Seeds vs Sugar Substitutes 8/9
Title Grade
How can we communicate knowledge 1 week
regarding different types of seeds and sugar (mini
Challenge Estimated
substitutes that is detailed and engaging? challenge)
Question Challenge
Time
IMPORTANT: All outcomes in the CTF Program of Studies should be addressed in each
CTF course.
Challenge Career and Technology Foundations (CTF) is a foundation for Albertan
students in grades 5-9. The program of studies has 14 competency-based
learning outcomes that emphasize process-oriented and exploratory learning.
Description
These 14 outcomes are based on three levels of assessment which are
acquire, apply, and adapt. The emphasis on hands-on student led learning is
and Rationale
shown throughout the learning process of planning, creating, appraising, and
(one-page, communicating. Each CTF challenge is interdisciplinary and integrates at
professional least two occupational areas. There are five different CTF occupational
audience) areas: business, communication, resources, technology, and human services.
Each of these clusters support numeracy and literacy development. Through
CTF experiences, students are becoming more self-aware because they are
being exposed to many occupational areas. CTF is not a prerequisite for
CTS. CTF focuses on students learning about their strengths, interests,
passions, and career options.
Challenge Description
Students will work in partners to create a slide presentation about the
nutritional value, where or how seeds or sugar substitutes come from. This is
a cross-curricular challenge focusing on ELA and Health and Life Skills
outcomes as well as four occupational areas: Communication Technology,
Foods, Agriculture, and Human & Social Services. Students will choose
what topic they want to research from the list of topics given regarding seeds
or sugar substitutes. Since this is a mini challenge, there is only one
summative and one formative assessment that will take place.
Challenge Rationale
My TA and I have backgrounds that are appropriate for this CTF challenge.
She brings foods and agriculture experience and I bring communication and
foods experience to the table. Students will have access to knowledgeable
individuals with experience in these fields. Throughout this mini-challenge,
students will be given the opportunity to be researchers and creators.
Students will go through conducting research, creating an engaging slide
presentation, and presenting their findings to the class. This challenge
incorporates four different occupational areas: Communication Technology,
Foods, Agriculture, and Human & Social Services. Potential career options
within these areas could include: communication technologist, cook, farmer,
and nutrition coach.
Assignment: Sign up on the sign-up sheet for one of the topics in the seeds
Scenario or sugar substitutes sections. There can only be two people that sign up per
topic.
(one-page,
student
Requirements:
audience)
1. Working with your partner, you are going to research one of the
topics in either the seeds or sugar substitutes sections.
2. Create a 3-5 slide presentation and share it with your partner.
3. Present your findings to the class.
Criteria:
1. What are the advantages and disadvantages of your seed or sugar
substitute?
2. Find a recipe that we could potentially make during class time
that includes your seed or sugar substitute.
3. What is the nutritional benefit of your seed or sugar substitute?
4. How is your seed or sugar substitute made or grown?
5. What foods is your seed or sugar substitute used with?
6. What is the history of your seed or sugar substitute?
7. Include pictures of your seed or sugar substitute.
*I want to know anything and everything about your seed or sugar substitute.
This is not an exhaustive list of criteria to include, however I want you to try
to answer these questions to the best of your ability and add any additional
information that you think is important to include.
BUSINESS
Occupational ☐ Computing Science ☐ Financial ☐ Management &
Areas ☐ Enterprise & Innovation Management Marketing
☐ Information ☐ Networking
(Select at least
Processing
two to explore.)
COMMUNICATION
☒ Communication ☐ Design Studies ☐ Fashion Studies
Technology
HUMAN SERVICES
CTF
☐ Community Care ☒ Foods ☐ Legal Studies
Occupational
Services ☐ Health Care ☐ Recreation
Areas and
☐ Cosmetology Services Leadership
Possible
☐ Esthetics ☒ Human & Social ☐ Tourism
Occupations
Services
RESOURCES
☒ Agriculture ☐ Forestry ☐ Wildlife
☐ Environmental ☐ Primary Resources
Stewardship
TECHNOLOGY
☐ Construction ☐ Fabrication ☐ Mechanics
☐ Electro-Technologies ☐ Logistics
[Use the CTF Occupational Areas and Possible Occupations resource to
Links Between help you describe how the selected occupational areas are addressed in this
Occupational challenge.]
Areas and
This Challenge Communication Technology (COM):
Communication technologist
Agriculture (AGR):
Farmer
Foods (FOD):
Cook, food journalist
Human & Social Services (HSS):
Nutrition coach
[Identify the occupational area skills, knowledge and technologies your
Skills, students could explore in this challenge. The document CTF Occupational
Knowledge Area Skills, Knowledge and Technologies Lists may be a helpful resource.]
and
Technologies Communication Technology (COM) – students will create a slide
Related to the presentation to inform their peers about their topic either a sugar substitute or
Occupational seed.
Areas
Agriculture (AGR): students will learn through research about how their seed
or sugar substitute is made or grown.
Foods (FOD) - students will learn about the origin of their sugar substitute or
seed and its nutritional value.
Human & Social Services (HSS) - students will learn about the nutritional
information versus misinformation about sugar substitutes and seeds.
[Identify the potential safety and environmental concerns that should be
Safety addressed in this challenge. The document CTF Safety and Environmental
and/or Considerations for Occupational Areas may be a helpful resource.]
Environm Communication Technology (COM)/Agriculture (AGR)/Human & Social
ental Services (HSS) students will learn about digital citizenship, ergonomics, research
Considera skills, and safety precautions.
tions · Digital Citizenship https://www.youtube.com/watch?
v=mbbuLFUSd0A and
https://www.commonsense.org/education/videos/what-does-it-mean-
to-be-a-digital-citizen
· Ergonomics (https://www.mayoclinic.org/healthy-lifestyle/adult-
health/in-depth/office-ergonomics/art-20046169)
· Research Skills
https://torontopubliclibrary.typepad.com/teens/2020/05/online-
research-skills-for-high-school-students-tips-and-strategies.html and
https://www.scholastic.com/teachers/articles/teaching-content/6-
online-research-skills-your-students-need/)
· Online computer safety
https://www.commonsense.org/education/digital-citizenship/internet-
safety
Foods (FOD) students will learn about ergonomics, food safety, safety
precautions, personal protective equipment, WHMIS
· Kitchen Ergonomics https://www.restobiz.ca/preventing-ergonomic-
hazards-in-restaurants-and-foodservice-operations/
#:~:text=Ergonomic%20hazards%20include%20repetitive
%20movements,shifts%20and%20extended%20work%20days. &
https://amtrustfinancial.com/blog/loss-control/ergonomics-tips-
prevent-injuries-restaurant-worker
· Food Safety
https://www.ccohs.ca/oshanswers/prevention/kitchen_hygiene.html
· Safety Precautions https://www.hss.edu/sneaker-cookbook-parents-
kitchen-safety.asp#:~:text=Wash%20hands%20right%20away
%20after,from%20water%20to%20avoid%20shocks.
· PPE https://safetyworkblog.com/blog/ppe/2020/04/20/personal-
protective-equipment-in-the-cookery
· WHMIS
https://www.ccohs.ca/products/publications/pdf/samples/ttSample.pdf
Remember to follow your school’s and/or district’s safety and privacy of
information requirements at all times.
A classroom with access to computers and foods classroom.
Facility
Type
List the equipment and/or consumables that are necessary for this challenge.
Equipmen Students will need:
t and/or · Chrome books
Consumab · Research resources (internet)
les · Foods room (equipment/appliance/ingredients if we end up making
one of the recipes that the students find with their seed or sugar
substitute found within the recipe).
SUBJECTS
Possible ☒ English Language Arts ☒ Health and Life ☐ Religious Education
Interdiscip ☐ Fine Arts Skills ☐ Science
linary ☐ French Language Arts ☐ Mathematics ☐ Social Studies
☐ French Second Language ☐ Outdoor Education ☐ Other
Connectio
☐ Physical Education
ns Learning Outcomes
(CTF [Identify the learning outcomes from other subjects that will be addressed in this
challenges challenge. Colour code your SLOs based on subject area and include both the
can be numbering system and descriptor statement for each SLO]
stand- Grade 9: ELA
alone 3.4.2.1 reflect on the research process, identifying areas of strength and ways to
courses or improve further research activities
interdiscip 4.3.1.1 select, organize and present information to appeal to the interests and
linary. For background knowledge of various readers or audiences
this 5.2.2.1 generate and access ideas in a group, and use a variety of methods to focus
assignmen and clarify topics for research or investigations
t, partners 5.2.2.2 share responsibility for the completion of team projects by establishing
must clear purpose and procedures for solving problems, monitoring progress and
integrate making modifications to meet stated objectives
at least
two SLOs Grade 9: Health & Life skills
from two W–9.5 develop strategies that promote healthy nutritional choices for self and
core others; e.g., adopt goals that reflect healthy eating, encourage the placement of
subject nutritious food in vending machines
areas, at W–9.10 assess the quality and reliability of health information provided by
the grade different sources; e.g., on the Internet
level of
your
choosing).
CTF Learning Outcomes: Identify the learning outcomes from the CTF Program of
Studies that will be addressed in this challenge.
☒ I explore my interests and passions while making personal connections to career
possibilities.
☒ I use occupational area skills, knowledge and technologies.
☒ I follow safety requirements associated with occupational areas and related technologies.
☒ I demonstrate environmental stewardship associated with occupational areas.
☒ I plan in response to challenges.
☒ I make decisions in response to challenges.
☒ I adapt to change and unexpected events.
☒ I solve problems in response to challenges.
☒ I create products, performances or services in response to challenges.
☒ I appraise the skills, knowledge and technologies used to respond to challenges.
☒ I communicate my learning.
☒ I determine how my actions affect learning.
☒ I develop skills that support effective relationships.
☒ I collaborate to achieve common goals.
Competencies: Identify the competencies that will be addressed in this challenge.
☒ Critical Thinking
☒ Problem Solving
☒ Managing Information
☒ Creativity and Innovation
☒ Communication
☒ Collaboration
☐ Cultural and Global Citizenship
☒ Personal Growth and Well-being
Literacy and Numeracy: Identify how the challenge supports the development of literacy and
numeracy.
“Literacy is the ability, confidence and “Numeracy is the ability, confidence and
willingness to engage with language to willingness to engage with quantitative or
acquire, construct and communicate spatial information to make informed
meaning in all aspects of daily living.” decisions in all aspects of daily living.”
☒ Students recognize that literacy provides ☒ Students recognize that numeracy enables
enjoyment and enables them to make sense of people to make informed decisions in all
and participate in the world around them. aspects of daily living.
☒ Students identify what they know, are able ☒ Students identify what they know, are able
to do and need to learn when engaging in tasks to do and need to learn when engaging in tasks
that involve literacy. that involve numeracy.
☒ Students are aware of the literacy demands ☒ Students are aware of the numeracy
within a task. demands within a task.
☐ Students use rules of language to acquire, ☒ Students apply knowledge of quantitative
construct and communicate meaning. information to make an informed decision.
☒ Students use efficient and effective ☐ Students apply knowledge of spatial
strategies to acquire, evaluate and ethically information to make an informed decision.
use information. ☐ Students interpret, represent and
☐ Students use efficient and effective communicate in a variety of digital and non-
strategies to construct meaning. digital formats to support decisions in
☒ Students communicate to convey concepts, situations involving numeracy.
ideas and understandings. ☒ Students use efficient and effective
strategies and methods or tools to manage
quantitative or spatial information.
Assessments: These should include opportunities for students to reflect on and communicate
their learning. It is the teacher’s professional decision as to what CTF learning outcomes are
used and how they are assessed during a lesson.
Formative and Summative Assessments
Formative Summative Summative
Assessment Assessment Assessment
Exit Slips Research Presentation
Weight 0% 90% 10%
Modalit Say Do/Say Do/Write
y
Assessor Teacher Teacher Teacher
Resources: Identify potentially useful resources for teaching and learning the challenge.
Resources that can assist in creating CTF challenges:
Buck Institute
Focus on Inquiry
Galileo Educational Network
Inquiry and Project-based Learning at Rocky View Schools
e Any resources are provided as a service to identify potentially useful ideas for teaching and learning. The
Responsibility to evaluate these resources rests with the user. Note: All website addresses listed were
confirmed as accurate at the time of publication and are subject to change.
Books and Articles
Websites and Multimedia
Computer Safety Websites:
● Digital Citizenship https://www.youtube.com/watch?v=mbbuLFUSd0A and
https://www.commonsense.org/education/videos/what-does-it-mean-to-be-a-digital-citizen
● Ergonomics https://www.mayoclinic.org/healthy-lifestyle/adult-health/in-depth/office-ergonomics/art-
20046169)
● Research skills https://torontopubliclibrary.typepad.com/teens/2020/05/online-research-skills-for-high-
school-students-tips-and-strategies.html and ·
https://www.scholastic.com/teachers/articles/teaching-content/6-online-research-skills-your-
students-need/
● Online computer safety https://www.commonsense.org/education/digital-citizenship/internet-safety
Food Safety Websites:
● Kitchen Ergonomics https://www.restobiz.ca/preventing-ergonomic-hazards-in-restaurants-and-
foodservice-operations/#:~:text=Ergonomic%20hazards%20include%20repetitive
%20movements,shifts%20and%20extended%20work%20days and
https://amtrustfinancial.com/blog/loss-control/ergonomics-tips-prevent-injuries-restaurant-worker
● Food Safety https://www.ccohs.ca/oshanswers/prevention/kitchen_hygiene.html
● Safety Precautions https://www.hss.edu/sneaker-cookbook-parents-kitchen-safety.asp#:~:text=Wash
%20hands%20right%20away%20after,from%20water%20to%20avoid%20shocks
● PPE https://safetyworkblog.com/blog/ppe/2020/04/20/personal-protective-equipment-in-the-cookery
● WHMIS https://www.ccohs.ca/products/publications/pdf/samples/ttSample.pdf
Google Classroom
dStudent handouts
● Seeds and Sugar Substitutes sign-up sheet
● Seeds and Sugar Substitutes assignment description
● Seeds and Sugar Substitutes assignment rubric
