Malinowski Crystal - CTF Challenge Plan

CTF Detailed Challenge Template
Title World P’s Grade 8
Challenge How can the local environment provide sustainable, healthy living? Estimated
How is our health influenced by our environment?
Question Challenge 24 hours
Time
All outcomes in the CTF Program of Studies should be addressed in each CTF course.
Challenge CTF Description & Rationale

Description This CTF Challenge Plan serves to allow students the hands-on experiences necessary to
develop a variety of foundational life skills, including safe food handling and preparation,
communication skills, teamwork and turn-taking, and techniques to prepare farm-fresh
resources in a variety of ways. Students will acquire, apply, and adapt knowledge to create,
collaborate, communicate, and problem-solve throughout the challenge. The use of technology
has been integrated in a way that is functional and purposeful, in addition to allowing for
engaging and effective documentation of learning. Career connections will be emphasized in
addition to the foundational life skills. A passion and appreciation for preserving and preparing
healthful foods will be fostered, and the importance of utilizing such skills life-long with
possibilities of potential careers will be emphasized.
In keeping with the goal of Career and Technology Foundations (CTF) program of studies for
students in grades 5-9, students will be provided with opportunities to become immersed in
hands-on experiential learning. Through purposeful challenges, students will explore their
interests, utilize their skills and abilities, and develop knowledge as they make connections
with occupational opportunities. CTF, although not a prerequisite, serves as a transitional
foundation to Career and Technology Studies (CTS). Within CTS, which students will experience
in grades 10 through 12, students’ interests, skills, and abilities will be further developed and
refined into opportunities for employment or further education. Through participation in both
CTF and CTS courses, students will have the opportunity to discover and experience a variety of
occupational areas, fostering their interests, passions, and goals.
The CTF program of studies is organized into five clusters: Business, Communication, Human
Services, Resources, and Technology. These clusters are then divided further and categorized
into 28 occupational areas. Through the creation of purposeful challenges that integrate these
five clusters, students will have the opportunity to explore a great deal of these occupational
areas, allowing students to identify interests and strengths, and to explore these further
throughout CTF and, later, CTS.
Allowing students the opportunity to develop foundational skills such as food handling and
preparation, communication, collaboration, and problem-solving is important in any setting.
These are skills, abilities, and knowledge that can (and should) be developed and utilized
throughout one’s life. These skills and knowledge becomes more important in the context of
rural settings, where students may be of low socioeconomic status, or may not have the
opportunity to pursue further education or to work outside of the home. By providing
students with a variety of foundational skills that can be developed and implemented
throughout their schooling, they will be better equipped to become empowered and
successful later in life, regardless of what one’s definition of “success” may be.

© 2017 Alberta Education, Alberta, Canada Page 1 of 22
Meats and produce used throughout the duration of this Challenge Plan will be locally-sourced,
from local producers, butchers, and farmers’ markets – the community in which these students
live. As many of the families at this rural school are involved in farming or ranching, the
inclusion of locally-sourced resources creates a connection between the students and how
they are using the goods from their own (or their neighbours’) backyards to provide healthful
knowledge and experience. Within this challenge students will engage in self-assessment and
reflection on how their skills and interests may lead to career connections. In addition, they
will explore their personal heritage and cooking styles reflective of their ethnic backgrounds
and those of other cultures. In addition, students will have the opportunity to work
collaboratively with others, to explore food preparation techniques that are of interest to
them, and to individually showcase and document evidence of their learning.
Scenario Congratulations, you are the next contestants on Chopped!*

*But not really – the only thing getting chopped here is your food… But this is almost as cool!
Welcome to “World P’s” where you will learn to Preserve, Plan, and Prepare food like a Pro!
You will work together in small teams to problem-solve and create ideas that you will then put into
action!
Each week you will receive a mystery basket of locally-sourced produce and/or meat.
It will be up to you to plan, prepare, or preserve your mystery basket items into real food – and yes, you
will get to eat it!
You will show me how and what you are learning through creating video diaries to document your
planning and preparing processes. You will also create a recipe book of all recipes you find and want to
try!
Not only will you learn techniques on how to turn resources from your own (or your neighbours’)
backyard into nutritious and delicious foods, you will also get to enjoy trying new things, learning from
others, and, most of all, having fun.
Occupational BUSINESS
Areas ☐ Computing Science ☐ Financial Management ☐ Management & Marketing
(Select at least two ☐ Enterprise & Innovation ☒ Information Processing ☐ Networking
to explore.)
COMMUNICATION
☒ Communication Technology ☐ Design Studies ☐ Fashion Studies
HUMAN SERVICES
☐ Community Care Services ☒ Foods ☐ Legal Studies
☐ Cosmetology ☐ Health Care Services ☐ Recreation Leadership
☐ Esthetics ☐ Human & Social Services ☐ Tourism
RESOURCES
☒ Agriculture ☐ Forestry ☐ Wildlife
☒ Environmental Stewardship ☐ Primary Resources
TECHNOLOGY
☐ Construction ☐ Fabrication ☐ Mechanics
☐ Electro-Technologies ☐ Logistics
Links Between Communication Information Environmental Agriculture (AGR): Foods (FOD):

Occupational Technology (COM): Processing (INF): Stewardship (ENS): farm worker or baker, chef, cook,
Areas and This Television reporter, typist, data ecologist, soil technician, dairy kitchen helper,

Challenge editor, social media administrator, scientist, producer, dietician,
specialist. electronic data greenhouse beekeeper, restaurant
processor. operator. nursery operator. manager.
Skills, Communication Information Environmental Agriculture (AGR): Foods (FOD):

Knowledge and Technology (COM): Processing (INF): Stewardship (ENS): - the role of - food safety and
-appropriate tools -how to resolve -personal attitudes, skills, sanitation
Technologies minor technical attitudes, actions knowledge,
Related to the and methods for
difficulties and lifestyle decisions and - planning,
communicating
Occupational choices related to actions in preparing and
messages -the selection and sustainable maintaining evaluating basic
Areas
safe use of the management of healthy food recipes
-the role of most appropriate the environment environments
typography in tool for the task -the culture of
visual messages - waste reduction food
Safety and/or Kitchen safety is paramount within this challenge.

Environmental
Students will be closely observed and explicitly instructed in proper food handling techniques, storage
Considerations of knives and sharp objects, reducing fire hazards, and the process of handling an emergency (including
location and usage of the fire extinguisher) within the first lesson.
A safety checklist will be provided at the beginning of the challenge, and each component will be
reviewed and demonstrated to the group. All students will review, complete, and sign the checklist to
demonstrate their commitment to safety considerations. This safety checklist will be posted near the
entrance to the kitchen, and at the start and finish of each class, one student will be responsible to
review all components to ensure they are being met by their peers.
The checklist will include industry-standard safety components such as:
 Location of first aid kit and supplies
 Emergency response plan
 Safe work practices for equipment, materials, tool, and the instructional area
 Hygiene (personal) and cleanliness/good housekeeping practices
 Personal protective equipment
 Identifying hazards
 Reporting procedure for faulty equipment or other considerations
The last 5-10 minutes of each lesson will be dedicated cleanup time. All students will be responsible for
cleaning their areas, ensuring dishes are washed, all tools stored properly, and any messes are cleaned
up.
In addition to kitchen safety, parameters for safe online practices and search methods will be discussed
and reinforced throughout the challenge. Of course, the school’s and/or district’s safety and privacy of
information requirements will be followed at all times.
Facility Type Fully equipped kitchen facility within the school building. This kitchen will be equipped with several
dishwashers, ovens, cooktops, fridges, and an assortment of small appliances, such as slow cookers,
roasters, bread makers, juicers, blenders, food processors, and microwaves. In addition, both the fridge
and the pantry are fully stoked with everyday ingredients.
Equipment  iPad for each student to use daily.

and/or  Utensils
 Fully-stocked refrigerator and pantry with everyday ingredients
Consumables
 Bakeware

 Dishes.
 Fire extinguisher.
 Cleaning supplies (mop, broom, bucket, towels, soap, dish drying rack)
 Teacher computer with smartboard/projector
Possible SUBJECTS
Interdisciplinary ☐ English Language Arts ☒ Health and Life Skills ☐ Religious Education
Connections ☐ Fine Arts ☐ Mathematics ☐ Science
(CTF challenges can ☐ French Language Arts ☐ Outdoor Education ☐ Social Studies
be stand-alone ☐ French Second Language ☐ Physical Education ☐ Other
courses or
interdisciplinary.) Learning Outcomes
Health:
8.5 evaluate personal food choices, and identify strategies to maintain optimal
nutrition when eating away from home; e.g., eating healthy fast foods.
CTF Learning Outcomes: Identify the learning outcomes from the CTF Program of Studies that will be
addressed in this challenge.
☒ I explore my interests and passions while making personal connections to career possibilities.
☒ I use occupational area skills, knowledge and technologies.
☒ I follow safety requirements associated with occupational areas and related technologies.
☒ I demonstrate environmental stewardship associated with occupational areas.
☒ I plan in response to challenges.
☒ I make decisions in response to challenges.
☒ I adapt to change and unexpected events.
☒ I solve problems in response to challenges.
☒ I create products, performances or services in response to challenges.
☒ I appraise the skills, knowledge and technologies used to respond to challenges.
☒ I communicate my learning.
☒ I determine how my actions affect learning.
☒ I develop skills that support effective relationships.
☒ I collaborate to achieve common goals.
Competencies: Identify the competencies that will be addressed in this challenge.

☒ Critical Thinking
☒ Problem Solving
☒ Managing Information
☒ Creativity and Innovation
☒ Communication
☒ Collaboration
☒ Cultural and Global Citizenship
☒ Personal Growth and Well-being
Literacy and Numeracy: Identify how the challenge supports the development of literacy and numeracy.
“Literacy is the ability, confidence and willingness to “Numeracy is the ability, confidence and willingness to
engage with language to acquire, construct and engage with quantitative or spatial information to
communicate meaning in all aspects of daily living.” make informed decisions in all aspects of daily living.”

☒ Students recognize that literacy provides enjoyment ☒ Students recognize that numeracy enables people
and enables them to make sense of and participate in to make informed decisions in all aspects of daily living.
the world around them. ☒ Students identify what they know, are able to do
☒ Students identify what they know, are able to do and need to learn when engaging in tasks that involve
and need to learn when engaging in tasks that involve numeracy.
literacy. ☒ Students are aware of the numeracy demands
☒ Students are aware of the literacy demands within a within a task.
task. ☒ Students apply knowledge of quantitative
☒ Students use rules of language to acquire, construct information to make an informed decision.
and communicate meaning. ☐ Students apply knowledge of spatial information to
☒ Students use efficient and effective strategies to make an informed decision.
acquire, evaluate and ethically use information. ☐ Students interpret, represent and communicate in a
☐ Students use efficient and effective strategies to variety of digital and non-digital formats to support
construct meaning. decisions in situations involving numeracy.
☒ Students communicate to convey concepts, ideas ☐ Students use efficient and effective strategies and
and understandings. methods or tools to manage quantitative or spatial
information.
Assessments: These should include opportunities for students to reflect on and communicate their learning.
Weekly
Weekly Cooking
Title Daily Video Diary Classroom Blog
Showcase
Digital Recipe Book
Post (Reflection)
Purpose Type /


Pre-Assessment / Diagnostic
Formative
Summative Summative Summative Summative
 Summative
Task Competencies Competencies Performance of

 Process
 Competencies
Growth & Growth & abilities Product
Formative 
 Growth / Development
Product
Development Development Competencies
 Performance Task
Assessments:  Quiz / Test
Modality Do Do
1. Pre-  Write Write Write
 Do Say Say
Assessment  Say
Assessor Self Self

2. Observations 

Self
Peer
Teacher
Teacher Teacher
Teacher
&  Teacher
Conversations
Device -Conversation

3. Peer 
Anchor / Sample / Exemplar
Anecdotal Notes
Q&A Q&A -Observation Rubric
 Checklist / Rating Scale (based on 3-level (based on3- -Checklist (based on3-level
Feedback  Conversation / Q & A
Assessment Grid) level Assessment (based on3-level Assessment Grid)
 Heuristic


Rubric
Other
Grid) Assessment Grid)
School
Audience Class
Class
 Individual Teacher Teacher Individual
 Class / School Individual
 Community / Online Teacher
Community/Online
Weighting 30 30 50 10

3-Level Assessment Grid (14 CTF Outcomes) for All Assessments:
Outcome Acquire Apply Adapt

I explore my Identifies/articulates Demonstrates/models/practices Assesses/analyzes/modifies
interests and connections between the connections between the connections between the
passions while challenge, personal challenge, personal interests, challenge, personal
making interests, and career and career possibilities. interests, and career
personal possibilities. possibilities.
connections to
career
possibilities.
I use Identifies/acknowledges Demonstrates/models/practices Assesses/analyzes/modifies

occupational occupational area methods, occupational area methods, occupational area methods,
area skills, skills, knowledge, and skills, knowledge, and skills, knowledge, and
knowledge and technology. technology. technology.
technologies.
I follow safety Identifies/acknowledges Demonstrates/models/practices Assesses/analyzes/modifies

requirements safety requirements of safety requirements of safety requirements of
associated with occupational area and occupational area and related occupational area and
occupational related technology. technology. related technology.
areas and
related
technologies
I demonstrate Identifies/acknowledges Demonstrates/models/practices Assesses/analyzes/modifies
environmental environmental stewardship environmental stewardship environmental stewardship
stewardship within occupational area. within occupational area. within occupational area.
associated with
occupational
areas.
I plan in Identifies/acknowledges Demonstrates/models/practices Assesses/analyzes/modifies
response to plan in response to plan in response to challenge. plan in response to
challenges. challenge. challenge.
I make Identifies/acknowledges Demonstrates/models/practices Assesses/analyzes/modifies
decisions in decision in response to decision in response to decision in response to
response to challenge. challenge. challenge.
challenges.
I adapt to Identifies/acknowledges Demonstrates/models/practices Assesses/analyzes/modifies
change and adaptation to change adaptation to change and/or adaptation to change
unexpected and/or unexpected event. unexpected event. and/or unexpected event.
events.
I solve Identifies/acknowledges Demonstrates/models/practices Assesses/analyzes/modifies
problems in strategies to problem solve strategies to problem solve in strategies to problem solve
response to in response to challenges. response to challenges. in response to challenges.
challenges.
I create Identifies/acknowledges Demonstrates/models/practices Assesses/analyzes/modifies
products, how to create products, how to create products, how to create products,
performances

or services in performances, or services in performances, or services in performances, or services in
response to response to challenges. response to challenges. response to challenges.
challenges.
I appraise the Identifies/acknowledges Demonstrates/models/ Assesses/analyzes/modifies
skills, skills, knowledge and practices skills, knowledge and skills, knowledge and
knowledge and technologies used to technologies used to respond to technologies used to
technologies respond to challenges. challenges. respond to challenges.
used to
respond to
challenges.
I communicate Identifies/acknowledges Demonstrates/models/ Assesses/analyzes/modifies
my learning. evidence of one’s learning. practices evidence of one’s evidence of one’s learning.
learning.
I determine Identifies/acknowledges Demonstrates/models/ Assesses/analyzes/modifies
how my actions how one’s actions affect practices how one’s actions how one’s actions affect
affect learning. learning. affect learning. learning.
I develop skills Identifies/acknowledges Demonstrates/models/practices Assesses/analyzes/modifies
that support skills that support effective skills that support effective skills that support effective
effective relationships. relationships. relationships.
relationships.
I collaborate to Identifies/acknowledges Demonstrates/models/practices Assesses/analyzes/modifies
achieve how to collaborate to how to collaborate to achieve how to collaborate to
common goals. achieve common goals. common goals. achieve common goals.
Resources: Identify potentially useful resources for teaching and learning the challenge.
 https://www.ricardocuisine.com/en/video
 http://galileo.org/
 Guest speaker: Individual from local Blackfoot Nation
 http://www.nativetech.org/recipes/index.php
Books and Articles

N/A
Websites and Multimedia

 https://www.ricardocuisine.com/en/video/cooking-techniques/
 https://www.ricardocuisine.com/en/video/culinary-terms
 https://www.canada.ca/en/health-canada/services/food-nutrition/food-safety/safe-food-handling-tips.html

Student Handouts
Congratulations, you are the next contestants on Chopped!*

*But not really – the only thing getting chopped here is your food… But this is just as cool!
Welcome to “World P’s” where you will learn to Preserve, Plan, and Prepare food like a Pro!
You will work together in small teams to problem-solve and create ideas that you will then put into action!
Each week you will receive a mystery basket of locally-sourced produce and/or meat.
It will be up to you to plan, prepare, or preserve your mystery basket items into real food – and yes, you will get
to eat it!
You will show me how and what you are learning through creating video diaries to document your planning and
preparing processes. You will also create a recipe book of all recipes you find and want to try!
Not only will you learn techniques on how to turn resources from your own (or your neighbours’) backyard into
nutritious and delicious foods, you will also get to enjoy trying new things, learning from others, and, most of all,
having fun.
Challenge Outline:
1. Weekly Cooking Showcase: 50%

You will work in small groups to use the ingredients from your “mystery baskets” to create recipes or
preserve foods (like jarring, canning, or freezing)! At the end of the week you’ll showcase what you’ve
created, and explain your learning process throughout the week!
2. Weekly Blog Post Reflection: 30%
You will document and reflect on your learning process each week. You’ll respond to questions about
what and how you’ve learned, your interests and passions, and how your experiences can relate to career
connections! Your reflections will be confidential – Miss Malinowski will be the only one reading them, so
be honest!
3. Daily Video Diary: 30%
Just like the weekly blog post reflections, you will document and reflect on your learning process and
challenge steps every day by individually creating a short video diary (2 minutes max)! I’ll give you
questions to respond to that will get you thinking about how and what you’re learning through these
challenges.
4. Digital Cookbook: 10%
Each week you will gather recipes and that you could make with your mystery ingredients. You won’t
have enough time to make EVERY single recipe you find – which is why you’ll send them to me at the end
of every week, and I’ll create a digital cookbook for you to keep! This will show the process of your
learning experiences, and will also be a handy tool you can use in the future!
As a great (fictional) teacher once said: “Take chances! Make mistakes! Get messy!”

Challenge Plan at a Glance: Provide a general outline that describes how the challenge unfolds.
Lesson #: 1 Welcome. Personal inventory. Safety considerations and
Time Allotted: 90 min.
demonstration.
Objective Students will demonstrate prior knowledge of kitchen safety.
Learning I follow safety requirements associates with occupational areas and related technologies.
Outcomes
Competency Critical thinking
Problem solving
Literacy and Students recognize that numeracy enables people to make informed decisions in all aspects
Numeracy of daily living: Identifying and utilizing correct quantities of ingredients, proper time
allotments.
Students recognize that literacy provides enjoyment and enables them to make sense of and
participate in the world around them: How to read recipes (identifying ingredients, following
directions)
Assessment -Identifying safe kitchen habits
-Demonstrating how to correct kitchen hazards
Resources Student handout
Class website
Notes Students will be welcomed to the challenge with fun theme music to portray the setting of a
professional cooking showdown.
The class outline and safety considerations will be discussed (using student handout) and all
assessments will be discussed. *Emphasis will be on the learning process, not the product.
 Weekly reflection/blog post (individual response to prompt regarding learning
process and self-assessment/career connections)
 Daily video diary (individual response to prompt regarding learning process– 2
minutes max.)
 Documentation of potential recipes into digital class folder – This will be used to
provide students with compiled “Cookbook” at end of the challenge.
 Explanation of cooking showcase on last day each week – Opportunity to show what
they know.
 Industry-standard safety considerations discussed:
 Location of first aid kit and supplies
 Emergency response plan
 Safe work practices for equipment, materials, tool, and the instructional area
 Hygiene (personal) and cleanliness/good housekeeping practices
 Personal protective equipment
 Identifying hazards
 Reporting procedure for faulty equipment or other considerations
Scenarios: Students will identify and correct hazards in the kitchen setting, demonstrating
prior knowledge.

Lesson #2
Time Allotted: 90 min.
Mystery Baskets - Day 1
Objective Students will discuss, explore, and identify how to utilize assigned ingredients to either
prepare a meal, or preserve ingredients to be consumed at a later time.
Learning I develop skills that support effective relationships.
Outcomes I plan in response to challenges.
Competency Problem solving

Creativity and Innovation
allotments.
directions)
Assessment -Appraise the challenge
-Discuss ideas to problem-solve
Resources  https://www.ricardocuisine.com/en/video
https://www.ricardocuisine.com/en/video/cooking-techniques/
Posted as student resource

Notes Students will sort themselves into groups of 2-3 (same groups will be used in lessons 3 and 4).
Each group will select one “mystery basket” of locally-sourced ingredients, and instructions
to either “Preserve” the food to be consumed later, or “Prepare” a meal in a common North-
American cuisine style. I will model the research process to look up potential recipes or
preserving techniques using the smartboard and highlighting useful web resources to get
started. I will also provide 2-3 recommended ideas based on the ingredients, to allow
students a base knowledge and allow for the generation of new ideas.
Once students have their ingredients and instructions, they will begin brainstorming,
discussing, and identifying how to address this challenge. iPads will be provided (one for each
student) to research potential recipes and at the end of class to document their first video
diary (I will provide a prompt to respond to).
Video diary entries are to be completed individually – maximum 2 minutes/student as a quick

“check in” and documentation of learning process.
Last five minutes: Individual and group clean-up. Dishes loaded into dishwasher (and
started); messes tidied; all tools stored properly.
Lesson #: 3 Problem-Solving Time Allotted: 90 min..
Objective Students will identify, plan, and/or attempt a solution to the challenge.

Learning I make decisions in response to challenges.
Outcomes I adapt to changes and unexpected events.
Competency Creativity and Innovation

Collaboration
Literacy and Students identify what they know, are able to do and need to learn when engaging in tasks
Numeracy that involve literacy: How to read recipes (identifying ingredients, following directions);
Researching and demonstrating cooking techniques.
Students identify what they know, are able to do and need to learn when engaging in tasks
that involve numeracy: Identifying and utilizing correct quantities of ingredients; proper time
allotments; proper measurement of ingredients.
Assessment -Identify potential solutions
-Attempt and apply ideas
Posted for student use. This website contains many informational videos describing and
demonstrating cooking techniques.
Notes Students will identify, plan, and attempt a solution to the challenge in the form of identifying
a recipe, and gathering ingredients and tools, then preparing OR preserving the ingredients
(in the form of canning, jarring, etc.) depending on the instructions they have been given in
the previous lesson.
Students will complete daily video diary entry to visually demonstrate the learning
process/progress of their challenge response, and respond to a prompt.
Lesson #: 4 Time Allotted: 90 min.
Objective Students will demonstrate products created through this week’s challenge, highlighting the
learning process and reflecting on their experience.
Learning I create products, performances or services in response to challenges.
Outcomes I appraise the skills, knowledge and technologies used to respond to challenges.
Competency Personal Growth and Well-being

Communication
Literacy and Students use efficient and effective strategies to acquire, evaluate and ethically use information:
Numeracy Gathering and compiling information (recipes) into one document; Documenting their reflection
in a blog post; Showcasing and verbally presenting their experience to others
Students apply knowledge of quantitative information to make an informed decision:
Understanding timelines involved in food preparation and documenting their learning.
Assessment -Appraising their experience/learning process (self-reflection)
-Analyzing their response to challenge and decided solution
Resources Class website

Notes Students will:
1. Finish preparing their recipes or preserving their ingredients.
2. Compile all recipes they found, considered, and/or into a document on the class
website.
3. Showcase their prepared food with the whole class, sharing the struggles and triumphs
of the week, and what they have learned thus far.
4. Complete a video diary (max 2 mins.) to document the day’s activities and learning
process.
5. Complete their first weekly reflection/blog post on the course website to establish
career connection. This reflection will only be able to be viewed by myself and the
individual who writes it, to ensure students feel comfortable to accurately and honestly
reflect on their experience. I will provide a prompt for them to respond to that will
pertain to their experience this week, skills or knowledge they have developed/are in
the process of developing, and the types of careers these skills or knowledge could
relate to. To ensure I am providing fair and frequent feedback, I will respond to their
reflection/blog post feedback before the next lesson. I will provide [confidential]
feedback on their reflection and video diaries completed this week. Students will view
this feedback at the beginning of the next lesson, ensuring they are aware of their
progress thus far and are frequently reflecting on the learning process.
6. Last five minutes: Individual and group clean-up. Dishes loaded into dishwasher (and
Lesson #: 5 Mystery Basket #2 Time Allotted: 90 min.
Objective Students will brainstorm potential solutions to this weeks’ challenge while making personal
connections to the challenge.
Learning I collaborate to achieve common goals.
Outcomes I use occupational area skills, knowledge and technologies.

Cultural and Global Citizenship
Literacy and Students identify what they know, are able to do and need to learn when engaging in tasks that
Numeracy involve literacy: Using prior knowledge of cultural heritage to brainstorm and identify recipes or
food preparation techniques that could be used.
directions)
Assessment Discuss ideas and prior knowledge
Consider possible ways to solve this challenge.
Resources  https://www.ricardocuisine.com/en/video/cooking-techniques/
Notes Students will sort themselves into groups of 2-3 (these same groups will be used in 6, 7, 8).

Each group will select one “mystery basket” of locally-sourced ingredients, and instructions to
either “Preserve” the food to be consumed later, or “Prepare” a meal in a way their reflects
their cultural heritage or ethnic background.
Once students have their ingredients and instructions, they will begin brainstorming, discussing,
and identifying how to address this challenge. iPads will be provided (one for each student) to
research potential recipes and at the end of class to document their video diary (I will provide a
prompt to respond to).

“check in”/documentation of learning process and ideas identified thus far.
Last five minutes: Individual and group clean-up. Dishes loaded into dishwasher (and started);
messes tidied; all tools stored properly.

Outcomes I determine how my actions affect learning.
Competency Collaboration
Critical Thinking
-Document evolution of ideas
They will continue to reflect on their cultural heritage and/or ethnic backgrounds to identify
potential recipe(s) to be made. As they are in groups and will have varying ethnic
backgrounds, they will need to determine how many different recipes can be created based
on the quantity of ingredients supplied and related timeline of this week’s challenge (4 total
lessons).
process/progress of their challenge response, and respond to a prompt. Today’s prompt will
focus on individual effort and contribution to the group, as a mean’s to reflect on how one’s
actions affect learning.

Lesson #: 7 Time Allotted: 90 min..
Objective Students will attempt a solution to the challenge, while focusing on environmental
stewardship.
Learning I solve problems in response to challenges.
Outcomes I demonstrate environmental stewardship associated with occupational areas.
Competency Problem Solving

Creativity and Innovation
Assessment -Attempt and apply ideas
-Demonstrate environmental stewardship
Resources https://www.ricardocuisine.com/en/video
Notes Mini-Lesson on Environmental Stewardship:

-Recycling -Composting -Selecting environmentally tools (e.g. Re-usable water-bottles
instead of disposable; Using metal utensils instead of plastic)
Students will identify and attempt a solution to the challenge in the form of identifying a
recipe, and gathering ingredients and tools, then preparing OR preserving the ingredients (in
the form of canning, jarring, etc.) depending on the instructions they have been given in the
previous lesson. If an attempt has been made in the previous lesson but was not successful,
they will continue the process of brainstorming, identifying, then applying ideas.
process/progress of their challenge response, and respond to a prompt regarding their
actions in relation to environmental stewardship.
Lesson #: 8 – Showcase #2 Time Allotted: 90 min.

Learning I explore my interests and passions while making personal connections to career possibilities.
Outcomes I communicate my learning.


Literacy and I communicate to convey concepts, ideas and understandings: Communicating their learning
Numeracy process this week, both verbally and in written reflection.

website.
2. Showcase their prepared food with the whole class, sharing their learning process,
highlighting environmental stewardship considerations and influence of their
cultural heritage.
process.
4. Complete their second weekly reflection/blog post on the course website to

establish career connection, and self-reflection in terms of cultural heritage
influence and environmental stewardship efforts. This reflection will only be able to
be viewed by myself and the individual who writes it, to ensure students feel
comfortable to accurately and honestly reflect on their experience. I will provide a
prompt for them to respond to that will pertain to their experience this week, skills
or knowledge they have developed/are in the process of developing (environmental
stewardship), and the types of careers these skills or knowledge could relate to
while identifying passions and interest. To ensure I am providing fair and frequent
feedback, I will respond to their reflection/blog post feedback before the next
lesson. I will provide [confidential] feedback on their reflection and video diaries
completed this week. Students will view this feedback at the beginning of the next
lesson, ensuring they are aware of their progress thus far and are frequently
reflecting on the learning process.
Lesson #: 9 Mystery Basket #3 & Guest Speaker Time Allotted: 90 min.
Objective Students will brainstorm potential solutions to this weeks’ challenge while identifying new
techniques and ingredients presented.
Learning I collaborate to achieve common goals.
Outcomes I use occupational area skills, knowledge and technologies.


Numeracy that involve literacy: Using prior and/or new knowledge of traditional First Nations cooking to
brainstorm and identify recipes or food preparation techniques that could be used.
participate in the world around them: How to read recipes (identifying unfamiliar ingredients,
following directions)
Assessment Discuss ideas and prior knowledge
Consider possible ways to solve this challenge.
Resources http://nativetech.org/
Guest speaker from local Blackfoot Nation
Notes A guest speaker from the local Blackfoot Nation will provide an interactive lesson outlining
various traditional recipes and cooking techniques.
Students will sort themselves into groups of 2-3 (these same groups will be used in 10, 11,
12).
to either “Preserve” the food to be consumed later, or “Prepare” a meal using a traditional
First Nations food preparation technique. The guest speaker will offer ideas, and will highlight
one website with a searchable database of traditional recipes.
student) to research potential recipes and at the end of class to document their video diary (I
will provide a prompt to respond to, pertaining to traditional cooking techniques and
ingredients).

“check in”/documentation of learning process and ideas identified thus far.


Outcomes I collaborate to achieve common goals.
Critical Thinking
Numeracy that involve literacy: How to read recipes (identifying unfamiliar ingredients, following
directions); Researching and demonstrating new cooking techniques.

They will continue to reflect on traditional First Nations cooking techniques and ingredients
provided to identify potential recipe(s) to be made. They will need to determine how many
different recipes can be created based on the quantity of ingredients supplied and related
timeline of this week’s challenge (4 total lessons).
Students will complete daily video diary to visually demonstrate the learning
focus on traditional cooking techniques and ingredients, and how this knowledge relates to
the students’ prior knowledge and cooking experience.
Objective Students will demonstrate the evolution of ideas and apply ideas to form solutions.
Learning I solve problems in response to challenges

Outcomes I appraise the skills, knowledge, and technologies used to respond to challenges.
Assessment Attempt and apply ideas
Discuss the evolution of ideas
the previous lesson. If an attempt has been made in the previous lesson, the students will
reflect on the learning process thus far. If the attempt was unsuccessful, the process of
brainstorming, identifying, and applying ideas will continue.

process/progress of their challenge response, and respond to a prompt.
Lesson #: 12 – Showcase #3 Time Allotted: 90 min..

Competency Communication
Literacy and Students use rules of language to acquire, construct and communicate meaning: Information
Numeracy and learning will be communicated through writing a blog post/reflection.
Students recognize that numeracy enables people to make informed decisions in all aspects
of daily living: Demonstrating understanding of timelines involved in food preparation and
documenting their learning

website.
including the elements of traditional First Nations cooking/ingredients.
process
4. Complete their third weekly reflection/blog post on the course website to establish
career connection, and self-reflection in terms of cultural heritage influence and
environmental stewardship efforts. This reflection will only be able to be viewed by
myself and the individual who writes it, to ensure students feel comfortable to
accurately and honestly reflect on their experience. I will provide a prompt for them
to respond to that will pertain to their experience this week, skills or knowledge
they have developed/are in the process of developing (traditional cooking styles of
First Nations communities), and the types of careers these skills or knowledge could
relate to while identifying passions and interest. To ensure I am providing fair and
frequent feedback, I will respond to their reflection/blog post feedback before the
next lesson. I will provide [confidential] feedback on their reflection and video
diaries completed this week. Students will view this feedback at the beginning of the
next lesson, ensuring they are aware of their progress thus far and are frequently
reflecting on the learning process.

Lesson #: 13 - Final Mystery Basket Time Allotted: 90 min.
Objective Students will discuss, explore, and identify how to utilize assigned ingredients to either
prepare a meal, or preserve ingredients to be consumed at a later time.
Learning I develop skills that support effective relationships.
Outcomes I plan in response to challenges.
Competency Creativity & Innovation
allotments.
directions)
Assessment -Appraise the challenge
-Discuss ideas to problem-solve
https://www.ricardocuisine.com/en/video/cooking-techniques/
Notes Students will sort themselves into groups of 2-3 (same groups will be used throughout the
remaining lessons).
to either “Preserve” the food to be consumed later, or “Prepare” a meal in a cuisine/cooking
style of their choice. They have now demonstrated and gathered recipes from “North
American” cuisine, traditional First Nations cooking, and that of their cultural heritage or
background. They will now have the opportunity to choose any cooking style that appeals to
them, but must make this decision as a group.
student) to research potential recipes and at the end of class to document a video diary (I will
provide a prompt to respond to).

“check in” and documentation of learning process.

Outcomes I collaborate to achieve common goals.

Critical Thinking
Numeracy that involve literacy: How to read recipes (identifying unfamiliar ingredients, following
directions); Researching and demonstrating new cooking techniques.
Resources https://www.ricardocuisine.com/en/video
They will continue to reflect on their chosen cuisine/cooking techniques and ingredients
provided to identify potential recipe(s) to be made. They will need to determine how many
different recipes can be created based on the quantity of ingredients supplied and related
timeline of this week’s challenge (4 total lessons).
Students will complete daily video diary to visually demonstrate the learning
focus on potential solutions they have identified, and how their ideas have evolved/are in the
process of evolving.
Learning I solve problems in response to challenges
Outcomes I appraise the skills, knowledge, and technologies used to respond to challenges.

Managing Information
Assessment Attempt and apply ideas
Discuss the evolution of ideas

the previous lesson. If an attempt has been made in the previous lesson, the students will
reflect on the learning process thus far. If the attempt was unsuccessful, the process of
brainstorming, identifying, and applying ideas will continue.
process/progress of their challenge response, and respond to a prompt to discuss the
potential solutions determined by their group, and process/progress thus far.
Lesson #: 16 - Final Showcase Time Allotted: 90 min.

Literacy and I communicate to convey concepts, ideas and understandings: Communicating their learning
Numeracy process throughout this challenge, both verbally and in written reflection.

website. These recipes will be compiled into a digital cookbook and shared with the
class as evidence of their learning and as a useful tool they may use in the future.
highlighting the cuisine they have chosen, and any influence from environmental
considerations and or their cultural heritage.
process.
4. Complete their final weekly reflection/blog post on the course website to establish
career connection, and self-reflection, in terms of their own cultural heritage
influence, environmental stewardship efforts, experience learning about traditional
First Nations cooking techniques, and how this culminated to their knowledge and
skills today. This reflection will only be able to be viewed by myself and the

individual who writes it, to ensure students feel comfortable to accurately and
honestly reflect on their experience. I will provide a prompt for them to respond to
that will pertain to their experience this week, skills or knowledge they have
developed (environmental stewardship, awareness of different cuisines and cooking
styles), and the types of careers these skills or knowledge could relate to while
identifying personal interests.
I will then thank them for their participation, willingness to take on challenges, and ability to
work together independently and in groups. Digital cookbooks will be sent to students
following this lesson.


Malinowski Crystal - CTF Challenge Plan

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CTF Detailed Challenge Template

Title World P’s Grade 8

Challenge CTF Description & Rationale

CTF Detailed Challenge Template

Scenario Congratulations, you are the next contestants on Chopped!*

Links Between Communication Information Environmental Agriculture (AGR): Foods (FOD):

CTF Detailed Challenge Template

Skills, Communication Information Environmental Agriculture (AGR): Foods (FOD):

Safety and/or Kitchen safety is paramount within this challenge.

Equipment  iPad for each student to use daily.

CTF Detailed Challenge Template

Competencies: Identify the competencies that will be addressed in this challenge.

CTF Detailed Challenge Template

Task Competencies Competencies Performance of

Assessor Self Self

CTF Detailed Challenge Template

Outcome Acquire Apply Adapt

I use Identifies/acknowledges Demonstrates/models/practices Assesses/analyzes/modifies

I follow safety Identifies/acknowledges Demonstrates/models/practices Assesses/analyzes/modifies

CTF Detailed Challenge Template

Books and Articles

Websites and Multimedia

CTF Detailed Challenge Template

Congratulations, you are the next contestants on Chopped!*

1. Weekly Cooking Showcase: 50%

CTF Detailed Challenge Template

CTF Detailed Challenge Template

Competency Problem solving

Posted as student resource

Video diary entries are to be completed individually – maximum 2 minutes/student as a quick

Lesson #: 3 Problem-Solving Time Allotted: 90 min..

CTF Detailed Challenge Template

Competency Creativity and Innovation

Lesson #: 4 Time Allotted: 90 min.

Competency Personal Growth and Well-being

CTF Detailed Challenge Template

Competency Critical thinking

CTF Detailed Challenge Template

Video diary entries are to be completed individually – maximum 2 minutes/student as a quick

Lesson #: 6 Time Allotted: 90 min.

Learning I make decisions in response to challenges.

CTF Detailed Challenge Template

Lesson #: 7 Time Allotted: 90 min..

Competency Problem Solving

Notes Mini-Lesson on Environmental Stewardship:

Lesson #: 8 – Showcase #2 Time Allotted: 90 min.

Competency Personal Growth and Well-being

CTF Detailed Challenge Template

Notes Students will:

4. Complete their second weekly reflection/blog post on the course website to

Lesson #: 9 Mystery Basket #3 & Guest Speaker Time Allotted: 90 min.

Competency Critical thinking

CTF Detailed Challenge Template

Video diary entries are to be completed individually – maximum 2 minutes/student as a quick

Lesson #: 10 Time Allotted: 90 min.

Learning I make decisions in response to challenges.

CTF Detailed Challenge Template

Lesson #: 11 Time Allotted: 90 min..

Learning I solve problems in response to challenges

Competency Problem Solving

CTF Detailed Challenge Template

Lesson #: 12 – Showcase #3 Time Allotted: 90 min..

Notes Students will: