🙏 Faith-Reason Integration Rubric¶
This rubric helps teachers and administrators evaluate how effectively C-STEM lessons present faith and science as complementary, aligning with the Catholic understanding that "faith and reason are like two wings on which the human spirit rises to the contemplation of truth" (St. John Paul II, Fides et Ratio).
📋 Overview¶
Purpose: Evaluate the quality of faith integration in STEM lessons and curriculum
Users: Teachers (self-evaluation), Administrators (program evaluation), Curriculum developers
Scoring: 4 = Exemplary, 3 = Proficient, 2 = Developing, 1 = Beginning
🙏 Rubric Categories¶
Category 1: Faith-Science Harmony¶
Key Question: Does the lesson present faith and science as complementary rather than competing?
| Score | Descriptor | Indicators |
|---|---|---|
| 4 - Exemplary | Faith and science are seamlessly integrated as "two wings" | • Faith and science presented as mutually enriching • No false dichotomy between faith and reason • Students clearly see how science reveals God's wisdom • Wonder at creation flows naturally into both faith and scientific inquiry |
| 3 - Proficient | Faith and science connection is clear and meaningful | • Clear connection made between STEM content and faith • Students understand science as a way to study God's creation • Faith enhances rather than limits scientific exploration • Discussion acknowledges complementary relationship |
| 2 - Developing | Faith is included but connection to science is superficial | • Faith elements present but feel "added on" • Connection between faith and STEM content is weak • Prayer included but not connected to lesson content • Students may see faith and science as separate |
| 1 - Beginning | Faith and science are treated as separate or unrelated | • Faith elements missing or disconnected • Lesson could be taught identically in secular setting • No acknowledgment of faith-science relationship • Missed opportunities to show harmony |
Evidence to look for:
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Wonder questions that connect to both faith and science
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Discussion of how scientific discovery reveals divine order
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References to Church's positive view of science
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Student comments showing understanding of faith-science harmony
Category 2: Catholic Teaching Integration¶
Key Question: Does the lesson meaningfully connect to Catholic teaching?
| Score | Descriptor | Indicators |
|---|---|---|
| 4 - Exemplary | Catholic teaching is woven throughout the lesson naturally | • Catholic teaching is central to the lesson purpose • Scripture connection is meaningful, not forced • Catholic Social Teaching applied authentically • Students can articulate the faith connection |
| 3 - Proficient | Catholic teaching is clearly connected and relevant | • At least one substantive Catholic teaching connection • Scripture reference relates to content • Catholic values explicitly discussed • Faith connection enhances understanding |
| 2 - Developing | Catholic teaching is present but superficially connected | • Catholic teaching mentioned but not explored • Scripture included but connection unclear • Faith elements could apply to any religious context • Limited depth in Catholic perspective |
| 1 - Beginning | Catholic teaching is absent or inappropriately applied | • No Catholic teaching connection • Generic "faith" without Catholic specificity • Missed opportunities for relevant connections • No Scripture or misapplied Scripture |
Catholic Teaching Connections to Consider:
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Stewardship of creation
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Dignity of the human person
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Catholic Social Teaching principles
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Communion of saints (including Catholic scientists)
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Papal teachings (encyclicals on creation, technology, etc.)
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Specific Scripture passages
Category 3: Prayer and Wonder¶
Key Question: Do prayer and wonder moments authentically connect to the STEM content?
| Score | Descriptor | Indicators |
|---|---|---|
| 4 - Exemplary | Prayer and wonder are deeply connected to STEM learning | • Opening/closing prayers specifically address lesson content • Wonder questions spark both scientific and spiritual curiosity • Students experience awe at God's creation through STEM • Prayer feels like natural response to learning |
| 3 - Proficient | Prayer and wonder support the STEM learning | • Prayers relate to lesson theme • At least one wonder moment included • Students encouraged to see beauty in creation • Faith response to learning is evident |
| 2 - Developing | Prayer and wonder are present but generic | • Prayers are standard but not lesson-specific • Wonder moments not explicitly connected to faith • Awe/curiosity present but not linked to God • Missed opportunities for deeper connection |
| 1 - Beginning | Prayer and wonder are absent or disconnected | • No prayer or generic prayer unrelated to lesson • No wonder/curiosity cultivation • Lesson feels mechanical, not wonder-filled • No invitation to see God in the learning |
Wonder Cultivation Indicators:
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"Have you ever wondered...?" questions
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Moments of awe at complexity/beauty of creation
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Questions that lead to both faith and scientific exploration
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Student expressions of wonder captured and honored
Category 4: Catholic Scientific Heritage¶
Key Question: Does the lesson acknowledge the Church's contributions to science?
| Score | Descriptor | Indicators |
|---|---|---|
| 4 - Exemplary | Catholic scientific heritage is prominently featured | • Catholic scientist(s) featured with their faith story • Church's contributions to science highlighted • Students understand long history of Catholic science • Patron saints of science referenced when relevant |
| 3 - Proficient | Catholic scientific heritage is acknowledged | • At least one Catholic scientist mentioned • Church's positive relationship with science noted • Historical context of Catholic contributions shared • Students aware of Catholic scientists' faith |
| 2 - Developing | Catholic scientific heritage is briefly mentioned | • Quick mention of Catholic scientist without detail • Church's science contributions not explained • History acknowledged but not explored • Opportunity for deeper integration missed |
| 1 - Beginning | Catholic scientific heritage is absent | • No mention of Catholic scientists • Church's contributions to science ignored • Secular narrative of science only • Missed opportunity to show faith-science history |
Catholic Scientists to Consider:
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Gregor Mendel (genetics)
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Nicolaus Copernicus (astronomy)
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Louis Pasteur (microbiology)
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Georges Lemaître (Big Bang theory)
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St. Albert the Great (patron of natural scientists)
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Jesuit contributions to various fields
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Modern Catholic scientists
Category 5: Service and Purpose Connection¶
Key Question: Does the lesson connect STEM learning to serving others and God's purpose?
| Score | Descriptor | Indicators |
|---|---|---|
| 4 - Exemplary | Service and purpose are central to the STEM learning | • Clear connection to "building up our brothers and sisters in Christ" • Students design/create with others in mind • Catholic Social Teaching applied to STEM applications • Students articulate how to use skills for good |
| 3 - Proficient | Service and purpose are clearly connected | • Discussion of how skills can help others • At least one service application identified • Purpose beyond self-interest acknowledged • Connection to being good stewards |
| 2 - Developing | Service and purpose are mentioned but not developed | • Brief mention of helping others • Service connection feels obligatory • Limited discussion of purpose • Students may not internalize service aspect |
| 1 - Beginning | Service and purpose are absent | • No connection to serving others • STEM presented as self-focused skill • No discussion of purpose or stewardship • Missed opportunity for "why we learn" |
📊 Scoring Summary¶
Lesson Evaluation Form¶
Lesson Title: ________________________________
Date Evaluated: _____________ Evaluator: _________________
| Category | Score (1-4) | Notes |
|---|---|---|
| Faith-Science Harmony | ||
| Catholic Teaching Integration | ||
| Prayer and Wonder | ||
| Catholic Scientific Heritage | ||
| Service and Purpose Connection | ||
| TOTAL | /20 |
Score Interpretation¶
| Total Score | Rating | Recommendation |
|---|---|---|
| 18-20 | Exemplary | Model lesson for others; share best practices |
| 14-17 | Proficient | Meets STREAM standards; minor enhancements possible |
| 10-13 | Developing | Needs improvement; use template to strengthen integration |
| 5-9 | Beginning | Significant revision needed; seek professional development |
🔄 Improvement Suggestions¶
If Faith-Science Harmony scores low:¶
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Add explicit discussion of how faith and science work together
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Include quotes from Church documents on faith and reason
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Reframe "wonder questions" to lead to both faith and science
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Remove any language suggesting faith-science conflict
If Catholic Teaching Integration scores low:¶
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Use the Lesson Plan Template to identify specific connections
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Consult Catholic Scientists Heritage guide
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Connect to Catholic Social Teaching explicitly
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Ensure Scripture connection is meaningful, not token
If Prayer and Wonder scores low:¶
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Write custom prayers that reference lesson content
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Add "wonder moments" that pause for awe
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Connect curiosity to seeing God's wisdom in creation
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End with prayer of gratitude specific to learning
If Catholic Heritage scores low:¶
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Reference Catholic Scientists Heritage guide
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Include brief story of relevant Catholic scientist
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Mention patron saints when appropriate
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Share history of Church's support for science
If Service Connection scores low:¶
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Add "Hands and Feet of Christ" reflection
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Connect skills to real-world service applications
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Discuss "why we learn" from Catholic perspective
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Include community service extension when possible
📋 Quick Self-Check for Teachers¶
Before teaching, ask yourself:
☐ Does my lesson show faith and science as complementary?
☐ Is there a meaningful connection to Catholic teaching (not just prayer)?
☐ Will students experience wonder at God's creation?
☐ Have I acknowledged Catholic contributions to science (if relevant)?
☐ Do students see how this learning serves others?
If you answered "no" to any question, consult the templates and resources to strengthen that area before teaching.
Rubric Version: 2.0
Framework: C-STREAM
Based on: Catholic Intellectual Tradition & NCEA STREAM Standards