Leniczek Erica - Cts Module Plan 2018

CTS Module Plan
AGR2070 - Equine 1
CCS 1080 - Community Volunteering 1
EDUC3700D
Curriculum and Instruction for CTS Non-Majors
May 30, 2018
Erica Leniczek
001167835
Erica Leniczek | 001167835 | CTS Module Plan
Component 1 – Description and Rationale
CTS Module(s) Agriculture: AGR2070 – Equine 1

Community Care Services: CCS1080 – Community Volunteerism
CTS Cluster(s) Natural Resources (NAT)
Health, Recreation, Human Services (HRH)
Occupational Area(s) Agriculture, Community Care Services
Level(s) Introductory/Intermediate
Description
Career and Technology Studies Program
The Career and Technology Studies (CTS) programming allows students to explore an
array of authentic learning opportunities through hands-on activities in areas of passion and
potential career opportunities. In CTS courses, students are given the opportunity to pursue their
own interests and passions while also exploring extended learning opportunities in a safe
environment. Students are encouraged to further their knowledge and skills in various subject
areas – some of which can be applied in daily life and some of which can be transitioned
successfully and directly into careers. CTS also allows students to work at their own pace, which
is a unique asset, especially in the fast-paced high school environment.
NAT and HRH Clusters
Throughout this module plan, students are exposed to two CTS clusters: Natural
Resources (NAT) and Health, Recreation and Human Services (HRH), which will guide student
learning. The cluster Natural Resources is aimed towards areas such as agriculture, forestry, and
primary resources. NAT specifically focuses on hands on learning that engages students through
their passions in the various occupational areas of NAT. This module plan will be based around
the occupational area Agriculture where students will be engaging specifically in the module
Equine 1 through the equine related portion. Furthermore, students will also be engaging in
content from the Health, Recreation, and Human Services sector where they will learn about the
key aspects of volunteering in their community. HRH focuses on humans, and the unique
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opportunities brought forth in healthcare, human services and recreation that allows students to
be involved in their communities, in the health care sector and in recreation services such as
tourism, esthetics, and therapeutic recreation.
Both clusters allow students to focus on areas of interest to study while developing
specialized skills and knowledge through various occupational areas and pathways. NAT and
HRH are distinguished differently than other programs of study because of each of their unique
qualities. NAT prepares students for work with nature whether that be forestry or agriculture
while HRH specializes students towards areas of human interest, services and health for better
communities.
AGR and CCS Occupational Areas
Occupational areas group student learning based on specific competencies related to a

specialized area of work. In this module particularly, students will be engaging with content from
the Agriculture (AGR) and Community Care Services (CCS) occupational areas from NAT and
HRH clusters, respectively. Within the AGR occupational area, students engage with specialized
learning opportunities that allow students to gain an understanding of the diversity and
significance of agriculture within their communities, nationally and globally. Moreover, students
will gain access to opportunities in various sectors of agriculture from floral design to equine
programs and more. Within the CCS occupational area, students engage with learning
opportunities that allow them to provide care and services for individuals in a variety of heath
care and volunteer settings. Students learn to effectively communicate with clientele and learn
specialized and diversified care techniques aimed in their areas of interest.
CTS Pathway
This CTS pathway was designed for a school that offers a specialized grouping of
agricultural pathways with unique ties to community involvement in various sectors. From these
two modules, students can further their leaning in the pathway by taking the next modules in
sequence while continuing with their “Therapeutic Riding” program. In my vision of this
Therapeutic Riding program, students will eventually be able to work towards gaining dual credit
to achieve their CANTRA (Canadian Therapeutic Riding Association) certificate or Equine
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Green Certificate, while also gaining the resources to access volunteering opportunities within
their community. This pathway will be a specialized pathway that will involve CANTRA
certified instructors involved with therapeutic riding that will need to be able to share their
specialized skill set with the course.
CTS Module
This module plan uniquely combines two different clusters, occupational areas, and the
modules Equine 1 and Community Volunteerism 1 to allow students an opportunity to
specifically begin volunteering with the therapeutic riding program near their school. Through
the modules students will understand various aspects of equines and volunteering and will also
gain basic skills important in both areas such as communication, problem solving, and teamwork.
Students will be assessed using many forms of assessment for learning to give students the
utmost success.
Students will be given projects and informal style oral, hands-on tests as assessment of
learning to ensure student success relative to and reflective of his course where students will be
learning the majority of content through skill-based learning techniques and hands on activities.
One key aspect of this module plan is prompted journals or blogs that students will have
to keep and submit for assessment. The purpose of the journal is to allow students to reflect on
their time in sessions as well as to link the information learned in the classroom with the
information learned in the hands-on, field experience portion of the module. Additionally,
students will be able to compile a list of resources and contacts through their journal that will be
able to help them with reference letters and admission to programs in their future. Students will
be able to continue with their specialized skill sets if they wish as they continue on in and outside
of their schooling and in their future careers.
Aditionally, although I have grown up with horses and been around therapeutic riding for
almost 10 years, I will be bringing in experts to help engage students in the learning experience.
These experts will include a CANTRA (Canadian Therapeutic Riding Association) certified
instructor, veterinarians, and an equine nutritionist.
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Program Intent
The intent of this particular module of CTS is to expose students to two crucial criteria:
horses and volunteering opportunities within the community. Throughout the Equine 1 and
Volunteering 1 modules, students are exposed to an array of skills that will help them in life.
First, students will be introduced to the idea of various volunteer opportunities in their
community and the importance of community involvement. Through outcomes, students will
learn the impact of volunteering within their community – for both themselves and community
members. Students will also learn the power behind equine therapy programs within their
community as well. Twice per week students will have a lab or field experience style component
where they work hands-on with horses and eventually help to facilitate therapeutic riding classes.
Through their knowledge of equines, students will be able to volunteer in therapeutic riding
sessions after they have shown their basic competency with horses.
When looking into the future, students hopefully enjoy volunteering within their
community and thus decide to continue being active into adulthood. Furthermore, some students
may want to pursue a career in instructing therapeutic riding or enjoy being around horses for
their own personal enjoyment. From this module students should have the basic skills to
volunteer in their community and find volunteering opportunities as well as basic equine skills
and knowledge for them to use as a base with further endeavours with equines.
Inquiry Question:
To what extent does therapeutic riding affect the volunteering community?
Rationale
CTS Philosophy and Rationale
The CTS program is crucial for students who are not as interested in the academic stream
and for students who also enjoy being more hands on in their learning environment. CTS
highlights the ability for students to gain experience in specialized skill sets of their interest.
Furthermore, students can gain access to post-secondary program accreditation from their
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passions in CTS pathways or areas, and in some instances, students can even achieve full
certification for some career areas when they leave high school.
In the instance of this specific module, students will gain access to community programs
and various ways to access volunteer opportunities within their communities and any community
they could potentially end up in. Furthermore, students who are involved in CTS courses often
lead to opportunities for students, so scaffolding and implementation of previous knowledge will
be of utmost importance to this course. Students will be expected to represent the school and
their CTS program while enjoying learning about the importance of volunteering and the
beautiful atmosphere that is a therapeutic riding association. Within this public engagement,
students will be able to gain reference letters and certificates to continue them on their journey in
equine sciences and volunteering within their community. Whether or not students choose to
continue volunteering with an equine or equine therapy program, students will be given a very
specific skill set as well as experiences that will set them apart from a lot of individuals applying
for jobs, programs, or scholarships in the future.
Additionally, students are given hands-on experience and engagement with horses and
clients with a vast array of ailments and disabilities. Students will need to recognize the
importance of kindness, calm movements and manners, and respect for persons and space. All of
these skills will benefit students in their future endeavours. Although it is recommended for
students to have 50 hours of previous horse handling experience in either Western or English
disciplines, students are given a unique opportunity to start from step one in this particular
module and work their way through the basic competencies as a group. If a person has
experience, they may challenge the competencies video sooner and will show their volunteering
abilities by helping their peers.
Student engagement is an important aspect of CTS modules/courses because students are
not required to take the courses and take them out of interest. Students are given the opportunity
to leave the school environment and classroom as well as spend time outside with clients.
Students will need to be interested in individuals with various ailments and disabilities as well as
show interest in horses and the barn environment. Given that assumption coming into the course,
students will be given a lot of opportunities to have time with the horses as well as with their
clients. I have no doubt that once students are involved in the therapeutic riding program that
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they will want to continue and will be fully engaged with their clients. From my own personal
experience, volunteering in such an environment is life changing and given the nature of the
environment, students will not have the ability to be unengaged with their volunteering. To
ensure engagement in the classroom, students will be able to debrief after each client session and
will be learning material that will influence them while they are volunteering.
Prerequisites
AGR2070 – Equine 1 has a prerequisite course: AGR3000 – Agriculture Safety, which

exposes students to the risks associated with working in the agriculture industry. AGR3000 also
gives students the skills to recognize and manage risks and hazards within the industry and
environment that they are involved in. Through the course, it can be assumed that students
understand basic agriculture safety when working with equines and in a barn setting, however
this knowledge will have to be tested and ensured before students will be working within the
barn atmosphere with horses. Furthermore, with AGR2070, students can be given access to
supporting courses which include: AGR1010 – Introduction to Agriculture, HCS2020 – First
Aid/CPR with AED, and HCS3000 – Workplace Safety Systems, which will further their
learning and skills in specific agricultural environments and will advance their capabilities within
the industry. Additionally, AGR1070 – Equine 1 has supporting courses that include: AGR1040
– Introduction to Animal basics and AGR2020 – Animal Husbandry/Welfare which students can
inquire about, take prior to, consecutively or afterwards to further their knowledge in the subject.
CCS 1080 – Community Volunteerism does not have any prerequisite or supporting
courses outlined, however students may find it beneficial to have their first aid and CPR courses
to continue on in certain volunteering environments.
OH&S Considerations
Since we are going to be doing a field portion for the course, students will need to know
basic safety considerations for themselves, the horses, and the individuals and clients they are
volunteering with in the program.
First and foremost, I will need to address the accessibility of the therapeutic riding
program. Given that this is a rural campus and the barn where the program is hosted is across the
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street from the school at the college campus, students will be able to walk to the facility. Since
students are in grades 11 and 12, they will have already had an off-campus portion permission
from signed for the year allowing them to leave our school campus. Students will meet in the
foyer of the arena and we will not begin until all students are accounted for during attendance.
In the beginning of the course, we will go over basic arena and barn safety and etiquette,
and students will learn how to properly act around horses. Students will be required to wear
closed toed shoes (runners, cowboy boots, rubber boots, etc. are all appropriate) to be in the
arena or dealing with animals. To ensure all students are up to safety standards, a quick oral test
will be given in a simulated situation where students will have to explain key concepts discussed
around safety from getting to the arena facility, volunteering within the community, and also
horse handling techniques.
As we move through the course and start working with therapeutic riding clients, students
will be required to consider the safety of their client as each session works through various
exercises.
Additionally, although not required, students can receive credits for their First Aid/CPR
and AED courses if they already have it. Students will benefit in this module if they were to have
that additional training if something were to happen.
Assessment Tasks
Assessment 1: Journal
Throughout the module, students will be required to write journal entries or blog posts
discussing their experience in the learning about horses and safety, volunteering and therapeutic
riding sessions. Students will be required to clearly communicate ideas regarding the importance
of volunteering in the community and the specific impact that therapeutic riding has in the
community as well. Their journal will be marked on completion and the level of intellect in
answering of each journal prompt question. Students will be encouraged to create an online
journal in a portfolio style, so they can include their notes, videos, pictures, and a blog of all
question prompts answered, however, if students do not wish to use an online platform, they can
compile their information in a binder or notebook style journal. The journal will be handed
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in/checked online regularly so students can be provided with consistent formative feedback
before their work is assessed for summative evaluation.
Assessment 2: Basic Equine Competencies

The week before students entre the field experience portion (the first week of therapeutic
riding sessions), students will meet in the barn and be assessed one at a time on their horse
handling and care skills. Students will be required to orally and physically answer questions or
prompts for horse care and handling techniques. Students will be asked to catch, halter, and
groom horses. They will have to exemplify proper handling (walking, grooming, approaching,
tying, etc.) techniques while working with horses. Students will be working in groups of three
with the following roles: videographer, questioner, and student being tested. All students will be
videoed and will submit their video onto Google Classroom from which I will assess them.
Students will be given a second oral examination to cover outcomes related to
conformation, balance, feeding, and health care further through the course when students have
had time to learn more information about horses. With more exposure in the barn atmosphere,
students will be able to describe introductory practical skills and approved procedures for
equines.
Assessment 3: Breeding Plan Inquiry Project

Students will be required to create a breeding plan for one breed (of their choice) of
horses based on genetic traits that are favorable to the breed. Students will need to include a
mock registration file of the foal from the breeding plan to exemplify their understanding of the
importance of pedigree in the equine industry. Students can create a poster, website, paper, or
another form of exemplification of their choice that clearly portrays their knowledge. Within
their breeding plan, students will need to identify environmental factors, proper nutrition for
studs, foals, and mares during various times throughout the breeding process. Additionally,
students will need to submit a basic summary of posters/presentations of 2 breeds of horses that
are vastly different from theirs (ex. draft vs. mini vs. light horse).
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Assessment 4: Professionalism Observations

Since this unit is based around professionalism within a volunteering community,
students will be assessed on their ability to clearly communicate with, their respect towards
clients, directors, staff, and other volunteers within the program. Students will be assessed
throughout the course of their volunteering sessions with the therapeutic riding association. The
assessment will include specific criteria outlined in the program of studies for AGR2070 and
CCS1080 as well as comments that will include areas of strength and areas of improvement for
the student. All assessments will be kept to document improvement throughout the module.
Assessment 5: Field Experiences

One key outcome of AGR1080 is that students take part in a specific volunteer activity or
placement and that they have the capabilities to evaluate their personal performance and create a
personal inventory of experiences and goals learned throughout the field experience. This is a
formative assessment for the purpose of student growth and development where students will
evaluate themselves and their growth throughout the module. Furthermore, students will be
required to apply their knowledge in the basic competency areas and respond graciously to
anecdotal conversations and comments regarding their development.
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Component 2 – Integrated Assessment Plan
CTS Module(s) Agriculture: AGR2070 – Equine 1

Community Care Services: CCS1080 – Community Volunteerism
CTS Cluster(s) Natural Resources (NAT)
Health, Recreation, Human Services (HRH)
Occupational Area(s) Agriculture, Community Care Services
Level(s) Introductory/Intermediate
CTS Module/Program Considerations:

• Prerequisites: AGR3000
• Model of Implementation: Exploratory
• Pathway: Specialized – Therapeutic Riding Volunteering Program
• Safety: Equine and agriculture safety (foot ware, proper equine handling, etc.), client safety
• Other: AGR3000 and AGR2070 both have supporting courses which include: AGR1010, AGR1040,
AGR2020, HSC2020, HSC3000
General Notes/Reminders:
• Pre-assess existing knowledge of volunteer opportunities in the community
• Pre-assess existing knowledge of horses and barn etiquette
• Investigate learning needs of students (IPP/IEP, noteworthy points on student file that would affect
students leaving campus and volunteering in a sensitive environment, etc.)
• Parent permission forms
• Use multi-modal assessment components
• Completion of confidentiality agreements
• FOIP
• Computer access for in class days
Essential Understanding(s): Essential Question(s):
“20 years from now, students should
know/remember/be able to do … having To what extent should individuals be involved within their
successfully completed this module”. community?
• Safely handle a horse To what extent do equines impact volunteering in your

• Access information regarding volunteering community?
within their community
• Identify the importance of feeding horses To what extent does therapeutic riding impact your
• Identify the impact of volunteering on society community?
• Describe the appropriate care of a horse and
health factors needed to communicate with a To what extent do volunteer opportunities impact your
veterinarian community?
• Describe favorable traits for conformation and
breeding of horses How does volunteering influence society?
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• Self-evaluate personal performance in

volunteering settings
Essential Processes: Essential Products:
• Observations • Breeding Program
• Journals • Competencies video
Pre-existing Knowledge and Skills: Where Does This Lead?

• AGR3000 – Agriculture Safety is a • AGR2070 gives students the opportunity to understand
prerequisite module for the AGR2070 – horses at an intermediate level where they can give basic
Equine 1 module. In AGR3000 students care to a horse including grooming, trailering, feeding,
learned the importance of safety practices in and basic health care needs.
the agriculture industry, and how to manage • CCS1080 allows students to find resources within their
and assess hazardous circumstances in community that will affect their status as a volunteer.
agriculture. Students will be able to access information about
volunteering in numerous communities and understand
their role as a volunteer.
• When done this module, students can continue onto
Equine 2 and Community Volunteerism 2 where they

can continue their knowledge in the areas of their
specific interest.
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Title Journal Breeding Plan Observations Equine Competencies Field Experiences

Purpose / Type
Summative Formative Formative Summative Formative Summative Summative
Formative
Growth /
Task Growth / Growth / Performance Performance Growth / Competencies Growth/Development
Development
Development Development Task Task Development Quiz
Competencies
Learning Outcomes Do
Modality Write Write Write/Say Write Do Do Do/Say
• CTS Module(s)
• Core Subject(s)
• K&E Competencies Assessor Teacher Self Self/Peer Teacher Self Teacher/Peer Teacher
Self, Peers, Teacher
• 8 Competencies (Alberta
Education) Rating Scale Anchor
Checklist
Anecdotal Checklist Checklist Rubric Checklist Conversation / Q&A Anecdotal Notes
• Literacy/Numeracy Device Anecdotal Notes
Notes Question & Exemplar Exemplar Anecdotal Notes Checklist
Progressions Conversation
Rubric Answer
• Others
Individual
Individual or Individual or Class and Class and
Audience Individual Individual Individual Class
Online Online School School
40% 30%
Weighting 15% 15%
(10% each) (15% each)
Prioritized / Clustered Outcomes Level(s) of Cognition / Performance Criteria

CCS1080
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
1.4 outline several volunteer opportunities in a community
1.5 describe societal benefits of volunteerism Knowledge
Knowledge
5. make personal connections to the cluster content and processes to
inform possible pathway choices Application
5.1 complete/update a personal inventory (demonstrates basic
Application
5.2 create a connection between a personal inventory and competencies)
(demonstrates basic
occupational choices competencies)
AGR2070 On-Going
On-Going
3. demonstrate practical skills and approved procedures for horse
handling, feeding and health care Reflective
Reflective
3.8 describe appropriate care of a horse with:
- 3.8.1 colic Career awareness
Career awareness
- 3.8.2 respiratory disease
- 3.8.3 founder (laminitis) Questioning
Questioning
4. describe policy, legislation and safe practices relevant to
providing horse care
4.1 identify and describe legislation intended to address animal
welfare
4.2 identify and describe organizations in the community that
address animal welfare
4.3 compare different perspectives regarding an issue in animal
welfare
4.4 outline a protocol for responding to an animal welfare issue
6. identify possible life roles related to the skills and content of this
cluster
6.1. recognize and then analyze the opportunities and barriers in the
immediate environment
6.2 identify potential resources to minimize barriers and maximize
opportunities
CCS1080
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 Knowledge Knowledge
1.6 outline the clients’ responsibilities in the volunteering
relationship Application Application
4. demonstrate basic competencies (demonstrates (demonstrates
4.1 demonstrate fundamental skills to: basic basic
- 4.1.1 Communicate competencies) competencies)
- 4.1.2 manage information
- 4.1.3 use numbers Observation Observation
- 4.1.4 think and solve problems
AGR2070 On-Going On-Going
3.1 apply ethical behavior in providing care for a horse
3.3 demonstrate appropriate techniques for handling a horse and for
risk management, including:
- 3.3.1 approaching a horse
- 3.3.2 leading a horse
- 3.3.3 cleaning a horse’s feet
- 3.3.4 grooming a horse
- 3.3.5 tying a horse
- 3.3.6 restraining a horse
CCS1080
1.7 describe considerations for personal safety related to
volunteering
4. demonstrate basic competencies
4.2. demonstrate personal management skills to Application (demonstrates
- 4.2.1 demonstrate positive attitudes and behaviours basic competencies)
- 4.2.2 be responsible
- 4.2.3 be adaptable Evaluation
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- 4.2.4 learn continuously

4.2.5 work safely Check-list Application
AGR2070 (demonstrates basic
1. describe the significance, origin and conformational features of On – Going competencies)
horses
1.3 identify and describe the characteristics and functions of basic Eye contact Observation
external parts of a horse
1.4 analyze and explain conformational features of major body parts Attitude Rating Scale
including:
- 1.4.1 the head and neck Communication with Attitudes
- 1.4.2 the forelimbs and hind limbs horse
1.5 identify factors determining a horse’s balance Communication
2. demonstrate practical skills and approved procedures for horse
handling, feeding and health care Treatment of horse Paying – attention to
3.1 apply ethical behavior in providing care for a horse client
3.3 demonstrate appropriate techniques for handling a horse and for
risk management, including: Client attitude
- 3.3.1 approaching a horse
Eye contact
- 3.3.2 leading a horse
- 3.3.3 cleaning a horse’s feet
Physical proximity
- 3.3.4 grooming a horse
- 3.3.5 tying a horse Quality of client service
- 3.3.6 restraining a horse
- 3.3.7 transporting a horse Reflection of areas of
- 3.3. 8 treating horse injuries and allergies improvement and areas of
3.4 perform approved horse-feeding practices by providing: strengths
- 3.4.1 water
- 3.4.2 roughage On-going
- 3.4.3 concentrate
3.6 monitor and assess the vital signs of a horse, recognizing
abnormalities
3. 7 demonstrate appropriate care for leg wounds on a horse
Application
CCS1080
(demonstrates basic
2. perform as a volunteer in a specific volunteer or placement
competencies
3. evaluate personal performance in specific volunteer activity or
placement
4. demonstrate basic competencies
Evaluation
4.2. demonstrate personal management skills to
- 4.2.1 demonstrate positive attitudes and behaviours
- 4.2.2 be responsible Rating Scale
- 4.2.3 be adaptable
- 4.2.4 learn continuously Communication
- 4.2.5 work safely
Attitudes
AGR2070
5. demonstrate basic competencies Paying attention to client
5.1 demonstrate fundamental skills to:
- 5.1.1 communicate Client attitude
- 5.1.2 manage information
- 5.1.3 use numbers Physical proximity
- 5.1.4 think and solve problems
5.2 demonstrate personal management skills to Eye contact
- 5.2.1 demonstrate positive attitudes and
behaviours Quality of client service
- 5.2.2 be responsible
- 5.2.3 be adaptable Reflection of areas of
- 5.2.4 learn continuously improvement and areas of
- 5.2.5 work safely strength
5.3 demonstrate teamwork skills to:
- 5.3.1 work with others On-going
- 5.3.2 participate in projects and tasks
AGR2070
1. describe the significance, origin and conformational features of
horses
1.1 describe the origin and history of horses and factors that led to
domestication
1.2 identify different types of benefits associated with horses,
including:
- 1.2.1 pleasure
- 1.2.2 companionship Synthesis
- 1.2.3 performance
- 1.2.4 breeding Rubric –
Application
2. identify the types, breeds and characteristics of horses Comprehensive
(demonstrates
2.1 identify and describe the distinguishing characteristics of draft Plan
basic
horses and light horses competencies)
2.2 identify breeds of draft and light horses that are suited to specific Nutrition Plan
applications On-Going
2.3 explain how characteristics of the horse are passed from Breeding plan
generation to generation through commonly used breeding systems, Evaluation
including: Weather
- 2.3.1 inbreeding considerations
Rating Scale
- 2.3.2 line breeding
Conformation
- 2.3.3 crossbreeding Self-Evaluation
and application
2.4 explain principles of heredity relevant to a specific breed of of work
of breed
horse, including
- 2.4.1 dominant and recessive traits Comments
Genetic
- 2.4.2 selection criteria and procedures about self work
concepts
3. demonstrate practical skills and approved procedures for horse including areas
handling, feeding and health care of
Registration of
3.2 identify environmental factors that need to be considered in improvement
stud, mare and
providing care for a horse including: and areas of
foal
- 3.2.1 weather and climate strength
- 3.2.2 land, soil and water characteristics
3.4 perform approved horse-feeding practices by providing:
- 3.4.1 water
- 3.4.2 roughage
- 3.4.3 concentrate
3.5 describe the importance of a regular feeding schedule
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Component 3 – Lesson Sequencing
CTS Module AGR2070: Equine 1

ED3700 CTS Module Planning Alphanumeric Code and Title CCS1080: Community Volunteerism 1
Component 3: Lesson Sequence CTS Level Introductory/Intermediate
Introductory, Intermediate,
Advanced
Teacher Name: Duration 25 hours

Total Instructional Hours Allotted
Lesson # 1 of 25 What is volunteering?

Outcome(s) Basic competencies 1 (1.1, 1.2 - 1.2.1, 1.2.2, 1.2.4; 1.4, 1.5, 1.6, 1.7)
5 (5.2 – 5.2.2, 5.2.5)
Assessment
Evidence(s)
§ Purpose Formative
§ Modality Write
§ Device Rubric, Anecdotal Notes
Learning Activities - Journal: Online research of therapeutic riding and volunteering opportunities
within the community. Students will answer questions regarding their current
opinions of therapeutic riding, horses, and volunteer opportunities within their
community. Students will then do research on volunteer opportunities in their
community and what those specific roles entail. Students will compare and
contrast what they have learned throughout the course of the class.
- Safety: students will discuss and interpret various key areas of safety when in a
barn setting
- Slip Knot Lesson: given the importance of tying slip knots to tie horses,
students will be given time to practice tying a halter to a ring or post to ensure
utmost safety of all students and equine volunteers.
Lesson # 2 of 25 Introduction to Equines (at barn)

Outcome(s) 3 (3.1; 3.3 – 3.3.1, 3.3.2, 3.3.3, 3.3.4, 3.3.5, 3.3.6)
5 (5.1 – 5.1.1, 5.1.2; 5.2 – 5.2.5)
2 (2.1, 2.3)
Assessment
Evidence(s)
§ Modality Do
§ Device Checklist
Learning Activities - Barn Tour: students will be introduced to the barn, barn etiquette and basic
horse safety
- Equine Handling: students will work in groups NO LARGER than 2. First,
students will practice using a halter and tying the halter to the tying area.
Students will be assessing each other and their abilities to tie slip knots before
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they will be allowed to handle horses – each student will exemplify their knot
skills quickly before being assigned a horse to work with. Once students can tie
a knot, they will go and meet their session horses (after an example) to catch,
lead, tie, and groom the horse. All students will give each other formative
feedback and anecdotal conversation/observation will be completed.
Lesson # 3 of 25 Equine History

Outcome(s) 1 (1.1, 1.2 – 1.2.1, 1.2.2, 1.2.3, 1.2.4)
Assessment
Evidence(s)
§ Purpose Summative
§ Modality Write, Say
§ Device Rubric, Checklist, Exemplar
Learning Activities - Breeding Plan: students will be given the first part of their breeding plan
assignment where they will begin researching the benefits associated with
horses and the factors that led to domestication. Students will have a lot of class
time to work on this inquiry project in the stages that are required for
completion.
Lesson # 4 of 25 Barn Etiquette and Handling Practice (at barn)

Outcome(s) 3 (3.1; 3.3 – 3.3.1, 3.3.2, 3.3.3, 3.3.4, 3.3.5, 3.3.6, 3.3.7, 3.3.8; 3.4; 3.5)
2 (2.1, 2.3)
5 (5.1)
Assessment
Evidence(s)
§ Modality Do
§ Device Checklist, Rating Scale
Learning Activities - Video testing practice: students will be given a checklist of points for their
Equine Competencies Quiz 1 and then will be able to go work with their equine
and partner.
- Feed room tour: students will get to go on a feed room tour where they will be
expected to take notes for the benefit of their journal. Students may use their
journal for notes as well.
- Journal: due next class, students will discuss the importance of a feeding
schedule and various basic feed plan ideas. Students will need to discuss three
forms of feed (water, roughage, concentrate) talked about in their feed room
tour.
Lesson # 5 of 25 Volunteering at Therapeutic Riding (at barn)

Outcome(s) 5 (5.1 – 5.1.1, 5.1.2, 5.1.4; 5.2 – 5.2.1, 5.2.2, 5.2.3, 5.2.5)
1 (1.3 – 1.3.1, 1.3.2, 1.3.3, 1.3.4, 1.3.5, 1.3.6, 1.3.7)
2 (2.1, 2.2, 2.3)
4 (4.1 – 4.1.1, 4.1.2; 4.3 – 4.3.1, 4.3.2)
16
5 (5.1)
Assessment
Evidence(s)
§ Device Checklist, Rating Scale
Learning Activities - Therapeutic Riding Research: in small groups, students will research the idea
of therapeutic riding. Students will have to answer questions such as: what is
therapeutic riding? What are the roles of a therapeutic riding volunteer? How
many therapeutic riding opportunities are there in Alberta? What is required to
become a CANTRA leader? What is CANTRA, etc.
- Journal: students will then complete a summary of the information they have
learned. If they have an online journal, this will be in the form of a blog post, if
they have a written journal, students can write their process in the journal as
well. Students will have to write a description of the role they will play in their
time at the therapeutic riding association they are at (this is different than most
descriptions, because students will also be involved with feeding and caring for
horses during their time there)
Lesson # 6 of 25 Basic Equine Competencies Video Testing (at barn)

Outcome(s) 1 (1.3, 1.4 – 1.4.1, 1.4.2; 1.5)
3 (3.1, 3.3 – 3.3.1, 3.3.2, 3.3.3, 3.3.4, 3.3.5, 3.3.6, 3.3.7)
5 (5.3 – 5.3.1, 5.3.2)
Assessment
Evidence(s)
§ Modality Say, Do
§ Device Checklist
Learning Activities - Video testing: students will be given a checklist of basic horse competencies to
know for the test. In small groups of 2-3 students will create a video of their
knowledge. One student will be the student who is being tested, one student
will have the checklist, and one student will be videoing. When students are all
completed their videos, we will go back to the classroom to upload videos onto
Google Classroom.
Lesson # 7 of 25 Horse breeds and characteristics

Outcome(s) 2 (2.1, 2.2, 2.3 – 2.3.1, 2.3.2, 2.3.3; 2.4 – 2.4.1, 2.4.2)
Assessment
Evidence(s)
§ Device Question & Answer, Checklist, Rubric
Learning Activities - Jigsaw: students will be handed out cards with various horse breeds on them,
students will then get into groupings of their specific horse breed. Students will
17
research the breed in their groups by answering specific questions regarding the
characteristics. When students have become experts on their breed they will
change groups and give a small 1-2 minute presentation on their breed
(informally) so other students can take notes in their journals.
- Breeding plan: students will be given time to work on part 1 and part 2 of their
breeding plan where they will begin to research how characteristics of horses
are passed down in various breeding lines. By the end of the class, students
should have a breed and lineage of breeding lines chosen and started being put
together.
Lesson # 8 of 25 Intro to Therapeutic Riding (at barn)

Outcome(s) 2 (2.3)
3 (3.1, 3.3)
5 (5.2 – 5.2.1, 5.2.3, 5.2.3, 5.2.4, 5.2.5; 5.3 – 5.3.1, 5.3.2)
Assessment
Evidence(s)
§ Modality Do
§ Device Rubric, Question & Answer
Learning Activities - Therapeutic Riding Session: (students will be taught the basic competencies
around saddling a horse before beginning the session *all saddles are checked
every session before clients get on regardless of volunteer knowledge) Students
will volunteer for their first therapeutic riding session where they will be given
their equine partner for the duration of the term, meet their client and client care
providers, and learn about the needs of their client
- Observation Rubric: at the end of the session, students will be given the rubric
for their observations. Observations will begin next week – students will be
reminded that this is a base observation that will leave room for the student to
show improvement throughout the module.
Lesson # 9 of 25 Vetting Horses (field trip to local vet clinic)

Outcome(s) 3 (3.6; 3.7; 3.8 – 3.8.1, 3.8.2, 3.8.3; 3.9)
Assessment
Evidence(s)
§ Purpose Formative and Summative
§ Device Question & Answer, Conversation, Rubric, Exemplar
Learning Activities - Vet field trip: the class will go to the local vet clinic where they will learn
about vetting horses. This talk will include horses that are currently under care
at the vet clinic, so students will be warned that they will see wounds and
various health ailments. Students will be allowed to ask questions and will get
to practice identifying health factors on a simulation horse. Students are
expected to take notes for their journals and will also be allowed to take videos.
18
- Journal: students will be expected to discuss their experience at the vet clinic
in their online journals using specific question and answer prompts. Students
can answer their questions in a blog style post with pictures and videos as
evidence of their learning and experience
Lesson # 10 of 25 Flex/Work Period

Outcome(s) N/A
Assessment
Evidence(s)
§ Modality N/A
§ Device Checklist, Rubric
Learning Activities Work Period
- Journal: students will be given the class to work on their journals. All journal
prompts will be up on the board for students to refer back to
- Breeding Program: students can also work on their breeding program projects.
They will be given time to ask questions and continue to work on the
importance of genetic characteristics when creating a breeding program for
horses. Students will also be given part 3 which is the feeding plan if they are
ready to continue on. If students are not ready to continue on with their
breeding program, part 3 can be started at a later time.
Lesson # 11 of 25 Therapeutic Riding Volunteering - Observation 1, Equine Competencies 2

Outcome(s) 2 (2.1; 2.3)
3 (3.1; 3.2 – 3.2.1, 3.2.2; 3.3 – 3.3.7, 3.3.8); 3.6; 3.7; 3.8 – 3.8.1, 3.8.2, 3.8.3; 3.9)
5 (5.1 – 5.1.1, 5.1.2; 5.2 – 5.2.1, 5.2.2, 5.2.3, 5.2.5; 5.3 – 5.3.1, 5.3.2)
6 (6.1, 6.2)
5 (5.2 – 5.2.1, 5.2.3, 5.2.3, 5.2.4, 5.2.5; 5.3 – 5.3.1, 5.3.2)
Assessment
Evidence(s)
§ Purpose Summative/Formative
§ Modality Do
Learning Activities - Therapeutic Riding Session: students will participate in the therapeutic riding
session with their clients and session horse
- Observations: 1/2 of the class will be observed. Those who are observed will
complete a self – evaluation and have a conversation with their client and client
care provider to assess their current standing. Students will be given comments
and feedback from which they will decide how to improve and develop further.
From there students will create a goal for themselves to complete in the next
few sessions!
- Equine competencies 2 test: students who are not being observed will get to
undergo their second video competency test. Students will be tested on their
knowledge of their vet visit and the appropriate techniques for transporting a
19
horse and treating injuries. Students will also have the simulator horse that will
have an ailment such as colic that students have to identify and communicate
with a vet about.
Lesson # 12 of 25 Work/Flex Period

Outcome(s) N/A
Assessment
Evidence(s)
Learning Activities Work period
- Breeding Program: students will continue to work on their breeding program
inquiry project! Since this is an inquiry project, students are given a lot of class
time to continue with their research, putting together their information and to
ask questions/collaborate with peers
Lesson # 13 of 25 Therapeutic Riding Volunteering (at barn) – Observation 1 continued…

Outcome(s) 2 (2.1; 2.3)
3 (3.1; 3.2 – 3.2.1, 3.2.2; 3.3 – 3.3.7, 3.3.8); 3.6; 3.7; 3.8 – 3.8.1, 3.8.2, 3.8.3; 3.9)
5 (5.1 – 5.1.1, 5.1.2; 5.2 – 5.2.1, 5.2.2, 5.2.3, 5.2.5; 5.3 – 5.3.1, 5.3.2)
6 (6.1, 6.2)
5 (5.2 – 5.2.1, 5.2.3, 5.2.3, 5.2.4, 5.2.5; 5.3 – 5.3.1, 5.3.2)
Assessment
Evidence(s)
§ Modality Do, Say
- Observations: 1/2 of the class will be observed. Those who are observed will
complete a self – evaluation and have a conversation with their client and client
care provider to assess their current standing. Students will be given comments
and feedback from which they will decide how to improve and develop further.
From there students will create a goal for themselves to complete in the next
few sessions!
- Equine competencies 2 test: students who are not being observed will get to
undergo their second video competency test. Students will be tested on their
knowledge of their vet visit and the appropriate techniques for transporting a
horse and treating injuries. Students will also have the simulator horse that will
have an ailment such as colic that students have to identify and communicate
with a vet about.
20
Lesson # 14 of 25 Animal Welfare (SPCA Specialist)

Outcome(s) 4 (4.1, 4.2, 4.3)
Assessment
Evidence(s)
§ Device Question & Answer, Conversation
Learning Activities - Visit from SPCA Animal Welfare Specialist: students will have a visit and
talk from an animal welfare specialist from the SPCA. Students will have
numerous activities and opportunities to ask questions. The SPCA will give
students case studies and exemplars that will inform them of the importance of
policy, legislation and safe practices relevant to providing horse care
- Journal: students will be encouraged to write notes and questions in their
journals. When the SPCA specialist is finished with their presentation, students
will get the opportunity to answer journal prompt questions and reflect on their
experience during the presentation.
Lesson # 15 of 25 Therapeutic Riding Volunteering (at barn) – Observation 2

Outcome(s) 2 (2.1; 2.3)
3 (3.1; 3.2 – 3.2.1, 3.2.2; 3.3)
5 (5.2 – 5.2.1, 5.2.3, 5.2.3, 5.2.4, 5.2.5; 5.3 – 5.3.1, 5.3.2)
Assessment
Evidence(s)
§ Modality Do
- Observations: 1/2 of the class will have their second observation session.
Those who are observed will complete a self – evaluation and have a
conversation with their client and client care provider to assess their current
standing. Students will be given comments and feedback from which they will
decide how to improve and develop further. From there students will evaluate
their goals from their first observation day, then they will either create a new
goal for themselves or create a plan to continue with their first goal and how to
be successful within in the next few sessions
- Journal: if the student is not being observed, they will be expected to keep a
blog style journal discussing their experiences that day. They will reflect on the
session and interactions with their client (students know they should not use
names of clients, client care individuals, peers, or workers at the organization).
21
Lesson # 16 of 25 Conformational Characteristics

Outcome(s) 1 (1.4 – 1.4.1, 1.4.2)
Assessment
Evidence(s)
§ Device Question & Answer, Conversation
Learning Activities - Conformation case studies: students will be presented with the importance of
conformation in horses and the characteristics that are important for their
breeding program relative to the breed of horse and similarities for all breeds of
horses.
- Journal: students will journal their notes and will answer questions prompts
around what important aspects of conformation are.
Lesson # 17 of 25 Therapeutic Riding Volunteering (at barn) – Observation 2 continued…

Outcome(s) 2 (2.1; 2.3)
3 (3.1; 3.2 – 3.2.1, 3.2.2; 3.3)
5 (5.2 – 5.2.1, 5.2.3, 5.2.3, 5.2.4, 5.2.5; 5.3 – 5.3.1, 5.3.2)
Assessment
Evidence(s)
§ Modality Do
- Observations: 1/2 of the class will have their second observation session.
their goals from their first observation day, then they will either create a new
goal for themselves or create a plan to continue with their first goal and how to
be successful within in the next few sessions
Lesson # 18 of 25 Equine Nutrition (at barn) (Equine nutrition specialist presentation)

Outcome(s) 3 (3.2 – 3.2.1, 3.2.2; 3.4 – 3.4.1, 3.4.2, 3.4.3)
5 (5.1 – 5.1.3, 5.1.4)
Assessment
Evidence(s)
§ Device Rubric, Checklist, Question & Answer, Conversation
22
Learning Activities - Equine nutritionist specialist: students will be given the opportunity to have a
presentation from an equine nutrition specialist. They will learn more in-depth
information about quality hay, water, and concentrate. Students will be able to
ask questions about mare, foal, and stud programs and the differentiation
necessary during various times within their breeding programs. Students will
also learn about environmental factors that need to be considered when
designing nutrition plans for their horses. Students will be able to analyze
different feeds at the barn and also be given samples of poor vs. good quality
hay.
Lesson # 19 of 25 Therapeutic Riding (at barn) – Observation 3

Outcome(s) 2 (2.1; 2.3)
3 (3.1; 3.2 – 3.2.1, 3.2.2; 3.3)
5 (5.2 – 5.2.1, 5.2.3, 5.2.3, 5.2.4, 5.2.5; 5.3 – 5.3.1, 5.3.2)
Assessment
Evidence(s)
§ Modality Do
- Observations: 1/2 of the class will have their third round of observations.
their goals from their previous observation days, then they will either create a
new goal for themselves or create a plan to continue with their first goal and
how to be successful within in the next few sessions
Lesson # 20 of 25 Work Period

Outcome(s) N/A
Assessment
Evidence(s)
§ Device Checklist, Rubric, Question & Answer, Conversations
Learning Activities - Breeding Program: students will work on their breeding program inquiry
project. At this point they should be able to check off most areas if not all of
23
their criteria on the checklist. Students will be reminded that they need to be
finished their projects to present in the next two classes.
Lesson # 21 of 25 Therapeutic Riding (at barn) – Observation 3 continued…

Outcome(s) 2 (2.1; 2.3)
3 (3.1; 3.2 – 3.2.1, 3.2.2; 3.3)
Assessment
Evidence(s)
§ Modality Do
- Observations: 1/2 of the class will have their third round of observations.
their goals from their previous observation days, then they will either create a
new goal for themselves or create a plan to continue with their first goal and
how to be successful within in the next few sessions
Lesson # 22 of 25 Breeding Program Peer Share

Outcome(s) N/A – All major concepts from Equine 1
Assessment
Evidence(s)
§ Modality Say
§ Device Rubric
Learning Activities - Peer share: ½ of the students will do a peer share of their breeding program to
small groups. Students will filter through their groups and will be able to
converse, ask questions, and share their knowledge gained throughout the
semester. I will be filtering around and marking students as they present their
posters to various groups.
Lesson # 23 of 25 Final Therapeutic Riding Session – Observation 4 (interview style)

Outcome(s) 2 (2.1; 2.3)
3 (3.1; 3.2 – 3.2.1, 3.2.2; 3.3)
5 (5.1 – 5.1.1, 5.1.2,
24
Assessment
Evidence(s)
§ Modality Do
§ Device Checklist, Question & Answer, Conversation
- Final observation interview: during the session, all students will be pulled out
for a quick interview. They will discuss what they have learned from their
volunteer experience and how they can continue to volunteer within their
community and link volunteering to other experiences. Students will also
discuss the importance of communication with their clients and other
individuals involved within the therapeutic riding process. Students will give a
final self-evaluation of their work and achievement of goals at the time.
Lesson # 24 of 25 Breeding Program Peer Share

Outcome(s) N/A – All major concepts from Equine 1
Assessment
Evidence(s)
§ Modality Say
§ Device Rubric
Learning Activities - Peer share: ½ of the students (who did not present on the first day) will do a
peer share of their breeding program to small groups. Students will filter
through their groups and will be able to converse, ask questions, and share their
knowledge gained throughout the semester. I will be filtering around and
marking students as they present their posters to various groups.
Lesson # 25 of 25 Reflection of Module

Outcome(s) 4 (4.1 – 4.1.1, 4.1.2) 5 (5.1, 5.2), 5 (5.1 – 5.1.1, 5.1.2), 6 (6.1, 6.2)
Assessment
Evidence(s)
§ Purpose Summative, Formative
§ Device Rubric, Anecdotal Conversation, Rating Scale, Checklist
Learning Activities - Final journal entry: students will spend the final class working on connecting
the outcomes learned throughout the module. They will answer questions and
prompts leading them to the importance of the module and the relevance of the
cluster content in their future decisions or possible occupations. Students will
explore their contribution to the community and the impact on the community.
Finally, students will be able to share any stories or last considerations
regarding their experience. Students will be reminded that journals need to be
submitted today.
25
- Survey: students will end the class with a survey of what they enjoyed and
anything they would do to change the course to improve for the next group of
students
Resources
Alberta Education. (2010). CTS HRH Program of Studies, Community Care Services –
CCS1080: Community Volunteering 1. Retrieved from
https://education.alberta.ca/media/160513/ccs.pdf
Alberta Education. (2010). CTS NAT Program of Studies, Agriculture – AGR2070: Equine 1.
Retrieved from https://education.alberta.ca/media/3115122/agr_pos.pdf
Energy Equine Veterinary. (2018). Energy Equine Veterinary. Retrieved from

https://energyequine.ca
Lethbridge Therapeutic Riding Association. (2018). Lethbridge Therapeutic Riding Association.

Retrieved from https://ltra.ca
Millennium Equestrian. (2017). Millennium Equestrian. Retrieved from

http://millenniumequestrian.com
Moore Equine. (2012). Moore Equine. Retrieved from http://www.mooreequine.ca
Olds College. (2018). Olds College Equine Program. Retrieved from

https://www.oldscollege.ca/programs/equine/index.html
Vetoquinol. (2017). Vetoquinol. Retrieved from http://www.vetoquinol.ca/fr
Wise Equine Veterinary Services. (2016). Wise Equine Veterinary Services. Retrieved from
http://www.wiseequinevet.com/about/
26

Leniczek Erica - Cts Module Plan 2018

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Leniczek Erica - Cts Module Plan 2018

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CTS Module Plan

Component 1 – Description and Rationale

CTS Module(s) Agriculture: AGR2070 – Equine 1

Career and Technology Studies Program

NAT and HRH Clusters

AGR and CCS Occupational Areas

Occupational areas group student learning based on specific competencies related to a

To what extent does therapeutic riding affect the volunteering community?

CTS Philosophy and Rationale

AGR2070 – Equine 1 has a prerequisite course: AGR3000 – Agriculture Safety, which

Assessment 2: Basic Equine Competencies

Assessment 3: Breeding Plan Inquiry Project

Assessment 4: Professionalism Observations

Assessment 5: Field Experiences

Component 2 – Integrated Assessment Plan

CTS Module(s) Agriculture: AGR2070 – Equine 1

CTS Module/Program Considerations:

• Safely handle a horse To what extent do equines impact volunteering in your

• Self-evaluate personal performance in

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

Equine 2 and Community Volunteerism 2 where they

Title Journal Breeding Plan Observations Equine Competencies Field Experiences

Prioritized / Clustered Outcomes Level(s) of Cognition / Performance Criteria

- 4.2.4 learn continuously

Component 3 – Lesson Sequencing

CTS Module AGR2070: Equine 1

Teacher Name: Duration 25 hours

Lesson # 1 of 25 What is volunteering?

Lesson # 2 of 25 Introduction to Equines (at barn)

Lesson # 3 of 25 Equine History

Lesson # 4 of 25 Barn Etiquette and Handling Practice (at barn)

Lesson # 5 of 25 Volunteering at Therapeutic Riding (at barn)

Lesson # 6 of 25 Basic Equine Competencies Video Testing (at barn)

Lesson # 7 of 25 Horse breeds and characteristics

Lesson # 8 of 25 Intro to Therapeutic Riding (at barn)

Lesson # 9 of 25 Vetting Horses (field trip to local vet clinic)

Lesson # 10 of 25 Flex/Work Period

Lesson # 11 of 25 Therapeutic Riding Volunteering - Observation 1, Equine Competencies 2

Lesson # 12 of 25 Work/Flex Period

Lesson # 13 of 25 Therapeutic Riding Volunteering (at barn) – Observation 1 continued…

Lesson # 14 of 25 Animal Welfare (SPCA Specialist)

Lesson # 15 of 25 Therapeutic Riding Volunteering (at barn) – Observation 2

Lesson # 16 of 25 Conformational Characteristics

Lesson # 17 of 25 Therapeutic Riding Volunteering (at barn) – Observation 2 continued…

Lesson # 18 of 25 Equine Nutrition (at barn) (Equine nutrition specialist presentation)

Lesson # 19 of 25 Therapeutic Riding (at barn) – Observation 3

Lesson # 20 of 25 Work Period

Lesson # 21 of 25 Therapeutic Riding (at barn) – Observation 3 continued…

Lesson # 22 of 25 Breeding Program Peer Share

Lesson # 23 of 25 Final Therapeutic Riding Session – Observation 4 (interview style)

Lesson # 24 of 25 Breeding Program Peer Share

Lesson # 25 of 25 Reflection of Module

Energy Equine Veterinary. (2018). Energy Equine Veterinary. Retrieved from

Lethbridge Therapeutic Riding Association. (2018). Lethbridge Therapeutic Riding Association.

Millennium Equestrian. (2017). Millennium Equestrian. Retrieved from

Moore Equine. (2012). Moore Equine. Retrieved from http://www.mooreequine.ca

Olds College. (2018). Olds College Equine Program. Retrieved from

Vetoquinol. (2017). Vetoquinol. Retrieved from http://www.vetoquinol.ca/fr

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