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CTS Module FOD1040: Meal Planning 1 & CCS1080: Community

ED3700 CTS Module Planning Alphanumeric Code and Title Volunteerism 1


Component 2: Integrated Assessment Plan CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Teacher Name: Crystal Malinowski Total Instructional Hours Allotted

Description & Rationale


The purpose of CTS:
The vision of Career and Technology Studies (CTS) is to “engage students in learning opportunities through which
they discover their interests in practical and purposeful ways” (Alberta Education Program of Studies). This can be
accomplished through implementing hands-on learning in engaging and interactive settings, paired with self-
exploration on the part of learners to determine their interests, personal development, strengths, and areas for
further growth. Further to discovering interests, CTS provides an opportunity to discover and develop passions and
how they translate to future career opportunities, aiming to provide a connection between high school studies and
areas of future career opportunity. CTS also recognizes the changing nature of society in terms of social, cultural,
and economic changes, and that students must adequately be prepared to successfully navigate a changing world
once finished high school. CTS aims to prepare students to identify and prepare for a successful career, in an
environment in which both “success” and “career” are subjective, and will carry different meanings between different
individuals.

Through cooperation between important stakeholders, such as industry representatives, post-secondary educators,
and teachers, CTS offers a vast wealth of instructional opportunities for students to embrace. More than just
knowledge, CTS offers opportunities for students to develop skills that, paired with safe and authentic settings,
provide connections to occupations or further learning.

The purpose of HRH:


The CTS Cluster associated with this module plan is Health, Recreation & Human Services (HRH). The aim of this
cluster is to allow learners to explore and connect to possible occupations including careers in health care, community
supports, recreation, cosmetology, food services, tourism and law. This cluster is further structured and comprised of
11 Occupational Areas (OA), one of which is related to this module plan. Within these 11 OAs, modules are offered
at 3 levels: Introductory, Intermediate, and Advanced.

The purpose of OA:


Of the 11 Occupational Areas (OA) within the HRH cluster, this module plan is based upon the Community Care
Services (CCS) OA. This Occupational Area is a non-apprenticeship OA, but provides the opportunity for students to
complete credentialed pathways, upon the completion of which they will receive formal certification or recognized
credentials.

Some possible careers related to the CCS OA include Early Learning & Childhood educator, health care (specializing
in providing care for the elderly and persons with disabilities), social work, and community volunteerism, among
others.

Students must meet the learning objectives stated within this OA, which include:
(1) demonstrate basic competencies/demonstrate fundamental skills to: communicate; manage information; use
numbers, think and solve problems; demonstrate personal management skills to: demonstrate positive attitudes and
behaviours, be responsible, be adaptable, learn continuously, work safely; demonstrate teamwork skills to: work with
others, participate in projects and tasks; and (2) make personal connections to the cluster content and processes to
inform possible pathway choices; complete/update a personal inventory; e.g., interests, values, beliefs, resources,
prior learning and experiences; create a connection between a personal inventory and occupational choices. In
meeting these learning objectives, students will be developing skills and knowledge that will assist them in meeting
the requirements of career opportunities or pursuing further education.

The purpose of module:


Integrating learners’ interest in preparing food with an opportunity to serve their school and community. As this is an
introductory course, students are given the opportunity to work with prepared meal plans as well as to construct their
own in a purposeful way. Meal plans will be created so that students may then prepare those meals and serve them
to their fellow students. Ethics and confidentiality will be explicitly emphasized from the first class onward, in

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


CTS Module FOD1040: Meal Planning 1 & CCS1080: Community
ED3700 CTS Module Planning Alphanumeric Code and Title Volunteerism 1
Component 2: Integrated Assessment Plan CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Teacher Name: Crystal Malinowski Total Instructional Hours Allotted

addition to creating an inclusive learning community.

Students are offered the opportunity to discover and foster their interests and passions. This module aims to foster
the development of tangible life skills, such as how to plan/budget for food, how to prepare food, and safe
equipment handling/cooking techniques, in an authentic setting. These food-related life skills are partnered with the
goal of fostering learners’ connections with their school community, and encouraging their participation within the
community beyond school. An emphasis will be placed on the importance of serving others, while developing an
interest and passion for active citizenship (in its many forms) that may lead to future employment opportunities.

As my degree is associated with a minor in Community Health, I created this module plan with the goal of connecting
learners with their community in effort to promote individual and collective health. Students will develop hands-on
skills in the field of food planning and preparation, while simultaneously providing a connection to their community
and promoting ongoing active citizenship. I wish to encourage kindness, service, altruism, and a culture of inclusion
and support, which is to be accomplished through the implementation of this module, in which students serve their
peers and community. I originally developed with module plan with the goal of having students host a community
appreciation banquet; however, I reworked this to include ongoing community connections and active volunteerism
throughout the module in its entirety, rather than one single event.

Pathway/level/model of implementation:
Pathway: This CTS module plan was developed for a self-discovery / non-specialized pathway.
Level: Introductory.
Implementation: Integrated.

Program intent / Big ideas / Essential understandings:


This module plan places an importance in students developing foundational knowledge and skills in the areas of
community service, and meal planning and preparation. Meal planning and preparation are foundational skills that
can be utilized and developed throughout one’s life. Students will come to understand how to plan and prepare
nutritious and delicious meals for variety of occasions, and will demonstrate consideration of factors that influence
how and what we eat. Community service and connections to one’s community may be accomplished through
volunteerism within the school setting. There are many ways to connect to one’s community, in high school and
throughout life. Community connections are crucial as these connections provide a sense of identity and belonging.
Regardless of whether or not students pursue a career in volunteerism, they will have gained experience and
knowledge that is beneficial to any career setting, and, as a bonus, enhances one’s employability.

Essential questions / Inquiry question:


 How can we serve the school and community (and why should we do so) while developing personal interests,
skills, and knowledge?
 What personal qualities does active volunteerism require?
 What personal and societal benefits result from volunteering?
 How can we prepare delicious and nutritious meals?
 What are some factors (personal and societal) that influence how and what we eat?
 What considerations do we need to make when planning meals?
 How do we prepare and serve foods safely?

Relevance of CTS/Cluster/OA/Module to students:


The goal of this module, as is with CTS as a whole, is to facilitate students establishing skills that are foundational,
transferable, and may be utilized throughout life.

Within this module, emphasis will be placed on creating connections with one’s community and the importance of
volunteerism. Serving the community will allow for meeting and connecting with others, which can be useful in

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


CTS Module FOD1040: Meal Planning 1 & CCS1080: Community
ED3700 CTS Module Planning Alphanumeric Code and Title Volunteerism 1
Component 2: Integrated Assessment Plan CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Teacher Name: Crystal Malinowski Total Instructional Hours Allotted

developing communication skills, interpersonal skills, and will create concrete connections that may serve students as
they transition from high school to career opportunities or further learning. Students will have an opportunity to
reflect and analyze their experiences while volunteering in the community. This reflection will serve to allow students
to self-analyze their growth and personal development, as well as solidify interests and career connections.

In addition, food planning and preparation are essential life skills that can be developed throughout one’s life.
Students will develop and demonstrate basic competencies in planning and preparing nutritious meals, which will
prove to be beneficial personally and in being able to serve the community.

Enriching learning for students throughout the module:


To provide hands-on experience in authentic and purposeful settings, this module plan incorporates 15 hours of off-
campus volunteerism within the community, direct involvement in the support and service of fellow students through a
school meal program, as well as a fully-functional school kitchen in which to plan and prepare meals.

Learning objectives and the benefit/purpose of each will be clearly communicated throughout the learning process,
with weekly opportunities for self-reflection on knowledge, skills, and basic competencies. Emphasis will be placed on
creating connections with one’s community and the importance of volunteerism. Serving the community will allow for
meeting and connecting with others, which can be useful in developing communication skills, interpersonal skills, and
will create concrete connections that may serve students as they transition from high school to career opportunities or
further learning.

This module aims to promote learning for all students through the use of fair, balanced and frequent formative
assessment. In addition, summative assessments will be explained in details and students will be provided with rubrics
to ensure clarity in how to succeed in this course.

Students will have an opportunity to reflect and analyze their experiences while volunteering in the community. This
reflection will serve to allow students to self-analyze their growth and personal development, as well as solidify
interests and career connections.

Strategies to promote engagement and learning for all students:


Taking inspiration from Antonetti’s “8 Engaging Qualities of Work,” this module utilizes several strategies to engage
students in learning. Engagement will be facilitated through hands-on, interactive activities within an inclusive and
authentic setting, and for a deliberate purpose.

Engagement and learning for all students will be promoted through allowing for student choice / personal response
through the selection of meals to plan and prepare, and in assignment of volunteer position. Students will be assured
that there is more than one “right answer” in many scenarios.

In addition, efforts will be made to provide clear and modeled expectations in the areas of food preparation,
safety considerations, and meal planning.

Thirdly, as students learn best in a safe and caring environment, all students will play an active role in creating a
“classroom agreement,” which will be composed of the top-10 ways to create a supportive learning environment,
with the criteria chosen by students. This will serve to develop an inclusive and supportive learning community,
providing students with emotional/intellectual safety. This safe and caring environment will allow students to learn
with others.

Students will be made explicitly aware of the connections between their meal plans/food creations and the school
community. This will provide a sense of purpose and a clear audience. Students in this module create meal plans, that
will then be prepared into actual dishes that will be served to less-fortunate students within the school community.
Food preparation skills developed through this module will be beneficial and transferable to volunteer positions
ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)
CTS Module FOD1040: Meal Planning 1 & CCS1080: Community
ED3700 CTS Module Planning Alphanumeric Code and Title Volunteerism 1
Component 2: Integrated Assessment Plan CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Teacher Name: Crystal Malinowski Total Instructional Hours Allotted

within the Food Bank or Soup Kitchen, when completing 15 hours of volunteerism within this module. The element of
active community volunteerism provides an authentic setting in which to learn.

Finally, student interest will be identified through creating and updating a personal inventory, both at the beginning
and the end of this module. Their interests, skills, and knowledge will also be identified and expanded through the
creation of meal plans, preparation of dishes, and the connections made to possible career or future learning
opportunities.

OH&S considerations
Students are required to complete a prerequisite module prior to FOD1040 that introduces students to many Health
& Safety concerns. Students must demonstrate successful completion of FOD1010, which includes focus on proper
techniques for physical safety (including, but not limited to, proper cutting techniques, handling and operation of
potentially hazardous materials [knives], applying universal precautions, and cooperation with others in a kitchen
setting), as well as safe handling and preparation of food products to ensure foods prepared and consumed are
meeting safety standards.

Within this module plan, industry-standard safety considerations will be explicitly addressed and must be
demonstrated, to ensure students are building upon the skills and knowledge introduced in FOD1010. This will serve
to establish correct skills and knowledge, and to meet safety standards in the preparation of all foods, promoting
personal safety as well as ensuring the safety of consuming the food products created. Personal safety will also be
explicitly addressed when discussing the duties and responsibilities in active volunteerism.

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


CTS Module FOD1040: Meal Planning 1 & CCS1080: Community
ED3700 CTS Module Planning Alphanumeric Code and Title Volunteerism 1
Component 2: Integrated Assessment Plan CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Teacher Name: Crystal Malinowski Total Instructional Hours Allotted

CTS Module/Program Considerations:


 Prerequisites: FOD1010: Food Basics
 Model of Implementation: Exploratory
 Pathway: Exploratory / Non-credentialed
 Safety: Health & hygiene; Proper equipment handling; Maintaining a clean, safe, sanitary work area; Identify safe and sanitary
practices; Apply universal precautions; Health & Wellness, and Safety as an essential characteristic of a volunteer
 Other: Demonstrate basic competencies; Make personal connections with the cluster to inform possible pathway choices; Identify
factors contributing to successful meal plans; Prepare and evaluate healthy meals for various occasions; Describe factors
influencing food choices; Explain the roles of a volunteer in the community; Perform as a volunteer; Evaluate personal
performance
General Notes/Reminders:
 Pre-assess existing knowledge of food handling, meal planning and preparation, the importance of volunteering, and the qualities of a
successful volunteer.
 Investigate learning needs of individual students (IPP, IEP, etc).
 FOD1010: Food Basics must be completed prior to this module, as it is a required prerequisite.
 Emphasize career connections and personal reflection.
Essential Understanding(s): Essential Question(s):
“20 years from now, students should know/remember/be able to do … • - Engages Students / Provokes Interest
having successfully completed this module”.
• - Promotes Inquiry / Complex Responses
 Students will demonstrate active volunteerism and  How can we serve our community, both in school and beyond? Why
understand the importance in serving one’s community. should we do so?
 Students will demonstrate proper health and safety  What personal qualities does active volunteerism require?
considerations when preparing and serving food.  What personal and societal benefits result from volunteering?
 Students will demonstrate an understanding of how to  How can we prepare delicious and nutritious meals?
plan and prepare a nutritious and tasty meal for a  What are some elements (personal and societal) that influence how
variety of occasions (breakfast, lunch, or dinner). and what we eat?
 What considerations do we need to make when planning meals?
 How do we prepare and serve foods safely?
Essential Processes: Essential Products:
 Investigate qualities of a successful volunteer, and  Inventory of occupational interests (updated at end of module)
considerations of creating healthful meal plans.  Meal plans (a total of 4)
 Demonstrate competencies in:  Reflection journal
planning healthy meals
safely preparing foods
active volunteerism
working as part of a group
 Reflect on experiences and individual growth and
development.
 Assess self-performance.
 Communicate with others in a group setting.

Pre-existing Knowledge and Skills: Where Does This Lead?


 FOD1010: Food Basics is a prerequisite module that  The knowledge and skills developed within this module will provide
must be completed in order to participate in this foundational strategies for students to implement throughout their
module. Health and safety considerations are lives. For example, students will demonstrate competency in how to
emphasized within FOD1010, and students must have eat healthfully, how to create and prepare meal plans for various
this demonstrated proper equipment handling, and occasions, the importance of community involvement, and the
attended to health and hygiene considerations. In characteristics required to be a an active volunteer.
addition, in completing FOD1010, students would have  This module builds upon foundational knowledge introduced in
demonstrated familiarity with Canada’s Food Guide FOD1010: Food Basics, and lends itself to further learning in related
allowing for healthy choices, and gained experience as introductory courses, such as FOD1050: Fast & Convenience Foods,
working as part of a team. FOD1070: Farm to Table, FOD1080: Food & Nutrition Basics, and
FOD1910: FOD Project A. In addition, students may lend the
volunteerism knowledge and skills emphasized within this module to
become successful in CCS1910: CCS Project A.

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


CTS Module FOD1040: Meal Planning 1 & CCS1080: Community
ED3700 CTS Module Planning Alphanumeric Code and Title Volunteerism 1
Component 2: Integrated Assessment Plan CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Teacher Name: Crystal Malinowski Total Instructional Hours Allotted

 The introductory modules within this plan serve to provide knowledge


and skills that are will be required and built upon in Intermediate-
and Advanced-level modules.
Related Intermediate-level modules include:
CS2080: Community Volunteerism 2; CCS 2910: CCS Project B;
CCS2920: CCS Project C; FOD2030: Food Decisions & Health;
FOD2120: Meal Planning 2; FOD2140: Rush-Hour Cuisine;
FOD2150: Safe Food Handling; FOD2910: FOD Project B; FOD
2920: FOD Project C.
Related Advanced-level modules include:
CCS3080: Community Enhancement; CCS3910: Community Project D;
CCS3920: Community Project E; FOD3010: Food for Life Stages;
FOD3060: Food Presentation; FOD3100: Entertaining with Food.
 As career connections and skills development will be emphasized
within this module, the foundational knowledge and skills that students
develop will lend to enhance student awareness of potential career
opportunities and personal interests to explore within the FOD and
CCS Occupational Areas of the HRH Cluster.

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


ED3700 CTS Module Planning CTS Module FOD1040: Meal Planning 1 & CCS1080: Community Volunteerism 1
Alphanumeric Code and Title
Component 1: Integrated Assessment Plan

Teacher Name: Crystal Malinowski


CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Total Instructional Hours Allotted

Personal
Title Introduction to Foods & Service Preparation & Cooking Serving the School & Community Inventory
Purpose Type /
 Pre-Assessment / Diagnostic Pre-Assessment Summative Formative Summative Formative Summative Summative
 Formative
 Summative

Task
 Process Growth / Development
Personal interests Growth / Development
 Competencies Demonstrating skills and Meal plan creation (4
Competencies Competencies
 Growth / Development knowledge total) Personal inventory
Competencies Reflection journal
 Product updated
 Performance Task
 Quiz / Test
Learning Outcomes Modality Say Do Do Do
 Write Write Write Write
Write Say Say Say
 Do
 CTS Module(s)  Say

 Core Subject(s) Assessor Self Self Self


 K&E Competencies  Self
Teacher
Teacher Teacher Teacher Teacher
Teacher Teacher

 8 Competencies (Alberta Education) 
Peer
Teacher
 Literacy/Numeracy Progressions Device
 Others  Anchor / Sample / Exemplar Observation Observation
 Anecdotal Notes
Conversation + Mind
Map Observation + Verbal Conversation / Verbal Rubric Conversation / Verbal
 Checklist / Rating Scale Rubric Rubric
Q&A Q&A Q&A
 Conversation / Q & A
Q & A Exit Slip
 Heuristic Checklist Checklist
 Rubric
 Other

Audience Class Class


 Individual Individual Individual Individual Individual Individual
 Class / School School community School community
 Community / Online

Weighting - 10 - 40 - 40 10
Prioritized / Clustered Outcomes Level(s) of Cognition / Performance Criteria
CCS:
Analyze one’s
1. Explain the role of volunteers in a community
experiences in relation to
1.1 define volunteerism and altruism
Analyze and reflect on the roles, responsibilities,
Knowledge: Recall the role Demonstrate knowledge one’s experiences, and characteristics of a
1.2 describe the personal rewards available by volunteering, including:
of volunteerism, qualifications and awareness of growth, and development volunteer, reflect on
1.2.1 self-esteem and self-fulfillment
required for volunteerism, qualifications required in terms of how it relates personal growth and
1.2.2 learning and career awareness
personal rewards, and for volunteerism to the qualities of development, apply this
1.2.3 employability
societal rewards. volunteerism. knowledge to an
1.2.4 enhanced community awareness
updated personal
1.2.5 career awareness
inventory.
1.2.6 health and wellness

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


ED3700 CTS Module Planning CTS Module FOD1040: Meal Planning 1 & CCS1080: Community Volunteerism 1
Alphanumeric Code and Title
Component 1: Integrated Assessment Plan

Teacher Name: Crystal Malinowski


CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Total Instructional Hours Allotted

1.3 justify the essential characteristics of a volunteer, including:


1.3.1 confidentiality/ethics
1.3.2 attendance/punctuality
1.3.3 resource/time management
1.3.4 adherence to rules and regulations
1.3.5 safety
1.3.6 enthusiasm
1.3.7 sense of humour

1.4 outline several volunteer opportunities in a community

1.5 describe societal benefits of volunteerism

1.6 outline the clients’ responsibilities in the volunteering relationship

1.7 describe considerations for personal safety related to volunteering

Meal Plan & Food Preparation


FOD:
1. Describe factors influencing food choices
1.1 identify factors that affect food choices when selecting foods and planning meals, including:
1.1.1 nutrition
1.1.2 resources; e.g., time, skills, energy, financial considerations, equipment
1.1.3 family and/or cultural traditions Knowledge: Recall
1.2 identify psychological and sociological influences; e.g., peer/media pressure, eating disorders factors that influence Demonstrate
1.3 discuss special dietary considerations food choices consideration of various
Demonstrate and provide
1.4 discuss the importance of consumer strategies in the selection and purchase of foods, considering: factors that influence the
written evidence of
(continued below) selection of foods.
consideration of various
1.4.1 types of food supply stores
factors that influence the
1.4.2 food merchandising; e.g., food storage, food packaging
selection of foods.
1.4.3 comparative shopping; e.g., label information, food grades

2. Identify and demonstrate factors contributing to successful meal planning by planning, preparing and evaluating healthy meals for
varying lifestyles and special occasions
2.1 plan and prepare a breakfast, lunch, dinner and/or a special occasion meal, considering such factors as:
2.1.1 preparing a grocery list
2.1.2 estimating costs
2.1.3 buying and storing foods Verbally analyze factors
Synthesize and apply
2.1.4 time management contributing to successful
knowledge to create
2.1.5 nutrient value of foods and meals meal planning.
comprehensive meal
2.1.6 preparation techniques
plans.
2.1.7 skill level
2.1.8 availability of tools and equipment
2.1.9 presentation of foods
2.2 evaluate one meal according to one or more of the following:
2.2.1 nutrition
2.2.2 preparation time
2.2.3 cost
2.2.4 preparation techniques

3. Identify and demonstrate safe and sanitary practices


3.1 maintain a clean, sanitary, safe work area
3.2 apply universal precautions related to:
3.2.1 personal protective equipment (PPE); e.g., hair coverings, aprons, gloves Application and
Application and
3.2.2 hand-washing techniques demonstration of safe
demonstration of safe
3.2.3 infectious diseases Knowledge: Identify and and sanitary practices
Knowledge: Identify and and sanitary practices
3.2.4 blood-borne pathogens demonstrate basic safety
3.2.5 bacteria, viruses, moulds demonstrate basic safety
and sanitary practices and sanitary practices
3.2.6 safety and first-aid applications; e.g., back safety, cuts, slip and trip hazards
3.3 use all materials, products and implements appropriately
3.4 clean, sanitize and store materials, products and implements correctly
3.5 dispose of waste materials in an environmentally safe manner

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


ED3700 CTS Module Planning CTS Module FOD1040: Meal Planning 1 & CCS1080: Community Volunteerism 1
Alphanumeric Code and Title
Component 1: Integrated Assessment Plan

Teacher Name: Crystal Malinowski


CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Total Instructional Hours Allotted

Basic Competencies

FOD & CCS:


4. Demonstrate basic competencies
4.1 demonstrate fundamental skills to:
4.1.1 communicate
4.1.2 manage information
4.1.3 use numbers
4.1.4 think and solve problems
Application: Demonstrate Application:
Application: Demonstrate
4.2 demonstrate personal management skills to: Application: Demonstrate basic competencies Demonstrate basic
basic competencies
4.2.1 demonstrate positive attitudes and behaviours basic competencies competencies
4.2.2 be responsible
4.2.3 be adaptable
4.2.4 learn continuously
4.2.5 work safely

4.3 demonstrate teamwork skills to:


4.3.1 work with others
4.3.2 participate in projects and tasks

Serving the Community

CCS: Application:
Application: Demonstrate Application: Demonstrate
2. Perform as a volunteer in a specific volunteer activity or placement Demonstrate awareness
awareness of duties and awareness of duties and
2.1 choose a suitable community placement that will enhance interests and abilities of duties and
expectations while actively expectations while
2.2 write a job description, outlining the duties and expectations, that meets with the approval of the supervising teacher and client expectations while
volunteering actively volunteering
2.3 perform at least 15 hours of volunteerism in a teacher-approved community locale actively volunteering

Personal Inventory & Reflections

CCS:
3. Evaluate personal performance in a specific volunteer activity or placement
3.1 describe experiences and personal reflections related to the volunteering activities
3.2 interview the client to:
3.2.1 evaluate personal performance as a volunteer
3.2.2 identify areas for growth and development as a volunteer Synthesize & Evaluate Synthesize & Evaluate
3.3 summarize goals for future volunteering experiences based on personal reflections and interviews with the client. experiences, noting experiences, noting areas
personal development of occupational interest in
and growth, future goals, updating personal
and feedback on inventory.
CCS & FOD: performance from client.
5. Make personal connections to the cluster content and processes to inform possible pathway choices: Knowledge: complete a
5.1 Complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences personal inventory,
5.2 create a connection between a personal inventory and occupational choices noting interests and
connections to this module

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


ED3700 CTS Module Planning CTS Module FOD1040: Meal Planning 1 & CCS1080: Community Volunteerism 1
Alphanumeric Code and Title
Component 1: Integrated Assessment Plan

Teacher Name: Crystal Malinowski


CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Total Instructional Hours Allotted

Lesson # 1 of 40 Welcome to Meal Planning & Community Volunteerism


Outcome(s) Basic Competencies; Personal interests.
CCS & FOD:
4. Demonstrate basic competencies
4.1 demonstrate fundamental skills to:
4.1.1 communicate
4.1.2 manage information
4.1.3 use numbers
4.1.4 think and solve problems
4.2 demonstrate personal management skills to:
4.2.1 demonstrate positive attitudes and behaviours
4.2.2 be responsible
4.2.3 be adaptable
4.2.4 learn continuously
4.2.5 work safely
4.3 demonstrate teamwork skills to:
4.3.1 work with others
4.3.2 participate in projects and tasks

5. Make personal connections to the cluster content and processes to inform possible pathway choices:
5.1 Complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences
5.2 create a connection between a personal inventory and occupational choices
Assessment Evidence(s)
 Purpose
 Modality Pre-Assessment
 Device Say and Write
 Criteria Conversation; Pre-assessment using “Mindmap” template
Demonstrate basic competencies & identify personal interests.
Introduce overview of module and class expectations.

Learning Activity(s)  Introduce the module – the components and activities planned for the course. Students will be provided
with a course outline that will be discussed as a class.

 Personal inventory completion and/or update:

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


ED3700 CTS Module Planning CTS Module FOD1040: Meal Planning 1 & CCS1080: Community Volunteerism 1
Alphanumeric Code and Title
Component 1: Integrated Assessment Plan

Teacher Name: Crystal Malinowski


CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Total Instructional Hours Allotted

 Discussion:
“What’s your story?” - what are you passionate about, what brought you here, what do you
hope to gain from this course?
 In a whole-class setting, I will ask that students “shout out” some of their interests, talents, or
special abilities. I will record these on the whiteboard as an example of our diversity, and how
different paths have led students to this particular module.
 Emphasize the importance of working cooperatively; introduce basic competencies that students
will be required to demonstrate in order to be successful in this course.
 Evidence of effort and participation in this discussion will be noted and taken into consideration –
I will look for quality responses and demonstrated thoughtfulness of questions posed.

 Students will be provided with “Mindmap” template. They will complete this as a pre-assessment
activity that will be useful in determining prior knowledge and articulate connections with prior
experiences in relation to this course. In addition, students can use their completed Mindmaps to later
reflect on their experiences in this module when updating their personal inventories. They will complete
this template by adding information regarding:
 Experience and knowledge in cooking, food preparation, and safety procedures involved in the
kitchen
 Experience and knowledge in volunteerism
 Personal interests, occupational areas of interest, hobbies, schooling experience.
 What they hope to gain from this course.
 Evidence of thoughtfulness, quality of responses, and connecting prior experiences and knowledge
to this course will be assessed.

 Online Review of Basic Competencies for this Module Plan.


 Resource: http://www.conferenceboard.ca/topics/education/learning-tools/employability-skills.aspx

 Review school Computer Usage Policies


 Sign Online Usage forms if applicable

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


ED3700 CTS Module Planning CTS Module FOD1040: Meal Planning 1 & CCS1080: Community Volunteerism 1
Alphanumeric Code and Title
Component 1: Integrated Assessment Plan

Teacher Name: Crystal Malinowski


CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Total Instructional Hours Allotted

Lesson # 2 of 40 Creating a Classroom Community; Safety awareness.


Outcome(s) Safe and sanitary practices
FOD:
3. Identify and demonstrate safe and sanitary practices
3.1 maintain a clean, sanitary, safe work area
3.2 apply universal precautions related to:
3.2.1 personal protective equipment (PPE); e.g., hair coverings, aprons, gloves
3.2.2 hand-washing techniques
3.2.3 infectious diseases
3.2.4 blood-borne pathogens
3.2.5 bacteria, viruses, moulds
3.2.6 safety and first-aid applications; e.g., back safety, cuts, slip and trip hazards
3.3 use all materials, products and implements appropriately
3.4 clean, sanitize and store materials, products and implements correctly
3.5 dispose of waste materials in an environmentally safe manner

FOD & CCS: Basic Competencies


4. Demonstrate basic competencies
4.1 demonstrate fundamental skills to:
4.1.1 communicate
4.1.2 manage information
4.1.3 use numbers
4.1.4 think and solve problems
4.2 demonstrate personal management skills to:
4.2.1 demonstrate positive attitudes and behaviours
4.2.2 be responsible
4.2.3 be adaptable
4.2.4 learn continuously
4.2.5 work safely
4.3 demonstrate teamwork skills to:
4.3.1 work with others
4.3.2 participate in projects and tasks

Assessment Evidence(s)
 Purpose
 Modality Pre-assessment.
 Device Do and Say

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


ED3700 CTS Module Planning CTS Module FOD1040: Meal Planning 1 & CCS1080: Community Volunteerism 1
Alphanumeric Code and Title
Component 1: Integrated Assessment Plan

Teacher Name: Crystal Malinowski


CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Total Instructional Hours Allotted

 Criteria Exit Slip


Demonstrate safety procedures
Identify ways to work together to create a classroom community; Demonstrate awareness of safety
guidelines.
Learning Activity(s)  Creating a community of learners
 In small groups, students will brainstorm the top 10 ways they can create an engaging,
supportive, and fun learning environment. They will display their lists on the walls of the
classroom, and will be used to create a “Classroom Agreement.” Students will review and sign
this agreement, which serves to facilitate a cooperative environment where they may develop
and demonstrate the basic competencies of teamwork, communication, and cooperation. These
basic competencies are required both in the kitchen and when serving the community in
volunteerism.

 Whole group learning activity: Tour of the school kitchen with safety demonstrations:
 Knife storage and usage
 Ensuring stoves and ovens turned off when not in use
 Ensuring countertop electrical appliances are unplugged when not in use
 Personal protective equipment (PPE)
 Maintaining a safe, sanitary, clean work station.
 Hand-washing and personal hygiene
 Disposal of water in an environmentally conscious manner.

 Demonstration activity: students will work as a small group to identify and correct safety violations
(each group will take turns acting out scenario with safety violations, other groups will identify said
violations). I will look for competence and demonstrated knowledge in safety considerations.

 Exit slip: Students will respond to questions regarding safety considerations and basic competencies. I
will look for evidence of applied knowledge in the quality of answers. Students must demonstrate an
awareness of safety considerations, and the necessity of a positive classroom community.

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


ED3700 CTS Module Planning CTS Module FOD1040: Meal Planning 1 & CCS1080: Community Volunteerism 1
Alphanumeric Code and Title
Component 1: Integrated Assessment Plan

Teacher Name: Crystal Malinowski


CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Total Instructional Hours Allotted

Lesson #3 of 40 Community Volunteerism


Outcome(s) CCS:
1. Explain the role of volunteers in a community
1.1 define volunteerism and altruism
1.2 describe the personal rewards available by volunteering, including:
1.2.1 self-esteem and self-fulfillment
1.2.2 learning and career awareness
1.2.3 employability
1.2.4 enhanced community awareness
1.2.5 career awareness
1.2.6 health and wellness
1.3 justify the essential characteristics of a volunteer, including:
1.3.1 confidentiality/ethics
1.3.2 attendance/punctuality
1.3.3 resource/time management
1.3.4 adherence to rules and regulations
1.3.5 safety
1.3.6 enthusiasm
1.3.7 sense of humour
1.4 outline several volunteer opportunities in a community
1.5 describe societal benefits of volunteerism
1.6 outline the clients’ responsibilities in the volunteering relationship
1.7 describe considerations for personal safety related to volunteering

Assessment Evidence(s)
 Purpose
 Modality Formative
 Device Write and Say
 Criteria Checklist
Developing an understanding of volunteerism.
Identify benefits of volunteerism, why volunteering is important, and how it can be done to serve the
community.

 Think/Pair/Share: How can we serve our community, both in school and beyond? Why should we do so?

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


ED3700 CTS Module Planning CTS Module FOD1040: Meal Planning 1 & CCS1080: Community Volunteerism 1
Alphanumeric Code and Title
Component 1: Integrated Assessment Plan

Teacher Name: Crystal Malinowski


CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Total Instructional Hours Allotted

 What personal qualities does active volunteerism require?


 What personal and societal benefits result from volunteering?

 Small Group Activity: Brainstorm the social and personal benefits that result from volunteering. Brainstorm
what opportunities fro volunteering exist, within the school and the greater community. Brainstorm what
personal characteristics make for a successful volunteer.
o Student will record answers in mind-map format, either on paper or digitally.
o Quality of conversations and evidence of thoughtfulness and effort will be noted.

 Introduce and explain the role of volunteering; personal and societal rewards from volunteering;
personal characteristics of a successful volunteer; and discuss personal safety and responsibilities

 Explain to students that through planning and preparing meals, we will be serving those in our school
community. The breakfasts prepared in these classes will be served the following day as a breakfast
program for students who unfortunately do not have access to breakfast at home. In addition, lunch
and supper meals will be packaged up and students from the entire school may anonymously contact
me to be given these meals to enjoy at home (this program will be communicated the entire school).
 Review the characteristics of volunteerism: Ethics and Confidentiality!

 Introduce first assignment: Demonstrating Skills & Knowledge (to be completed on Lesson #7)

Lesson # 4 of 40 Introduction to Meal Planning


Outcome(s) FOD:
1. Describe factors influencing food choices
1.1 identify factors that affect food choices when selecting foods and planning meals, including:
1.1.1 nutrition
1.1.2 resources; e.g., time, skills, energy, financial considerations, equipment
1.1.3 family and/or cultural traditions
1.2 identify psychological and sociological influences; e.g., peer/media pressure, eating disorders
1.3 discuss special dietary considerations
1.4 discuss the importance of consumer strategies in the selection and purchase of foods, considering:
1.4.1 types of food supply stores

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


ED3700 CTS Module Planning CTS Module FOD1040: Meal Planning 1 & CCS1080: Community Volunteerism 1
Alphanumeric Code and Title
Component 1: Integrated Assessment Plan

Teacher Name: Crystal Malinowski


CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Total Instructional Hours Allotted

1.4.2 food merchandising; e.g., food storage, food packaging


1.4.3 comparative shopping; e.g., label information, food grades
Assessment Evidence(s)
 Purpose
 Modality Formative
 Device Do, Say, Write
 Criteria Observation/conversation + Exit slip
Establish knowledge of meal planning
Identify various factors that influence how and what we eat; Introduce meal planning.

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


ED3700 CTS Module Planning CTS Module FOD1040: Meal Planning 1 & CCS1080: Community Volunteerism 1
Alphanumeric Code and Title
Component 1: Integrated Assessment Plan

Teacher Name: Crystal Malinowski


CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Total Instructional Hours Allotted

Learning Activity(s)  Discussion: What factors influence what and how we chose to eat?

 Activity: A variety of snacks will be provided, such as fruits and vegetables, granola bars, popcorn,
cheese and meat.
 All students will be invited to enjoy snacks.
 Once all students have selected their snacks, I will begin by asking what influenced them to
choose their selected food. Was it a preference, or allergy to something? Novelty? Dietary
restrictions? Packaging? Peer pressure? The placement or display of snacks, making some more
available than others?
 As a class, discuss how these above factors influence the food choices we make as consumers.
 I will note feedback and participation, looking for quality of answers and thoughtfulness in
responses.

 Introduce components of meal planning


 Various factors must be considered when planning meals.
 Nutrition, resources, dietary restrictions, consumer behaviour and influence.

 Mini lesson: Creating a meal plan.


 Explore a variety of pre-made meal plans accessible online.
 Select one, and respond to prompts on an exit slip.
 On the exit slip, students will identify the necessary components of a meal plan.
 Ex. Timeline (how many days or meals does the meal plan cover). What dietary or financial
considerations have been taken into consideration to make this meal plan? What drew you to
select this particular meal plan?

Lesson # 5 of 40 Meal Planning 1


Outcome(s) FOD:
1. Describe factors influencing food choices
1.1 identify factors that affect food choices when selecting foods and planning meals, including:
1.1.1 nutrition
1.1.2 resources; e.g., time, skills, energy, financial considerations, equipment

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


ED3700 CTS Module Planning CTS Module FOD1040: Meal Planning 1 & CCS1080: Community Volunteerism 1
Alphanumeric Code and Title
Component 1: Integrated Assessment Plan

Teacher Name: Crystal Malinowski


CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Total Instructional Hours Allotted

1.1.3 family and/or cultural traditions


1.2 identify psychological and sociological influences; e.g., peer/media pressure, eating disorders
1.3 discuss special dietary considerations
1.4 discuss the importance of consumer strategies in the selection and purchase of foods, considering:
1.4.1 types of food supply stores
1.4.2 food merchandising; e.g., food storage, food packaging
1.4.3 comparative shopping; e.g., label information, food grades

2. Identify and demonstrate factors contributing to successful meal planning by planning, preparing and evaluating healthy meals
for varying lifestyles and special occasions
2.1 plan and prepare a breakfast, lunch, dinner and/or a special occasion meal, considering such factors as:
2.1.1 preparing a grocery list
2.1.2 estimating costs
2.1.3 buying and storing foods
2.1.4 time management
2.1.5 nutrient value of foods and meals
2.1.6 preparation techniques
2.1.7 skill level
2.1.8 availability of tools and equipment
2.1.9 presentation of foods
2.2 evaluate one meal according to one or more of the following:
2.2.1 nutrition
2.2.2 preparation time
2.2.3 cost
2.2.4 preparation techniques
Assessment Evidence(s)
 Purpose
 Modality Formative
 Device Do and Write
 Criteria Anecdotal notes
Begin creating individual meal plans; review considerations of factors that influence food choices.

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


ED3700 CTS Module Planning CTS Module FOD1040: Meal Planning 1 & CCS1080: Community Volunteerism 1
Alphanumeric Code and Title
Component 1: Integrated Assessment Plan

Teacher Name: Crystal Malinowski


CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Total Instructional Hours Allotted

Learning Activity(s)  Whole class review: Ask students to volunteer answers from previous lesson (factors that influence food
choices).
 Note individual contribution to conversation and participation

Meal planning: Students will begin to create 2 individual meal plans. They may choose what type of
meal plans to create (breakfast, lunch, or dinner), but the two meal plans must be of different meal
types.
 Begin by viewing several meal plans available online for inspiration and to see wide variety of
possibilities.
 Record (write) evidence of their consideration of factors that influence food choices.
 Inform students they will continue working on meal plans in next class. They will complete two full
meal plans (of their choosing) by end of lesson 7.
 Inform students that their meal plans will be used in class by their peers.
Lesson # 6 of 40 Meal Planning 2
Outcome(s) FOD:
1. Describe factors influencing food choices
1.1 identify factors that affect food choices when selecting foods and planning meals, including:
1.1.1 nutrition
1.1.2 resources; e.g., time, skills, energy, financial considerations, equipment
1.1.3 family and/or cultural traditions
1.2 identify psychological and sociological influences; e.g., peer/media pressure, eating disorders
1.3 discuss special dietary considerations
1.4 discuss the importance of consumer strategies in the selection and purchase of foods, considering:
1.4.1 types of food supply stores
1.4.2 food merchandising; e.g., food storage, food packaging
1.4.3 comparative shopping; e.g., label information, food grades

2. Identify and demonstrate factors contributing to successful meal planning by planning, preparing and evaluating healthy meals
for varying lifestyles and special occasions
2.1 plan and prepare a breakfast, lunch, dinner and/or a special occasion meal, considering such factors as:
2.1.1 preparing a grocery list
2.1.2 estimating costs
2.1.3 buying and storing foods
2.1.4 time management
2.1.5 nutrient value of foods and meals

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


ED3700 CTS Module Planning CTS Module FOD1040: Meal Planning 1 & CCS1080: Community Volunteerism 1
Alphanumeric Code and Title
Component 1: Integrated Assessment Plan

Teacher Name: Crystal Malinowski


CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Total Instructional Hours Allotted

2.1.6 preparation techniques


2.1.7 skill level
2.1.8 availability of tools and equipment
2.1.9 presentation of foods
2.2 evaluate one meal according to one or more of the following:
2.2.1 nutrition
2.2.2 preparation time
2.2.3 cost
2.2.4 preparation techniques
Assessment Evidence(s)
 Purpose
 Modality Formative
 Device Do and Say
 Criteria Checklist
Begin creating individual meal plans; review considerations of factors that influence food choices.
Learning Activity(s)  Students will continue working on two individual meal plans. They will have already chosen what type
of meal plans to create (breakfast, lunch, or dinner).
 Began in previous lesson by viewing several meal plans available online for inspiration and to
see wide variety of possibilities.
 Record (write) evidence of their consideration of factors that influence food choices.
 Remind students these meal plans will be due at the end of next class.

 Exit slip: Students will review their meal plan progress and respond to prompts on an exit slip. The
prompts will serve to remind students of all components of a meal plan, and to consider influences of
food choices. This will also indicate their rate of completion thus far.

Lesson # 7 of 40 Demonstrating Skills & Knowledge; Meal Planning 3


Outcome(s) FOD
2. Identify and demonstrate factors contributing to successful meal planning by planning, preparing and evaluating healthy meals
for varying lifestyles and special occasions
2.1 plan and prepare a breakfast, lunch, dinner and/or a special occasion meal, considering such factors as:
2.1.1 preparing a grocery list
2.1.2 estimating costs
2.1.3 buying and storing foods

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


ED3700 CTS Module Planning CTS Module FOD1040: Meal Planning 1 & CCS1080: Community Volunteerism 1
Alphanumeric Code and Title
Component 1: Integrated Assessment Plan

Teacher Name: Crystal Malinowski


CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Total Instructional Hours Allotted

2.1.4 time management


2.1.5 nutrient value of foods and meals
2.1.6 preparation techniques
2.1.7 skill level
2.1.8 availability of tools and equipment
2.1.9 presentation of foods
2.2 evaluate one meal according to one or more of the following:
2.2.1 nutrition
2.2.2 preparation time
2.2.3 cost
2.2.4 preparation techniques

3. Identify and demonstrate safe and sanitary practices


3.1 maintain a clean, sanitary, safe work area
3.2 apply universal precautions related to:
3.2.1 personal protective equipment (PPE); e.g., hair coverings, aprons, gloves
3.2.2 hand-washing techniques
3.2.3 infectious diseases
3.2.4 blood-borne pathogens
3.2.5 bacteria, viruses, moulds
3.2.6 safety and first-aid applications; e.g., back safety, cuts, slip and trip hazards
3.3 use all materials, products and implements appropriately
3.4 clean, sanitize and store materials, products and implements correctly
3.5 dispose of waste materials in an environmentally safe manner
Assessment Evidence(s)
 Purpose
 Modality Summative
 Device Do, Write and Say
 Criteria Observations; Verbal Q&A
Demonstrate knowledge and skills in kitchen and meal preparation safety; Verbally respond to questions
regarding kitchen safety and meal planning; Complete two meal plans.
Learning Activity(s) This class will take place in the school kitchen to allow for demonstration scenarios.

 Meal planning: Students will finish working on two individual meal plans. They will have already
chosen what type of meal plan to create (breakfast, lunch, or dinner).
 Began in previous lesson by viewing several meal plans available online for inspiration and to

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


ED3700 CTS Module Planning CTS Module FOD1040: Meal Planning 1 & CCS1080: Community Volunteerism 1
Alphanumeric Code and Title
Component 1: Integrated Assessment Plan

Teacher Name: Crystal Malinowski


CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Total Instructional Hours Allotted

see wide variety of possibilities.


 Record (write) evidence of their consideration of factors that influence food choices.
Remind students these meal plans will be due at the end of next class.

 As students are working on meal plans, I will pull them aside individually to respond to a series of
verbal prompts regarding kitchen safety and meal planning. They will then view a kitchen scenario to
determine all the hazards that have been demonstrated, and correct those hazards.
 Verbal Q&A: I will be assessing for a sound understanding of safe food handling practices,
universal precautions, and proper equipment usage. I will also be assessing for evidence of
understanding the components required for meal plan creation, and understanding of factors
that influence food choice.

 2 Meal Plans due at end of class.

 As students leave class they will sign up on sheet what type of meal they’d like to create in the
following class.

Lesson # 8 of 40 Meal Preparation 1


Outcome(s) FOD:
2.1 plan and prepare a breakfast, lunch, dinner and/or a special occasion meal, considering such factors as:
2.1.1 preparing a grocery list
2.1.2 estimating costs
2.1.3 buying and storing foods
2.1.4 time management
2.1.5 nutrient value of foods and meals
2.1.6 preparation techniques
2.1.7 skill level
2.1.8 availability of tools and equipment
2.1.9 presentation of foods
2.2 evaluate one meal according to one or more of the following:
2.2.1 nutrition
2.2.2 preparation time
2.2.3 cost
2.2.4 preparation techniques

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


ED3700 CTS Module Planning CTS Module FOD1040: Meal Planning 1 & CCS1080: Community Volunteerism 1
Alphanumeric Code and Title
Component 1: Integrated Assessment Plan

Teacher Name: Crystal Malinowski


CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Total Instructional Hours Allotted

3. Identify and demonstrate safe and sanitary practices


3.1 maintain a clean, sanitary, safe work area
3.2 apply universal precautions related to:
3.2.1 personal protective equipment (PPE); e.g., hair coverings, aprons, gloves
3.2.2 hand-washing techniques
3.2.3 infectious diseases
3.2.4 blood-borne pathogens
3.2.5 bacteria, viruses, moulds
3.2.6 safety and first-aid applications; e.g., back safety, cuts, slip and trip hazards
3.3 use all materials, products and implements appropriately
3.4 clean, sanitize and store materials, products and implements correctly
3.5 dispose of waste materials in an environmentally safe manner

FOD & CCS: Basic Competencies


4. Demonstrate basic competencies
4.1 demonstrate fundamental skills to:
4.1.1 communicate
4.1.2 manage information
4.1.3 use numbers
4.1.4 think and solve problems
4.2 demonstrate personal management skills to:
4.2.1 demonstrate positive attitudes and behaviours
4.2.2 be responsible
4.2.3 be adaptable
4.2.4 learn continuously
4.2.5 work safely
4.3 demonstrate teamwork skills to:
4.3.1 work with others
4.3.2 participate in projects and tasks
Assessment Evidence(s)
 Purpose
 Modality Formative
 Device Do and Say
 Criteria Checklist
Students will work in small groups to follow a meal plan and prepare one recipe that will then be
available to the school community.
Learning Activity(s)  Students will be organized into small groups based on their preferences (on sign up sheet in previous

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


ED3700 CTS Module Planning CTS Module FOD1040: Meal Planning 1 & CCS1080: Community Volunteerism 1
Alphanumeric Code and Title
Component 1: Integrated Assessment Plan

Teacher Name: Crystal Malinowski


CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Total Instructional Hours Allotted

lesson)

 Each group will be assigned one meal plan created by one of their peers (I will first review to ensure
completeness and supplement any additional components as needed).

 As students are reviewing recipe and preparing food, I will observe for evidence of basic
competencies (working and communicating as a group); consideration of meal plans (ie. Skill level and
ingredients) and safety.

 Lunch and supper meals will be packaged up to provide to the school community; Breakfast meals will
be packaged up to be provided in the next day’s breakfast program.

Lesson # 9 of 40 Meal Preparation 2


Outcome(s) FOD:
2.1 plan and prepare a breakfast, lunch, dinner and/or a special occasion meal, considering such factors as:
2.1.1 preparing a grocery list
2.1.2 estimating costs
2.1.3 buying and storing foods
2.1.4 time management
2.1.5 nutrient value of foods and meals
2.1.6 preparation techniques
2.1.7 skill level
2.1.8 availability of tools and equipment
2.1.9 presentation of foods
2.2 evaluate one meal according to one or more of the following:
2.2.1 nutrition
2.2.2 preparation time
2.2.3 cost
2.2.4 preparation techniques
3. Identify and demonstrate safe and sanitary practices
3.1 maintain a clean, sanitary, safe work area
3.2 apply universal precautions related to:
3.2.1 personal protective equipment (PPE); e.g., hair coverings, aprons, gloves
3.2.2 hand-washing techniques
3.2.3 infectious diseases

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


ED3700 CTS Module Planning CTS Module FOD1040: Meal Planning 1 & CCS1080: Community Volunteerism 1
Alphanumeric Code and Title
Component 1: Integrated Assessment Plan

Teacher Name: Crystal Malinowski


CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Total Instructional Hours Allotted

3.2.4 blood-borne pathogens


3.2.5 bacteria, viruses, moulds
3.2.6 safety and first-aid applications; e.g., back safety, cuts, slip and trip hazards
3.3 use all materials, products and implements appropriately
3.4 clean, sanitize and store materials, products and implements correctly
3.5 dispose of waste materials in an environmentally safe manner

FOD & CCS: Basic Competencies


4. Demonstrate basic competencies
4.1 demonstrate fundamental skills to:
4.1.1 communicate
4.1.2 manage information
4.1.3 use numbers
4.1.4 think and solve problems
4.2 demonstrate personal management skills to:
4.2.1 demonstrate positive attitudes and behaviours
4.2.2 be responsible
4.2.3 be adaptable
4.2.4 learn continuously
4.2.5 work safely
4.3 demonstrate teamwork skills to:
4.3.1 work with others
4.3.2 participate in projects and tasks
Assessment Evidence(s)
 Purpose
 Modality Formative
 Device Do and Say
 Criteria Checklist
Students will work in small groups to follow a meal plan and prepare one recipe that will then be
available to the school community.
Learning Activity(s)  Students will be organized into small groups – groups decided by teacher.

 Each group will be assigned one meal plan created by one of their peers (I will first review to ensure
completeness and supplement any additional components as needed).

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


ED3700 CTS Module Planning CTS Module FOD1040: Meal Planning 1 & CCS1080: Community Volunteerism 1
Alphanumeric Code and Title
Component 1: Integrated Assessment Plan

Teacher Name: Crystal Malinowski


CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Total Instructional Hours Allotted

 As students are reviewing recipe and preparing food, I will observe for evidence of basic
competencies (working and communicating as a group); consideration of meal plans (ie. Skill level and
ingredients) and safety.

Lunch and supper meals will be packaged up to provide to the school community; Breakfast meals will be
packaged up to be provided in the next day’s breakfast program.

Lesson # 10 of 40 Reflection & Meal Planning


Outcome(s) CCS & FOD:
5. Make personal connections to the cluster content and processes to inform possible pathway choices:
5.1 Complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences
5.2 create a connection between a personal inventory and occupational choices

FOD:
2.1 plan and prepare a breakfast, lunch, dinner and/or a special occasion meal, considering such factors as:
2.1.1 preparing a grocery list
2.1.2 estimating costs
2.1.3 buying and storing foods
2.1.4 time management
2.1.5 nutrient value of foods and meals
2.1.6 preparation techniques
2.1.7 skill level
2.1.8 availability of tools and equipment
2.1.9 presentation of foods
2.2 evaluate one meal according to one or more of the following:
2.2.1 nutrition
2.2.2 preparation time
2.2.3 cost
2.2.4 preparation techniques
Assessment Evidence(s)
 Purpose
 Modality Summative
 Device Write and Do
 Criteria Rubric

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


ED3700 CTS Module Planning CTS Module FOD1040: Meal Planning 1 & CCS1080: Community Volunteerism 1
Alphanumeric Code and Title
Component 1: Integrated Assessment Plan

Teacher Name: Crystal Malinowski


CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Total Instructional Hours Allotted

Reflect on experiences within this course and analyze personal growth and development; identify
strengths, areas for opportunity, and elements of excitement for upcoming volunteerism.
Learning Activity(s)  Students will complete a reflection in which they analyze experiences within this course, assess
personal growth and development, identify strengths and areas for opportunity, and identify what
they are anticipating or are excited about for the remainder of this course.
 Once finished, they may be begin planning one meal plan – they may choose what type of meal to
plan (breakfast, lunch, or dinner). Meal plan will be due at the end of the next class.
 Reflection will be due at end of class

Lesson # 11 of 40 Meal Planning 4


Outcome(s) FOD:
1. Describe factors influencing food choices
1.1 identify factors that affect food choices when selecting foods and planning meals, including:
1.1.1 nutrition
1.1.2 resources; e.g., time, skills, energy, financial considerations, equipment
1.1.3 family and/or cultural traditions
1.2 identify psychological and sociological influences; e.g., peer/media pressure, eating disorders
1.3 discuss special dietary considerations
1.4 discuss the importance of consumer strategies in the selection and purchase of foods, considering:
1.4.1 types of food supply stores
1.4.2 food merchandising; e.g., food storage, food packaging
1.4.3 comparative shopping; e.g., label information, food grades

2. Identify and demonstrate factors contributing to successful meal planning by planning, preparing and evaluating healthy meals
for varying lifestyles and special occasions
2.1 plan and prepare a breakfast, lunch, dinner and/or a special occasion meal, considering such factors as:
2.1.1 preparing a grocery list
2.1.2 estimating costs
2.1.3 buying and storing foods
2.1.4 time management
2.1.5 nutrient value of foods and meals
2.1.6 preparation techniques
2.1.7 skill level
2.1.8 availability of tools and equipment
2.1.9 presentation of foods
2.2 evaluate one meal according to one or more of the following:

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


ED3700 CTS Module Planning CTS Module FOD1040: Meal Planning 1 & CCS1080: Community Volunteerism 1
Alphanumeric Code and Title
Component 1: Integrated Assessment Plan

Teacher Name: Crystal Malinowski


CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Total Instructional Hours Allotted

2.2.1 nutrition
2.2.2 preparation time
2.2.3 cost
2.2.4 preparation techniques
Assessment Evidence(s)
 Purpose
 Modality Summative
 Device Write
 Criteria Rubric
Finish one individual meal plan for a meal type of their choosing
Learning Activity(s)  Meal planning: Students will continue working on one individual meal plan. They will have already
chosen what type of meal plans to create (breakfast, lunch, or dinner).
 Began in previous lesson by viewing several meal plans available online for inspiration and to
see wide variety of possibilities.
 Record (write) evidence of their consideration of factors that influence food choices.
 Remind students their meal plans will be due at the end of class.
 I will look for on-task behaviour, evidence of consideration of food choice influences, and all
essential meal plan criteria is met.

 As students leave class they will sign up on sheet what type of meal they’d like to create in the
following class.

Lesson # 12 - 14 of 40 Meal Preparation 4-6


Outcome(s) FOD:
2.1 plan and prepare a breakfast, lunch, dinner and/or a special occasion meal, considering such factors as:
2.1.1 preparing a grocery list
2.1.2 estimating costs
2.1.3 buying and storing foods
2.1.4 time management
2.1.5 nutrient value of foods and meals
2.1.6 preparation techniques
2.1.7 skill level

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


ED3700 CTS Module Planning CTS Module FOD1040: Meal Planning 1 & CCS1080: Community Volunteerism 1
Alphanumeric Code and Title
Component 1: Integrated Assessment Plan

Teacher Name: Crystal Malinowski


CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Total Instructional Hours Allotted

2.1.8 availability of tools and equipment


2.1.9 presentation of foods
2.2 evaluate one meal according to one or more of the following:
2.2.1 nutrition
2.2.2 preparation time
2.2.3 cost
2.2.4 preparation techniques
3. Identify and demonstrate safe and sanitary practices
3.1 maintain a clean, sanitary, safe work area
3.2 apply universal precautions related to:
3.2.1 personal protective equipment (PPE); e.g., hair coverings, aprons, gloves
3.2.2 hand-washing techniques
3.2.3 infectious diseases
3.2.4 blood-borne pathogens
3.2.5 bacteria, viruses, moulds
3.2.6 safety and first-aid applications; e.g., back safety, cuts, slip and trip hazards
3.3 use all materials, products and implements appropriately
3.4 clean, sanitize and store materials, products and implements correctly
3.5 dispose of waste materials in an environmentally safe manner

FOD & CCS: Basic Competencies


4. Demonstrate basic competencies
4.1 demonstrate fundamental skills to:
4.1.1 communicate
4.1.2 manage information
4.1.3 use numbers
4.1.4 think and solve problems
4.2 demonstrate personal management skills to:
4.2.1 demonstrate positive attitudes and behaviours
4.2.2 be responsible
4.2.3 be adaptable
4.2.4 learn continuously
4.2.5 work safely
4.3 demonstrate teamwork skills to:
4.3.1 work with others
4.3.2 participate in projects and tasks
Assessment Evidence(s)
 Purpose

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


ED3700 CTS Module Planning CTS Module FOD1040: Meal Planning 1 & CCS1080: Community Volunteerism 1
Alphanumeric Code and Title
Component 1: Integrated Assessment Plan

Teacher Name: Crystal Malinowski


CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Total Instructional Hours Allotted

 Modality Summative
 Device Do, Write, and Say
 Criteria Checklist; Conversation; Basic Competencies
Students will work in small groups to follow a meal plan and prepare one recipe that will then be
available to the school community.
Learning Activity(s)  Students will be organized into small groups to create a meal type of their preference (evidence
taken from sign-up sheet in previous class).

 Each group will be assigned one meal plan created by one of their peers (I will first review to ensure
completeness and supplement any additional components as needed).

 As students are reviewing recipe and preparing food, I will observe for evidence of basic
competencies (working and communicating as a group); consideration of meal plans (ie. Skill level and
ingredients) and safety.

Lunch and supper meals will be packaged up to provide to the school community; Breakfast meals will be
packaged up to be provided in the next day’s breakfast program.

Lesson # 15 of 40 Reflection & Meal Planning 2


Outcome(s) CCS & FOD:
5. Make personal connections to the cluster content and processes to inform possible pathway choices:
5.1 Complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences
5.2 create a connection between a personal inventory and occupational choices

FOD:
2.1 plan and prepare a breakfast, lunch, dinner and/or a special occasion meal, considering such factors as:
2.1.1 preparing a grocery list
2.1.2 estimating costs
2.1.3 buying and storing foods
2.1.4 time management
2.1.5 nutrient value of foods and meals
2.1.6 preparation techniques
2.1.7 skill level
2.1.8 availability of tools and equipment

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


ED3700 CTS Module Planning CTS Module FOD1040: Meal Planning 1 & CCS1080: Community Volunteerism 1
Alphanumeric Code and Title
Component 1: Integrated Assessment Plan

Teacher Name: Crystal Malinowski


CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Total Instructional Hours Allotted

2.1.9 presentation of foods


2.2 evaluate one meal according to one or more of the following:
2.2.1 nutrition
2.2.2 preparation time
2.2.3 cost
2.2.4 preparation techniques
Assessment Evidence(s)
 Purpose
 Modality Summative
 Device Write and Do
 Criteria Rubric
Reflect on experiences within this course and analyze personal growth and development; identify
strengths, areas for opportunity, and elements of excitement for upcoming volunteerism.
Learning Activity(s)  Students will complete a reflection in which they analyze experiences within this course, assess
personal growth and development, identify strengths and areas for opportunity, and identify what
they are anticipating or are excited about for the remainder of this course.
 Once finished, they may be begin planning one meal plan – they may choose what type of meal to
plan (breakfast, lunch, or dinner). Meal plan will be due at the end of the next class.
 Reflection will be due at end of class.

Lesson # 16 of 40 Meal Planning 5


Outcome(s) FOD:
1. Describe factors influencing food choices
1.1 identify factors that affect food choices when selecting foods and planning meals, including:
1.1.1 nutrition
1.1.2 resources; e.g., time, skills, energy, financial considerations, equipment
1.1.3 family and/or cultural traditions
1.2 identify psychological and sociological influences; e.g., peer/media pressure, eating disorders
1.3 discuss special dietary considerations
1.4 discuss the importance of consumer strategies in the selection and purchase of foods, considering:
1.4.1 types of food supply stores
1.4.2 food merchandising; e.g., food storage, food packaging
1.4.3 comparative shopping; e.g., label information, food grades

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


ED3700 CTS Module Planning CTS Module FOD1040: Meal Planning 1 & CCS1080: Community Volunteerism 1
Alphanumeric Code and Title
Component 1: Integrated Assessment Plan

Teacher Name: Crystal Malinowski


CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Total Instructional Hours Allotted

2. Identify and demonstrate factors contributing to successful meal planning by planning, preparing and evaluating healthy meals
for varying lifestyles and special occasions
2.1 plan and prepare a breakfast, lunch, dinner and/or a special occasion meal, considering such factors as:
2.1.1 preparing a grocery list
2.1.2 estimating costs
2.1.3 buying and storing foods
2.1.4 time management
2.1.5 nutrient value of foods and meals
2.1.6 preparation techniques
2.1.7 skill level
2.1.8 availability of tools and equipment
2.1.9 presentation of foods
2.2 evaluate one meal according to one or more of the following:
2.2.1 nutrition
2.2.2 preparation time
2.2.3 cost
2.2.4 preparation techniques
Assessment Evidence(s)
 Purpose
 Modality Summative
 Device Write
 Criteria Rubric
Finish one individual meal plan for a meal type of their choosing
Learning Activity(s)  Meal planning: Students will continue working on one individual meal plan. They will have already
chosen what type of meal plans to create (breakfast, lunch, or dinner).
 Began in previous lesson by viewing several meal plans available online for inspiration and to
see wide variety of possibilities.
 Record (write) evidence of their consideration of factors that influence food choices.
 Remind students their meal plans will be due at the end of class.
 I will look for on-task behaviour, evidence of consideration of food choice influences, and all
essential meal plan criteria is met.

 As students leave class they will sign up on sheet what type of meal they’d like to create in the
following class.

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


ED3700 CTS Module Planning CTS Module FOD1040: Meal Planning 1 & CCS1080: Community Volunteerism 1
Alphanumeric Code and Title
Component 1: Integrated Assessment Plan

Teacher Name: Crystal Malinowski


CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Total Instructional Hours Allotted

Lesson # 17-19 of 40 Meal Preparation 7-9


Outcome(s) FOD:
2.1 plan and prepare a breakfast, lunch, dinner and/or a special occasion meal, considering such factors as:
2.1.1 preparing a grocery list
2.1.2 estimating costs
2.1.3 buying and storing foods
2.1.4 time management
2.1.5 nutrient value of foods and meals
2.1.6 preparation techniques
2.1.7 skill level
2.1.8 availability of tools and equipment
2.1.9 presentation of foods
2.2 evaluate one meal according to one or more of the following:
2.2.1 nutrition
2.2.2 preparation time
2.2.3 cost
2.2.4 preparation techniques
3. Identify and demonstrate safe and sanitary practices
3.1 maintain a clean, sanitary, safe work area
3.2 apply universal precautions related to:
3.2.1 personal protective equipment (PPE); e.g., hair coverings, aprons, gloves
3.2.2 hand-washing techniques
3.2.3 infectious diseases
3.2.4 blood-borne pathogens
3.2.5 bacteria, viruses, moulds
3.2.6 safety and first-aid applications; e.g., back safety, cuts, slip and trip hazards
3.3 use all materials, products and implements appropriately
3.4 clean, sanitize and store materials, products and implements correctly
3.5 dispose of waste materials in an environmentally safe manner

FOD & CCS: Basic Competencies


4. Demonstrate basic competencies
4.1 demonstrate fundamental skills to:
4.1.1 communicate
4.1.2 manage information
4.1.3 use numbers

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


ED3700 CTS Module Planning CTS Module FOD1040: Meal Planning 1 & CCS1080: Community Volunteerism 1
Alphanumeric Code and Title
Component 1: Integrated Assessment Plan

Teacher Name: Crystal Malinowski


CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Total Instructional Hours Allotted

4.1.4 think and solve problems


4.2 demonstrate personal management skills to:
4.2.1 demonstrate positive attitudes and behaviours
4.2.2 be responsible
4.2.3 be adaptable
4.2.4 learn continuously
4.2.5 work safely
4.3 demonstrate teamwork skills to:
4.3.1 work with others
4.3.2 participate in projects and tasks
Assessment Evidence(s)
 Purpose
 Modality Summative
 Device Do, Write, and Say
 Criteria Checklist; Conversation; Basic Competencies
Students will work in small groups to follow a meal plan and prepare one recipe that will then be
available to the school community.
Learning Activity(s)  Students will be organized into small groups to create a meal type of their preference (evidence
taken from sign-up sheet in previous class).

 Each group will be assigned one meal plan created by one of their peers (I will first review to ensure
completeness and supplement any additional components as needed).

 As students are reviewing recipe and preparing food, I will observe for evidence of basic
competencies (working and communicating as a group); consideration of meal plans (ie. Skill level and
ingredients) and safety.

Lunch and supper meals will be packaged up to provide to the school community; Breakfast meals will be
packaged up to be provided in the next day’s breakfast program.

Lesson # 20 of 40 Reflection & Volunteerism Considerations


Outcome(s) CCS:
1. Explain the role of volunteers in a community

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


ED3700 CTS Module Planning CTS Module FOD1040: Meal Planning 1 & CCS1080: Community Volunteerism 1
Alphanumeric Code and Title
Component 1: Integrated Assessment Plan

Teacher Name: Crystal Malinowski


CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Total Instructional Hours Allotted

1.1 define volunteerism and altruism


1.2 describe the personal rewards available by volunteering, including:
1.2.1 self-esteem and self-fulfillment
1.2.2 learning and career awareness
1.2.3 employability
1.2.4 enhanced community awareness
1.2.5 career awareness
1.2.6 health and wellness
1.3 justify the essential characteristics of a volunteer, including:
1.3.1 confidentiality/ethics
1.3.2 attendance/punctuality
1.3.3 resource/time management
1.3.4 adherence to rules and regulations
1.3.5 safety
1.3.6 enthusiasm
1.3.7 sense of humour
1.4 outline several volunteer opportunities in a community
1.5 describe societal benefits of volunteerism
1.6 outline the clients’ responsibilities in the volunteering relationship
1.7 describe considerations for personal safety related to volunteering

CCS & FOD:


5. Make personal connections to the cluster content and processes to inform possible pathway choices:
5.1 Complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences
5.2 create a connection between a personal inventory and occupational choices

Assessment Evidence(s)
 Purpose
 Modality Summative
 Device Write and Do
 Criteria Reflection Rubric and Exit slip
Reflect on experiences within this course and analyze personal growth and development; identify
strengths, areas for opportunity, and elements of excitement for upcoming volunteerism.
Learning Activity(s)  Students will complete a reflection in which they analyze experiences within this course, assess
personal growth and development, identify strengths and areas for opportunity, and identify what
they are anticipating or are excited about for the remainder of this course.

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


ED3700 CTS Module Planning CTS Module FOD1040: Meal Planning 1 & CCS1080: Community Volunteerism 1
Alphanumeric Code and Title
Component 1: Integrated Assessment Plan

Teacher Name: Crystal Malinowski


CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Total Instructional Hours Allotted

 Reflection will be due at end of class.


 Once finished, they will begin considering volunteer opportunities in Lethbridge. They may use
computers to explore current opportunities, or brainstorm based on their own interests.
 Exit Slip: What would be your ideal volunteer experience?
 I will use the exit slip responses to assign students to either the Food Bank or Soup Kitchen for 15
hours of active volunteerism later in this course.

Lesson # 21 of 40 Volunteerism Considerations


Outcome(s) CCS:
1. Explain the role of volunteers in a community
1.1 define volunteerism and altruism
1.2 describe the personal rewards available by volunteering, including:
1.2.1 self-esteem and self-fulfillment
1.2.2 learning and career awareness
1.2.3 employability
1.2.4 enhanced community awareness
1.2.5 career awareness
1.2.6 health and wellness
1.3 justify the essential characteristics of a volunteer, including:
1.3.1 confidentiality/ethics
1.3.2 attendance/punctuality
1.3.3 resource/time management
1.3.4 adherence to rules and regulations
1.3.5 safety
1.3.6 enthusiasm
1.3.7 sense of humour
1.4 outline several volunteer opportunities in a community
1.5 describe societal benefits of volunteerism
1.6 outline the clients’ responsibilities in the volunteering relationship
1.7 describe considerations for personal safety related to volunteering

2. Perform as a volunteer in a specific volunteer activity or placement


2.1 choose a suitable community placement that will enhance interests and abilities
2.2 write a job description, outlining the duties and expectations, that meets with the approval of the supervising teacher and client

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


ED3700 CTS Module Planning CTS Module FOD1040: Meal Planning 1 & CCS1080: Community Volunteerism 1
Alphanumeric Code and Title
Component 1: Integrated Assessment Plan

Teacher Name: Crystal Malinowski


CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Total Instructional Hours Allotted

Assessment Evidence(s)
 Purpose
 Modality Formative
 Device Do, Write, and Say
 Criteria Checklist
Evaluation of volunteer responsibilities, characteristics, safety considerations, and personal and societal
benefits.
Learning Activity(s)  Whole-class discussion: What makes a good volunteer?
 Brainstorm using mindmap to identify characters and qualities of a successful volunteer
 Students will be assigned a position either at the Food Bank or Soup Kitchen (based on feedback from
exit slip in previous lesson) – Volunteering will begin in lesson 24.
 Students will write a job description, outlining the duties and expectations for their position there,
highlighting prior personal experiences, skills, and interests (ensuring to include cooking skills and
experience).
 Exit slip: Identify one personal goal for volunteering.

Lesson # 22-23 of 40 Meal Preparation 10 & 11


Outcome(s) FOD:
2.1 plan and prepare a breakfast, lunch, dinner and/or a special occasion meal, considering such factors as:
2.1.1 preparing a grocery list
2.1.2 estimating costs
2.1.3 buying and storing foods
2.1.4 time management
2.1.5 nutrient value of foods and meals
2.1.6 preparation techniques
2.1.7 skill level
2.1.8 availability of tools and equipment
2.1.9 presentation of foods
2.2 evaluate one meal according to one or more of the following:
2.2.1 nutrition
2.2.2 preparation time
2.2.3 cost
2.2.4 preparation techniques

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


ED3700 CTS Module Planning CTS Module FOD1040: Meal Planning 1 & CCS1080: Community Volunteerism 1
Alphanumeric Code and Title
Component 1: Integrated Assessment Plan

Teacher Name: Crystal Malinowski


CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Total Instructional Hours Allotted

3. Identify and demonstrate safe and sanitary practices


3.1 maintain a clean, sanitary, safe work area
3.2 apply universal precautions related to:
3.2.1 personal protective equipment (PPE); e.g., hair coverings, aprons, gloves
3.2.2 hand-washing techniques
3.2.3 infectious diseases
3.2.4 blood-borne pathogens
3.2.5 bacteria, viruses, moulds
3.2.6 safety and first-aid applications; e.g., back safety, cuts, slip and trip hazards
3.3 use all materials, products and implements appropriately
3.4 clean, sanitize and store materials, products and implements correctly
3.5 dispose of waste materials in an environmentally safe manner

FOD & CCS: Basic Competencies


4. Demonstrate basic competencies
4.1 demonstrate fundamental skills to:
4.1.1 communicate
4.1.2 manage information
4.1.3 use numbers
4.1.4 think and solve problems
4.2 demonstrate personal management skills to:
4.2.1 demonstrate positive attitudes and behaviours
4.2.2 be responsible
4.2.3 be adaptable
4.2.4 learn continuously
4.2.5 work safely
4.3 demonstrate teamwork skills to:
4.3.1 work with others
4.3.2 participate in projects and tasks
Assessment Evidence(s)
 Purpose
 Modality Summative
 Device Do, Write, and Say
 Criteria Checklist; Conversation; Basic Competencies
Students will work in small groups to follow a meal plan and prepare one recipe that will then be
available to the school community.
Learning Activity(s)  Students will be organized into small groups to create a meal type of their preference (evidence

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


ED3700 CTS Module Planning CTS Module FOD1040: Meal Planning 1 & CCS1080: Community Volunteerism 1
Alphanumeric Code and Title
Component 1: Integrated Assessment Plan

Teacher Name: Crystal Malinowski


CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Total Instructional Hours Allotted

taken from sign-up sheet in previous class).

 Each group will be assigned one meal plan created by one of their peers (I will first review to ensure
completeness and supplement any additional components as needed).

 As students are reviewing recipe and preparing food, I will observe for evidence of basic
competencies (working and communicating as a group); consideration of meal plans (ie. Skill level and
ingredients) and safety.

Lunch and supper meals will be packaged up to provide to the school community; Breakfast meals will be
packaged up to be provided in the next day’s breakfast program.

Lesson # 24-38 of 40 Community Volunteerism


Outcome(s) 2. Perform as a volunteer in a specific volunteer activity or placement
2.1 choose a suitable community placement that will enhance interests and abilities
2.3 perform at least 15 hours of volunteerism in a teacher-approved community locale

FOD & CCS: Basic Competencies


4. Demonstrate basic competencies
4.1 demonstrate fundamental skills to:
4.1.1 communicate
4.1.2 manage information
4.1.3 use numbers
4.1.4 think and solve problems
4.2 demonstrate personal management skills to:
4.2.1 demonstrate positive attitudes and behaviours
4.2.2 be responsible
4.2.3 be adaptable
4.2.4 learn continuously
4.2.5 work safely
4.3 demonstrate teamwork skills to:
4.3.1 work with others
4.3.2 participate in projects and tasks

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


ED3700 CTS Module Planning CTS Module FOD1040: Meal Planning 1 & CCS1080: Community Volunteerism 1
Alphanumeric Code and Title
Component 1: Integrated Assessment Plan

Teacher Name: Crystal Malinowski


CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Total Instructional Hours Allotted

Assessment Evidence(s)
 Purpose
 Modality Formative (observations) & Summative (written reflection journals)
 Device Do, Say, and Write
 Criteria Checklist; Verbal Q&A; Rubric
Students will demonstrate 15 hours of active volunteerism; Reflect on experiences; Demonstrate basic
competencies
Learning Activity(s)  Students will complete 15 hours of active volunteerism in an approved setting; they will be assigned to
either the Food Bank or Soup Kitchen (as indicated by their preference in a previous lesson). Students
will track their hours of volunteerism on a log sheet that will be signed/approved by the client (Food
Bank or Soup Kitchen).
 Throughout their volunteering, I will complete observations to assess the basic competencies
demonstrated by each student. Before/during/after observations, I will engage students in verbal
Q&A’s to assess their analysis of experiences in relation to personal interest and benefits of
volunteering.
 Students are to complete three written journals detailing their volunteerism journey, and I will provide
prompts for them to respond to in these journal entries. I will be looking for evidence of thoughtfulness,
synthesis of their lived experience vs. what was taught in class (ie. Qualities and benefits of
volunteering, characteristics of a successful volunteer, etc).
 The final day of volunteering will include an interview with the client (Food Bank or Soup Kitchen) to
evaluate personal performance as a volunteer and identify areas for growth and development as a
volunteer. Students will be provided with an interview guide to record responses.

Lesson # 39 of 40 Reflection & Goal Workshop.


Outcome(s) CCS:
1. Explain the role of volunteers in a community
1.1 define volunteerism and altruism
1.2 describe the personal rewards available by volunteering, including:
1.2.1 self-esteem and self-fulfillment

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


ED3700 CTS Module Planning CTS Module FOD1040: Meal Planning 1 & CCS1080: Community Volunteerism 1
Alphanumeric Code and Title
Component 1: Integrated Assessment Plan

Teacher Name: Crystal Malinowski


CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Total Instructional Hours Allotted

1.2.2 learning and career awareness


1.2.3 employability
1.2.4 enhanced community awareness
1.2.5 career awareness
1.2.6 health and wellness
1.3 justify the essential characteristics of a volunteer, including:
1.3.1 confidentiality/ethics
1.3.2 attendance/punctuality
1.3.3 resource/time management
1.3.4 adherence to rules and regulations
1.3.5 safety
1.3.6 enthusiasm
1.3.7 sense of humour
1.4 outline several volunteer opportunities in a community
1.5 describe societal benefits of volunteerism
1.6 outline the clients’ responsibilities in the volunteering relationship
1.7 describe considerations for personal safety related to volunteering

3. Evaluate personal performance in a specific volunteer activity or placement


3.1 describe experiences and personal reflections related to the volunteering activities
3.2 interview the client to:
3.2.1 evaluate personal performance as a volunteer
3.2.2 identify areas for growth and development as a volunteer
3.3 summarize goals for future volunteering experiences based on personal reflections and interviews with the client.

FOD & CCS: Basic Competencies


4. Demonstrate basic competencies
4.1 demonstrate fundamental skills to:
4.1.1 communicate
4.1.2 manage information
4.1.3 use numbers
4.1.4 think and solve problems
4.2 demonstrate personal management skills to:
4.2.1 demonstrate positive attitudes and behaviours
4.2.2 be responsible
4.2.3 be adaptable
4.2.4 learn continuously
4.2.5 work safely
4.3 demonstrate teamwork skills to:

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


ED3700 CTS Module Planning CTS Module FOD1040: Meal Planning 1 & CCS1080: Community Volunteerism 1
Alphanumeric Code and Title
Component 1: Integrated Assessment Plan

Teacher Name: Crystal Malinowski


CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Total Instructional Hours Allotted

4.3.1 work with others


4.3.2 participate in projects and tasks

5. Make personal connections to the cluster content and processes to inform possible pathway choices:
5.1 Complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences
5.2 create a connection between a personal inventory and occupational choices

Assessment Evidence(s)
 Purpose
 Modality Summative
 Device Say & Write
 Criteria Conversation, Rubric (reflection), exit slip.
Participation in a goal-setting “workshop” and reflection of lived experiences through volunteerism
Learning Activity(s)  “Welcome Back” activity to welcome students back to the school, and to acknowledge their efforts in
completing 15 hours of volunteering.
 Small group discussion: Students will be provided time to discuss their experiences.
 Prompts will be displayed on the board for students to respond to:
“What was your favourite experience from volunteering, and why?”
“What was the most challenging experience?”
“Was there an experience that changed your mind about something, or made you consider an
alternative perspective you hadn’t seen before?”
“What piece of advice would you give to students who are just beginning this course?”
 As students discuss experience, I will observe and participate in conversations, noting participation,
and assessing for evidence of thoughtfulness and effort. I will be listening for a connection between
experiences and knowledge discussed in earlier classes (characteristics of a volunteer, responsibilities,
etc.)
 Goal setting mini-lesson: Discuss the characteristics of a SMART goal. Each student will assess his or her
own growth and personal development thus far, and will create a personal goal to accomplish. This
goal can be used in their personal inventory/portfolio.
 Students will begin compiling all written reflections from the course into their inventory.

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)


ED3700 CTS Module Planning CTS Module FOD1040: Meal Planning 1 & CCS1080: Community Volunteerism 1
Alphanumeric Code and Title
Component 1: Integrated Assessment Plan

Teacher Name: Crystal Malinowski


CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 40 instructional hours


Total Instructional Hours Allotted

Lesson # 40 of 40 Culmination
Outcome(s) 5. Make personal connections to the cluster content and processes to inform possible pathway choices:
5.1 Complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences
5.2 create a connection between a personal inventory and occupational choices

Assessment Evidence(s)
 Purpose
 Modality Formative
 Device Say & Write
 Criteria Conversation, Rubric (updated inventory)
Reflection of lived experiences through volunteerism; Updated personal inventory with all written
reflections included.
Learning Activity(s)  Congratulations to all students for completing course, developing cooking and meal preparation skills,
and for serving their school and community!
 Students will continue updating personal inventories; Ensure this is completed by the end of class.
 Students will reflect on goals created in previous lesson to apply them to future connections and
occupational interests. Ensure their goal is included within their inventory.
 Group discussion: What occupational opportunities or areas could be related to the experience
gained within this class?
 Class mindmap creation: Final thoughts/Insights/What I know now that I didn’t at the beginning of this
course.
 Students will be allowed time at the end of class for open discussion on their career interests, and how
their experiences throughout the course can lead to career opportunities.

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)