CTF Detailed Challenge Guide

Buffalo Expert

Grade

7/8/
9

Challeng
e
Essential
Question

How did the First Nations respect the buffalo by not

letting any part of the buffalo go waste.

Challenge
Research how the First Nations respected the Buffalo
Description by not letting parts of the buffalo go to waste. You are

required to research how the First Nations hunted and

used the buffalo. Explain how they used every part of
the buffalo wisely and efficiently and what each part
was used for.
Scenario

1. Research how the First Nations hunted the buffalo. Make sure you
write your research down.
2. Research how the First Nations used the buffalo for not only food,
but for many other necessities like clothing, shelter, and tools. *The
First Nations have a respect for the land and all of its creatures.
How does their worldview effect how they hunted and used the
buffalo?
While you are researching, ask yourself:
-How did they respect the buffalo?
-How did they use every part of the buffalo and not let any go to
waste?
-Were there any ceremonies or traditions that took place during the
hunting or processing of the buffalo?
3. Get creative with how you want to present your information and
research on the buffalo hunt. Maybe you want to make a poster,
visual representation, or video!

CTF Detailed Challenge Guide

2016 Alberta Education, Alberta, Canada

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CTF Detailed Challenge Guide

Occupation BUSINESS
Computing Science
al Areas

Financial
Enterprise & Innovation Management
Information
Processing
COMMUNICATION
Communication
Technology
HUMAN SERVICES
Community Care
Services
Cosmetology
Esthetics
RESOURCES
Agriculture
Environmental
Stewardship
TECHNOLOGY
Construction
Electro-Technologies

Skills,
Knowledge
and
Technologi
es Related
to the
Occupation
al Areas

Management &
Marketing
Networking

Design Studies

Fashion Studies

Foods
Health Care
Services
Human & Social
Services

Legal Studies
Recreation
Leadership
Tourism

Forestry
Primary Resources

Wildlife

Fabrication
Logistics

Mechanics

Foods (FOD): Examine the role of food, looking beyond consumption to

production, visual appreciation, nutrition, meal planning, economics and
preparation; and learn the various skills in the cook trade.
Possible Occupations: baker, chef, cook, kitchen helper, food assembler,
bartender, flight attendant, restaurant manager, caterer, dietitian, dietary
technician, health department food inspector/environmental health officer,
food manufacturer entrepreneur, food stylist, food journalist, food
photographer, food/restaurant critic, farmer, community garden
coordinator, food distributor food wholesaler, grocery store
manager/worker, farmers market coordinator, agronomist, food scientist.

Environmental Stewardship: Dispose of waste materials in an

Safety
environmentally safe manner.
and/or
Environme Use all materials, products and implements appropriately.
The historical, environmental, and geographical significance of the First
ntal
Nations buffalo hunt and preparation of the animal.
Concerns

Equipment
and/or
Consumabl
es

Computer, printer, paper, foods duotang, and any tools for a creative presentation:
glue stick, pencil crayons, posterboard etc.

Interdiscipli SUBJECTS
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2016 Alberta Education, Alberta, Canada

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CTF Detailed Challenge Guide

nary
Learning
Opportuniti
es

(CTF
challenges
can be standalone courses
or
interdisciplina
ry.)

English Language Arts

Fine Arts
French Language Arts
French Second
Language

Health and Life

Skills
Mathematics
Outdoor Education
Physical Education

Religious Education
Science
Social Studies
Other

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.

Know how to learn
Think critically
Identify and solve complex problems
Manage information
Innovate
Create opportunities
Apply multiple literacies
Demonstrate good communication skills and the ability to work cooperatively with
others
Demonstrate global and cultural understanding
Identify and apply career and life skills

Literacy and Numeracy: Identify how the challenge supports the development of
literacy and numeracy.
Literacy is the ability, confidence and
willingness to engage with language to acquire,
construct and communicate meaning in all
aspects of daily living.

Numeracy is the ability, confidence and

willingness to engage with quantitative or spatial
information to make informed decisions in all
aspects of daily living.

Students recognize that literacy provides

Students recognize that numeracy

CTF Detailed Challenge Guide

2016 Alberta Education, Alberta, Canada

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CTF Detailed Challenge Guide

enjoyment and enables them to make sense
of and participate in the world around them.
Students identify what they know, are
able to do and need to learn when engaging
in tasks that involve literacy.
Students are aware of the literacy
demands within a tack.
Students use rules of language to acquire,
construct and communicate meaning.
Students use efficient and effective
strategies to acquire, evaluate and ethically
use information.
Students use efficient and effective
strategies to construct meaning.
Students communicate to convey
concepts, ideas and understandings.

enables people to make informed decisions

in all aspects of daily living.
Students identify what they know, are
able to do and need to learn when engaging
in tasks that involve numeracy.
Students are aware of the numeracy
demands within a task.
Students apply knowledge of quantitative
information to make an informed decision.
Students apply knowledge of spatial
information to make an informed decision.
Students interpret, represent and
communicate in a variety of digital and nondigital formats to support decisions in
situations involving numeracy.
Students use efficient and effective
strategies and methods or tools to manage
quantitative or spatial information.

Resources: Identify potentially useful resources for teaching and learning the
challenge.

Blackfoot Digital Library https://www.blackfootdigitallibrary.com

Buffalo Hunting (Traditionally in Alberta) http://wayback.archiveit.org/2217/20101208175110/http://www.albertasource.ca/metis/eng/beginnings/
metis_nw_buffalo.htm
Head Smashed In Buffalo Jump
Foods Safety and Environmental Considerations
https://education.alberta.ca/media/3114908/ctf-safety-and-environmentalconsiderations-for-occupational-areas.pdf

External resources are not authorized but 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 but are subject to
change.

CTF Detailed Challenge Guide

2016 Alberta Education, Alberta, Canada

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