1

KNOWLEDGE AND
UNDERSTANDING
Knowledge and
Understanding of Religion
content (ex: scripture,
moral teachings etc)

Level 2

Level 3

Level 4

Demonstrates a
limited
understanding of
the topic, making
minimal (if any)
use of key facts
and concepts

Demonstrates
some
understanding of
the topic, and
makes adequate
use of key facts
and concepts

Demonstrates a
good
understanding of
topic, and makes
considerable use
of key facts and
concepts

Demonstrates a
thorough
understanding of
topic through
extensive use of
key facts and
concepts

Struggles with
critical thinking
skills to plan and
process
information from
inquiry and uses a
minimal amount of
originality

Uses developing
critical thinking
skills to plan and
process information
from inquiry with
some originality

Uses good critical

thinking skills to
plan and process
information from
inquiry with
considerable
originality

Confidently uses
critical thinking
skills to plan and
process information
from inquiry with a
high degree of
originality

Seldom expresses
and organizes
ideas and
information
logically, and
rarely uses
religious
vocabulary for the
topic.

Attempts to express
and organize ideas
and information
logically, and
sometimes uses
religious vocabulary
for the topic.

Routinely
expresses and
organizes ideas
and information
logically, and
confidently uses
religious
vocabulary for the
topic.

Consistently
expresses and
organizes ideas
and information
logically, and
proficiently uses
religious vocabulary
for the topic.

Technical writing
skills have limited
effectiveness

Technical writing
skills have some
effectiveness

Technical writing
skills are
considerably
effective

Technical
writing/oral skills
are demonstrated
with a high degree
of effectiveness

Makes few
connections and
seldom applies
knowledge of and
between various
contexts

Adequately makes
connections and
sometimes applies
knowledge of and
between various
contexts

Regularly makes
connections and
accurately applies
knowledge of and
between various
contexts

Clearly makes
connections and
accurately applies
knowledge of and
between various
contexts

THINKING
Use of critical thinking skills
to plan and process
information gathered for
inquiry

COMMUNICATION
Expresses and organizes
ideas and information
logically (oral, visual or
written) given grade level,
and uses religious
vocabulary, symbols and
so on as reflected by the
topic
Technical written and/or
oral skills are demonstrated

APPLICATION
Makes connections
between various contexts
(past/present/future)
Application of knowledge
and skill transferred (ex:
from the Bible to daily life)
COMMENTS: