RELIGIOUS EDUCATION

AQ - ILP
By: David Murphy
LB 1: THE VOCATION OF BEING A
CATHOLIC EDUCATION
 Reflection on “Heart of a Teacher”
In “Teaching Beyond Technique”, Palmer further illuminates the
value of making oneself vulnerable and taking chances in the
classroom with the hopes of forming deeper connections with
students and the subject matter. It is these authentic connections
that form a lasting impression on students and foster self-directed,
lifelong learning going forward. As Palmer suggested, everyone
has had unapproachable teachers at some point who put us off
from their course/grade and left us less invested in the classroom
experience. I personally have found that teachers who present
themselves as a beacon of decorum, exhibit arrogance or one-
upmanship, and are unable to reflect on their own weaknesses
have led to my least enjoyable classroom experiences with the
fewest authentic connections to subject matter. In my own
teaching experience I seek to share information and anecdotes
about my personal life and experiences with students to give a
deeper picture of who I am and to establish a relationship of
mutual respect within my class. I aim to empower students and
reward effort and risk-taking over natural ability and intellect, as I
see resiliency as one of the most important skills for success in the
future (the great equalizer). I also look to take an interest in
students’ lives outside the classroom to show genuine care for
them as people, as well as to find potential real-world connections
to the curriculum we are covering as a class.
Translating Standards of Practice for Catholic Schools
Of all the ethical standards laid out in the OCT document, I place
the most importance on care. I currently work in an inner-city
school in a high-needs neighbourhood (St. Jamestown), and in
2016 while interviewing for my first LTO the principal told me
“parents in our community just want to know that their kids are
happy and cared for when they come to school”. Having an admin
place such an importance on the care and personal well-being of
students helped mold my priorities, and the focus by school staff
to connect with their students has made our workplace a
welcoming environment. With the new play-based curriculum in
ELP an entire frame is dedicated to Personal Well-Being, and as an
educator I cannot move on to math and language skills until my
students’ basic needs are being met.
One way that I aim to make students feel cared for is to address
the behaviour and not the student when speaking about classroom
rules that are broken or problems that arise. When students say a
student who is having difficulties following rules is “bad” I am
quick to correct them and say that we are all inherently good, but
some people need a few extra reminders and additional support to
reach our class goals. I also aim to care for my students by
praising effort over results when it comes to assessments and
class work, as I want my ELP students to develop an enthusiasm
for learning and am sensitive to the fact that too much negative
criticism can take a toll on them. To promote a caring classroom
environment I use the “How Full is Your Bucket” story with my kids
and we add stickers to our class bucket when I notice acts of
kindness from the students. When the bucket is full students
receive a small reward, and it is worked towards collaboratively. If
nothing else I hope my students feel that they are cared for when
they come to school and have a teacher with their best interests at
heart.
 The Vocation of Being a Catholic Educator
 What are your thoughts on how to preserve this
system of publicly funded education?
I believe that in order to preserve the Catholic
education system we must continue to provide quality
education to prove our worth. By implementing
modern teaching techniques, having well-educated
and professionally developed teachers, and increasing
our community involvement (extra-curriculars) it will
make our services invaluable and essential. I believe
that many parents still want to be able to choose
between public and Catholic education, and having
the trustees advocate on their behalf is an asset to the
Catholic education cause. In order to assure public
funding going forward, the Catholic boards must
modernize and focus on 21st Century Learning and
teach kids the skills necessary to excel in the future
(i.e. mathematics, computers, technology, etc…) and
offer an engaging curriculum.
LB 2: CONTEXT OF TEACHING IN
ONTARIO SCHOOLS

Curriculum Matters
I believe that it is important to remember that Catholic teaching
is a vocation, and a Christ-centered curriculum is an integral of
the service we provide to students, not just an add-on. In order
to justify a fully publicly-funded denominational Board we must
make religious education the foundation of our teaching,
otherwise it would be wiser to combine the public and Catholic
systems and reduce redundancies. That being said, I think that
there is great value in having a Catholic system, as long as the
faith-based approach is maintained.
I found the following quote interesting and believe it will impact
my vocation as a Catholic teacher:
“The clergy needs to recognize that the students in Catholic
schools include the 50% of Catholic young people that they
never see at church on Sunday, and that this situation is not the
school’s fault. We need to collectively address all of these issues
as a community, and not identify any one group as the cause of
our difficulties.”
As Catholic educators it is not our job to pass judgement on how
often students make it to church and what values are being
taught at home. We can model Catholic beliefs and practices at
school but must be considerate of the fact that parents chose to
place their children in a Catholic school, and that in itself is a
form of devotion. It is as a community that we can make a real
difference regarding students’ engagement with Catholicism, and
looking at the TCDSB’s collaborative relationship between school,
family and parish is a good starting point.
Before the Learning Activity (Anticipatory Set)
 Have students sit in a circle on the carpet
 Ask the class, “Who knows what the Virtue of the Month for
February is?” (some will know from the school newsletter)
 Once it is determined that the Virtue is Love, brainstorm ways that
we can show love on a piece of chart paper (i.e. hugs/kisses with
family, giving compliments, cheering people up, helping others,
etc…)
 Go around the circle and ask, “How will you show Love this month?”
 Show students the Writing Prompt and the 2-Sided Templates with
February/Love that have been placed on their tables
 Explain that they will use these words to fill in the blanks and write
the sentence, “The Virtue of the Month for February is Love, and
then they will draw and colour a picture of how they will personally
show Love this month
 Dismiss students to their tables where the paper and supplies are
waiting
During the Learning Activity
 Students will use the 2-Sided Templates to complete the sentence
and draw/colour their picture below
 The teacher will circulate throughout the room to make sure
everyone is writing their name on the paper and staying on the right
track
 As students gradually complete the assignment they can hand it in
and walk over to the bulletin board to see which learning centres
they can use today
After the Learning Activity (Closure)
 Once everyone is finished we will string up the Virtue of the Month
work with clothespins so it can remain on display throughout the
month
 We will revisit the Virtue of the Month before our monthly,
schoolwide Peacemaker assembly and students can share if they
achieved their goal for showing Love
 Two to three students each month will be presented with a
Peacemaker award in front of the school for best demonstrating a
specific Virtue (each child should receive one by the end of the
Ontario English Catholic Teachers Association
OECTA believes its role as an association is to sculpt
students into 21st Century learners and provide an
Inclusive environment for all students. They also outline
on their site “Where [They] Stand” on certain issues in
education. By bargaining with the government and
taking part in job actions (like the current rotating
strikes), OECTA acts as a safeguard against educational
cuts. Some of the issues that OECTA is taking a stand on
are:

• Violence and Harassment Against Teachers (holding

policy makers and administrators accountable)
• Early Childhood Education and Care
• Full-Day Kindergarten (1 Teacher/1 ECE, smaller class
sizes, against Kindergarten – Grade 1 split)
• Class Size (#ClassSizeMatters)Special
• Education and Children’s Mental Health (professional
staff with specialized knowledge)

Discussion Question:
• What are some other ways that OECTA is involved in
education in Ontario?
• How does OECTA differ from its non-denominational
sister Associations (i.e. ETFO) on its views toward
educational issues in Ontario?
LB 3: WHAT IS A CATHOLIC
CURRICULUM?
“Curriculum separation refers to curriculum and program development
where the study of religion or religious experience functions as a separate
area of learning.”
Curriculum separation is when Religion or Family Life is taught as a separate
subject in its own right (i.e. included in the daily schedule alongside courses
like Language, Social Studies, etc…). In secondary school it would take the
form of the four mandatory Religion courses students must take to graduate
from an Ontario Catholic Secondary School and would be assessed with a
midterm and final grade. When teaching Grades K-8 I have set aside time
each day for Religion instruction/activities and gives students a comment on
their report card based on their growth and participation.
“Permeation refers to curriculum materials that address the role of the
Catholic school’s culture and its communal features in the process of
learning.”
Permeation refers to the extra-curricular components of Religious Education
that may not necessarily show up on the report card but contribute to the
Catholic school community. In the past I have participated in monthly school
masses and liturgies, morning prayers on the announcements, Peacemaker
(Virtue of the Month assemblies), Religious retreats, and Sacraments like
First Communion and Confirmation. All of these activities that take place
outside the school or in a variety of locations greatly contribute to the
Catholic education experience.
“…integration shifts the construction and delivery of curriculum away from
subject matter to the connections, relationships, and life problems that exist
within an increasingly complex and interdependent world.”
Integration refers to incorporating Catholic teachings into all areas of the
curriculum. This can be particularly effective when connections to students’
lives come up organically, and should be encouraged whenever a timely
discussion pops up in class. It is easy to make connections between
Language and History lessons and Religion, however the Science of evolution
could be used when looking at the Book of Genesis allegorically. Texts with
Catholic values and stories can be selected for book reports or silent reading,
and students can write journals discussing their faith and religious practice.
With so many extra-curricular activities and special events happening in the
average school day, it is important to maximize the amount of Religion
teaching-time by incorporating it into other subject areas.
A few of the school-wide initiatives I have been a part of in the past
that promote Catholic identity are:
Social Justice Team – At OLOL we had a group of 30+ students and 5+
teachers that would meet in the library at lunch twice a week to
develop and implement social justice initiatives. This group helped
organize our Me to We fundraisers, ShareLife fundraisers, and school-
wide initiatives (in place of elected student government, it was open to
all who were interested).
“How Full is Your Bucket?” Initiative – One such initiative from the Social
Justice Team involved the book “How Full is Your Bucket?” Leaders
would go class to class reading the story which promotes acts of
kindness (i.e. bucket fillers). Each leader would provide the class with a
large bucket template and stickers to display in the room, and stickers
would be added for random acts of kindness noticed by the teacher.
Once the bucket was filled the class would earn a treat or privilege.
This ties in nicely with the Golden Rule.
S.W.A.G. Wall – This year we have a school-wide S.W.A.G. (Students
Who Achieve Greatness) Wall where teachers can nominate students
(not their own) who show exceptional caring, leadership, progress, or
positive attitude throughout the school. The students’ names will be
put on a template, read on the morning announcements, and then
placed on a wall outside the front office for display. It is used to praise
Catholic virtues.
Peacemaker Assembly/House System – Each month we celebrate our
Peacemaker awards which honour those in each class who best
exemplify the Catholic Virtues of the Month. Students are given a
certificate, have their photo taken, and a class will do a performance
related to the Virtue. The Grade 4 and up then split off to do their
monthly House System where Grade 7 and 8’s mentor and lead the
younger students through centres and activities, and they act as
positive role models within the Christian faith.
Since there doesn’t appear to be anything
specifically pertaining to Kindergarten in
these documents, I chose to focus on the
Primary expectations for Religion and
Family Life. I believe that the purpose of
these curriculum documents is to ensure
that the fundamental knowledge and basic
skills and attitudes are entrenched in
children at a young age so that they can
keep up with the curriculum as they move
forward. The curriculum also ensure that all
children in Catholic schools throughout the
province are entitled to a quality, Catholic
education and a deepening of faith that will
benefit them greatly.
Program development takes place in three
domains: physical, cognitive and affective,
and they must all be accounted for to
ensure inclusivity. The program also
consists of five themes: A. Created and
Loved by God, B. Living in Relationship, C.
Created Sexual: Male and Female, D.
Growing in Commitment, E. Living in the
World that cover a wide-variety of Catholic
Elementary Family Life Brainstorm
A1. Appreciating God’s Goodness: demonstrate an appreciation that
humans have been created in the image of a loving God.
• “Jesus Loves Me” song
• Children’s Bible in Room (New Testament)
A1.2 express through prayer their appreciation for the gift of life
• “Angel of God” prayer/song
• “Grace Before Meals/Thank You God” prayer/song
A2.2 recognize that everyone has likes and dislikes
• Likes/dislikes graphic organizer at the beginning of the year
(complete with Reading Buddies scribing)
A2.3 recognize that everyone has feelings
• “How Am I Feeling” worksheet (draw expression on a blank face and
label with appropriate emotion)
• Zones of Regulation exercises
B1.1 celebrate the variety of ways that families share love
• Family Biography Assignment (to be completed at home with help
from parents and siblings/include pictures and keepsakes)
B3.1 introduce their families to the class
• Welcome to Kindergarten Night
• Curriculum Night
C1.1 appreciate that a baby is God’s special gift of love to a family
• Drama Centre (set up the stroller, baby dolls, blankets, and food for
the children to practice nurturing and caring for the babies)
D1.1 recognize the importance of being dependable
• Classroom Jobs/Duties
• Star Student (leads the class for the day)
LB 4: SACRED
SCRIPTURE
The most interesting thing I learned from the “How
to Understand the Bible” chapter was that God’s
word is seen to give definite answers to some of
the burning questions that we, and our students,
may have. This is very valuable because the
search for knowledge of the uncertain can be a
great source of stress for adults and children alike,
and being given access to God’s word (compiled
over 1500 years through divine inspiration) is an
incredible blessing and resource.
While the answers lie within God’s word, it is
important to realize that this does not mean they
are easy to decipher or accessible upon a brief
glimpse. It is integral that we, as Catholics, take
the time to familiarize ourselves with the reading
of the Bible and reflect upon what we read in a
Christian framework. Rather than look on the
words with skepticism we should look to find the
truths they hold, as that is what can set us free
from our doubts and insecurities.
By making Bible study a part of our classroom
routine we can prepare students with the tools to
understand God’s word and establish a habit that
they will take into their adult lives.
 Daily Summary
Readings
Reading Today’s reading spoke of
#1 the blind man who was
(March healed by Jesus. The
22) citizens assumed that he
was blind due to his sin or
the sins of his parents,
but Jesus said he was
born blind so that God’s
healing power could be
revealed through him.
Reading This reading speaks about
#2 preparing ourselves for
(March the coming of the Lord
21) and foreshadows Jesus’
sacrifice on the cross for
the forgiveness of our
sins. One quote that
stood out to me was “for
faithful love is what
pleases me, not sacrifice;
knowledge of God, not
burnt offerings.”
Reading This reading shares Jesus’
#3 opinion of what the most
important of the Ten
Commandments are. He
answers: 'This is the first:
Listen, Israel, the Lord our
God is the one, only Lord,
and you must love the
Lord your God with all
your heart, with all your
soul, with all your mind
and with all your
strength. The second is
this: You must love your
neighbour as yourself.
There is no
commandment greater
than these.'
Personal View Teaching Application
I believe that the message in Self-Regulation and Personal
this story is that we all have Well-Being
our own unique challenges  Healthy Body Image
and perceived  Self-confidence
“imperfections”, but we are
designed just the way we are
meant to be in God’s image.
Our weaknesses can be
made into strengths with
prayer and gratitude, and we
can accomplish many great
things despite our flaws.
I think this reading is Belonging and Contributing
applicable to the Lenten  their sense of
season, as many of us are connectedness to
making sacrifices and giving others;
things up to strengthen our  Lenten reflection
faith. This reading, however,
makes it clear that even
more important than our
sacrifices and offerings is our
knowledge of God and the
deepening of our faith.
This shows us that above all Belonging and Contributing
of the things we, as  Virtue of the Month
Catholics, are supposed to (Hospitality in
avoid and NOT do, the loving September)
Commandments rise above  The Golden Rule
the rest. It is more (treat others as you
important to show kindness would like th
and love to our neighbours
than avoid specific sins, and
by acting with kindness we
will naturally steer clear of
many pitfalls. Believing in
God is at the centre of our
faith, and placing no other
idols above him ensures the
miracle of the afterlife.
Diversity in Harmony (November 9, 2017)
In this daily meditation Pope Francis says that we have three essential
duties, “to build, safeguard and purify the Church”. He says that the
Church is built on Jesus Christ, who is the cornerstone of our religion. He
also states that we should not fear our differences but rather fear
everyone becoming the same, as it is our uniqueness that forms a strong
foundation for the Church.
In regards to safeguarding the Church, Pope Francis says that a simple
“coat of paint” every few years will not do, and we must be bastions of the
Holy Spirit (both personally and as a collective group). Finally, the Pope
says that to purify the Church we must seek constant forgiveness for our
sins (and not focus on the sins of others). This can come in the form of
Reconciliation.
I agree with the Pope’s sentiment and think will look to encourage all
students based on their unique skill sets and find new ways to praise kids
who think outside the box. I will also continue to reflect on my own
practice and be honest with myself when I make mistakes, judge too
quickly, or punish unfairly.
Those Who Starve Children (October 23, 2017)
In this powerful reflection, Pope Francis condemns those responsible for
the 200,000 Rohingya children dying of starvation. He strongly comes out
against the sin of covetousness, as he believes those that worship money
as a God (or false idol) are responsible for the economic inequality that
leads to tragedies like world hunger. He focuses on a passage in the Book
of Luke where a rich man has an overabundance from his harvest, and
rather than sharing it with the needy, he expands and extends his storage
barns to house even more. Pope Francis warns us to avoid the “God of
money”, especially to the point where it supplants our faith in importance.
The Catholic Digital Learner: Student Portfolios and Digital Leadership
I would look to implement digital portfolios for my students using the Catholic Curriculum Corporation
(CCC) resources to assist. The CCC provides resources on Desire 2 Learn (D2L) that “provides teachers
with a classroom ready resource to establish a tangible culture where student work is curated and
shared on line through whole group and individualized portfolios”. This could come in particularly
handy with all of the uncertainty regarding distance learning during the current Covid-19 outbreak. The
staff at my school have discussed using Google Classroom, ClassDojo, and Zoom to reach out to students
and their families and provide school work. Desire 2 Learn is also a good option as a digital learning
platform.
One lesson from this package that I could implement in my own classroom (particularly at the start of
the school year) is the “Who Am I?” activity. I would show the students a self-portrait I had made,
discuss the features that I believe make me unique, and provide them with the tools (crayons, markers,
buttons, glue, scrap paper, etc…) and technology (iPads for taking photos to assist with self-portraits) to
create one of their own. I could then get those who can write to describe it to me in writing, as well as
scribe for those who can’t for an oral communication mark. I would then keep the artwork displayed in
a prominent spot in the classroom to build a feeling of classroom community. We could also brainstorm
what features we have that are the same (i.e. eyes, nose, ears, mouth, etc…) and what makes us
different and post it on an anchor chart. We did an activity along these lines for Black History Month
where students could select from a wide variety of “skin colour” shade construction paper, and the
mosaic it created outside our classroom was beautiful.

I believe that money occupies a huge space in all of our minds, as it pays
for our food, shelter, entertainment, and many f the creature comforts we
have grown accustomed too. I will try to ensure that whenever money
occupies my thoughts I will take time to pray and meditate and refocus on
my faith. There are many things in life that money cannot buy, and those
are generally the things that will bring us the most lasting happiness.
LB 5: PROFESSION OF
FAITH
DIVES IN MISERICORDIA (Pope John Paul II)

In this encyclical, Pope John Paul the second discusses the following topics:
 The Revelation of Mercy
o "God, who is rich in mercy" 1 whom Jesus Christ has revealed to us as Father: it is His very Son who, in Himself, has
manifested Him and made Him known to us. 2 Memorable in this regard is the moment when Philip, one of the
twelve Apostles, turned to Christ and said: "Lord, show us the Father, and we shall be satisfied"; and Jesus replied:
"Have I been with you so long, and yet you do not know me...? He who has seen me has seen the Father." 3
o Our mission as Catholics comes from God revealing himself to us in the form of His son, Jesus Christ. We are called
to approach God with an open mind and an open heart.
 The Incarnation of Mercy
o This section refers to the fact that many have to believe in God without ever physically seeing him (which is truly a
great task). However, by making appearances like he did when he took the form of a great light and even came
down to Earth in the form of his Son, Jesus, it shows that God takes mercy on us and our struggle of belief.
 Mercy in the Old Testament
o Mercy in the Old Testament took the form of God renewing his covenant with his chosen people after they had
returned from exile.
 Focus on Human Dignity
o This section refers to the Parable of the Prodigal Son and makes reference to the fact that all of our sins can be
forgiven if we find our way back to God and are truly sorry for what we have done.
 Mercy Revealed in the Cross and Resurrection
o By making the ultimate sacrifice for us, Jesus took mercy on us as a people and led us to everlasting life and the
forgiveness of all of our sins.
 Love More Powerful than Death, More Powerful than Sin
o God "will wipe away every tear from their eyes, there will be no more death, or mourning no crying, nor pain, for
the former things have passed away.”
 Mother of Mercy
o This section refers to Mary, the Virgin Mother of God as a beacon of mercy from outside the Holy Trinity.
 An Image of Our Generation
o Here Pope John Paul II discusses Vatican II, as well as what role evil and suffering play in the lives of mankind. It is
difficult to wrap our heads around the role suffering plays when we have a God that has shown such great mercy to
His people.

I would use the lessons learned from this encyclical when speaking to my students about the Virtue of the Month of Forgiveness.
It can also tie in nicely to the Beatitudes and to exploring Jesus sacrifice for our sins during the lead up to Easter (Lent). For
intermediate and senior students, reflecting on an encyclical would be a valuable lesson and assessment.
 5.3 – Stages of Faith Development
Personal Faith
I believe that my personal faith journey lies at the
“Personal Faith” stage currently. The sacramental
mysteries and rituals never held as much importance to
me as the message in the Bible itself (a very Protestant
idea), and I find that rational and scientific reasoning take
precedent over blind faith or what I’m told by people in
authority in the Church.
I believe that religion is important, but do not feel that it is
necessary for everyone. I believe that in God’s mercy he
will find room in the afterlife for everyone, regardless of
their beliefs held during their time on Earth. My
participation in the formal aspects of Church (outside of
school services) was high as a child, low in university,
spiked as I prepared for my marriage, and has somewhat
dwindled in the years after. My personal goal is to re-
strengthen my faith by becoming a more active member of
the parish community and aspire to achieving “Universal
Faith”.
6.1 – The 6 Stages of Faith
Stage 4: Individuative-reflective Faith
I believe that I am currently in the Individuative-reflective stage, as I do often question the decision-
making and beliefs of the Church, as well as some of the traditions that I held on to growing up. In this
current stage of my faith-development I place more emphasis on living a moral life, treating others with
kindness, and modelling the Catholic Virtues of the Month for my students.
I often look at the Bible from an allegorical perspective (i.e. rectifying the Garden of Eden with the
Theory of Evolution, etc…) and take a scholarly interest in scripture (I took an interesting Gospel
parallels course in University, as well as a course on the Historical Jesus). Many of my current thoughts
on Catholicism are academic as opposed to spiritual at this time, although I do not attempt to sow doubt
in my students (especially the Kindergartens, as they are only just becoming acquainted with our
traditions and beliefs).
I hope that with continued reflection and making a concerted effort to pray (outside of school!) that I
will continue to move towards Stage 6, or Universalized Faith. Currently my wife is out of work due to
her chronic migraines, which has caused some minor financial hardship, and the uncertainty regarding
job security during the Covid-19 pandemic has been a cause of stress as well. That being said, having to
tighten our boot straps has actually made me more thankful of the things that we have, and both my
wife and I feel more blessed now than we did when our financial situation was stronger, so this gives me
hope moving forward in my faith development.
LB 6: CHRISTIAN MORAL
DEVELOPEMENT
 6.2 – Ten Building Blocks of Catholic Social Teaching 6.3 – Key Principles of Catholic Social Teaching
Before reading this article, I was unfamiliar with these ten building blocks. It was eye-opening
to see some of the Church’s stances, and I was pleasantly surprised by some of them. I was For this reflection I’ve chosen to focus on a few of the key principles that are especially important to my
glad to see that Human Dignity is included “regardless of sexual orientation”, as I have often
felt that the Church can isolate or keep people of different sexual orientations at arm’s length. I vocation.
was familiar with the Church’s teaching that human life “begins at conception until a natural
death”, however I personally harbor doubts as to whether I have a right to an opinion on a I believe that this year the Dignity of Work and Workers’ Rights has been at the forefront due to the
woman’s right to choose/a terminally ill person’s right to seek euthanasia. These have always
been difficult views for me to reconcile with my own personal beliefs. labour negotiations and strike actions taken by teachers across Ontario. It is refreshing to see that the
I had not heard of the Principal of Association, but the TCDSB’s three-year plan aligns with this Church respects and encourages or enrollment in union groups and trusts us to use them for the
by placing an emphasis on Family, Church, and School working together. I wholeheartedly betterment of education and society as a whole.
agree with the Principle of Participation, as being active, contributing members of society is on
of the Catholic Graduate Expectations I hope that most students leave school with. I also agree
that it is important to protect the poor and vulnerable, as well as make decisions that support
Human Dignity, Solidarity, and the Common Good all seem to go together as they promote the Golden
the common good of people around the world. I try to keep in mind the common good when Rule and stress that we should not only be thinking about ourselves, but the others around us. As
voting in Provincial and Federal elections (not just what is best for me and my immediate
family). teachers (and for some of us – not me! – parents) and Catholics it is important to make sure that our
Stewardship is a good reminder to not let our gifts and abilities atrophy, but to share our God- actions and decisions positively impact those around us, and we must always keep the well-being of our
given talents with the world for the betterment of ourselves and others. With regards to the students in mind above all else. It is this that makes our job a vocation and calling.
Principle of the Subsidiary, I do believe there are times when the Federal government should
be able to make wide-ranging decisions for lower level groups (i.e. the closing of masses during
the Covid-19 outbreak), but agree that totalitarian governments are unacceptable and must be It is part of our vocation as well to help care for the Poor and Vulnerable, as we are all children of God
avoided. I agree with the Principal of Equality, as I believe no person should be discriminated who deserve basic human necessities. Through our ShareLife fundraising initiatives we have been able
against for their race, creed, sexual orientation, etc… I always let my students know that
bullying or discriminating against other students is not OK, and I attempt to encourage a to give back to the poor and homeless in our school neighbourhood, and by donating to the Angel
welcoming classroom environment for all people. Foundation the TCDSB is able to provide a free (or voluntary donation-based) meal program to ensure
I agree that we should seek what is best for the common good, however I also realize that that students from all economic backgrounds are cared for and fed. I was e-mailed this week that even
there are many small, special interest groups whose needs also have to be met. Therefore,
always doing what is best for the greatest number of people will not always be sufficient if it with school being closed, the donation-based meal program is still being given out to assist at-risk
means some of our brothers and sisters will be left to fend for themselves. Overall, this
document gave me a better understanding of where the church stands on certain issues, and
families, which I think is a commendable action.
my own beliefs align with many (but not all) of them.
 WLU Faculty of Education Lesson Planner
Teacher Grade
David Murphy ELP 4
Curriculum Area Date/Time
Environmental Education April 6, 2020 @ 12:15 p.m.
Lesson Topic/Title: Strand and Unit
Protecting the Environment – Belonging and Contributing
Lesson Focus
Big Ideas (Environmental Education):
 OE29 demonstrate an understanding of the natural world and the need to care for and respect the
environment [BC]
Learning Expectations (OME)
Specific Expectations (Environmental Education):
 29.3 identify ways in which they can care for and show respect for the environment (e.g., feeding the birds in
winter, reusing and recycling, turning off unnecessary lights at home, walking to school instead of getting a
ride)
 29.4 participate in environmentally friendly experiences in the classroom and the schoolyard (e.g., plant and
tend to plants; use local products for snack time; properly sort recycling) [BC]
Lesson Objectives Assessment
 By the end of this lesson, students should be able  I will use a running record to track students as
to: they plant their seed and water it as the weeks go
- tell their parents about the seed they planted on
at school and what it will turn in to  I will scribe for students and ask them to verbally
- know how to properly care for and water a share their observations once the seeds begin to
plant sprout
Prerequisite Knowledge and Skills
 Students must be able to listen to instructions from the teacher
 Students must be able to follow a step-by-step process with some teacher assistance
Materials/Safety Resources/Citations (APA)
 Lettuce, Radishes, Carrots, Kale, Peas, Beets,  Environmental Education Curriculum: Scope and
Potatoes Sequence of Expectations. Ministry of Education.
 Chart Paper 2017.
 Markers
 Seeds, Soil, Watering Can, Hose, Gardening
Gloves, Spade
The Lesson:
Est. Time Before the Learning Activity (Anticipatory Set) Differentiation
15 minutes  Ask students if anyone has a garden at home or in their  Allow students to
community move closer to the
 Ask if any student has ever planted anything before and what front of the
materials and steps they had to take classroom if they
 Let them know that our class will be given a chance to plant a have trouble
garden in our yard in the big aluminum bins that have been seeing the
provided Projector
 Brainstorm a list of materials on chart paper (i.e. gardening  Model the proper
gloves, a spade, seeds, soil, watering can, hose, etc…) planting and