Strong - Orienteering CTF Challenge Plan 2022 1 This Is The One To Submit To Portfolio

Acquire, Apply, Adapt
Name/Student Teacher Robyn Strong
Title
Orienteering- Maps to Adventure and Mystery
Grade 8
Challenge In what ways can orienteering increase Estimated

20 hours
Question engagement and enjoyment of outdoor Challenge (20 classes)
activities? Time
IMPORTANT: All outcomes in the CTF Program of Studies should be addressed in each CTF course.
Challenge
Description
and
Rationale
What,
How,
why
“Career and Technology Foundations (CTF) is an optional program that allows students to explore
their interests and passions as they learn about various career possibilities and occupational areas.
The CTF Program of Studies is based on 14 learning outcomes that identify what students are
expected to learn and what will be assessed, and are the same for grades 5 to 9. The CTF
curriculum honours student diversity, and promotes the meaningful and authentic exploration of
various occupational areas. This curriculum supports programming decisions at the local level
(e.g., time, resources, instructional approaches, assessment, reporting and organization for
instruction). This is to ensure that CTF courses are responsive to the needs of students, teachers,
schools and communities” (https://education.alberta.ca/media/3576047/final-ctf-program-of-
studies-april-11-2017.pdf ).
Orienteering is an exciting outdoor adventure sport that exercises mind and body. The primary goal is to
navigate between checkpoints or controls marked on the prepared orienteering map. “There is no set route so
the skill and fun come from trying to find the best way to go. Orienteering is a great way to get some outdoor
physical activity while building navigational skills that are transferable to other outdoor adventures.”
https://www.canadiantraveller.com/Feeling-Lost-How-Orienteering-Can-Help-You-Find-Your-Way
An important aspect of this orienteering challenge is that it can be adapted, modified, and be accommodated
for different ages and physical abilities. This challenge can accommodate for physical disabilities to ensure
that all students interested can participate. For example, course length and course terrain (paved pathways in
parked with universal design accommodations) can be included in the planning phase. Also, orienteering can
Plan, Create, Appraise and Communicate throughout Assess the PROCESS
be combined with other physical education units such as mountain biking, hiking, cross country skiing, and
outdoor education units. Not only does this CTF challenge lay the foundation for including orienteering into
future physical education programs, but is also introduces students to non physical elements of mapping,
navigation, and the beginning of geographic information systems.
This CTF challenge is mashed up with some “mysteries” that need to be solved by the student orienteering
detectives. This challenge is designed to add interest and a sense of purpose by including some mystery and
intrigue aspects to the challenge. Some good byproducts of mashing up this challenge this way is that it
includes elements of critical thinking, collaboration, career exploration, and problem solving. Also, while
orienteering, students are asked to take in their surroundings and pause for a moment while they take a mental
note of the sights, sounds, and smells of their environment. The goal is to help them be more mindful and
enjoy being outside.
There are 3 main performance tasks that will increase in complexity. The first main task objective is to build a
map, the second task main objective to complete an actual orienteering challenge, and the third task is to
participate in the planning and execution of a career choose your own adventure orienteering challenge.
For lesson planning and evaluation the teacher will ensure they focus on evaluating the process rather
than the product, and allow opportunities for students to plan, create, appraise, and communicate
throughout the process.
From the perspective of a student: this CTF plan will include outdoor pursuits; introduce GIS, introduce
navigation, and help them with mapping learning outcomes.
This CTF challenge will aim to evaluate the process of developing mapping and navigational skills combined
with physical activity, appreciation for the outdoors, decision making and problem solving skills that can be
applied to many future career challenges in the near or distant future.
Scenario [A scenario stimulates a desire for students to investigate the challenge. This is the hook that fosters student engagement.
(one-page, The intent is to create a “need to know” for students that generates curiosity and interest.]
student What does a CSIS spy, a real estate agent, a pilot, and a forestry manager have in common? One answer
audience) may be navigational skills and GIS- this challenge will help you with these skills. In this CTS Challenge you
will have outdoor mystery pursuits and you will develop mapping and navigational skills.
Through a series of activities, participants get the opportunity to create maps and use maps to solve a CSI
(Crime Scene Investigation) case created by the teacher. You will also have the opportunity to explore your
career interests by participating in an outdoors choose your own adventure orienteering course.
The first task will be a Clue game we create for the Grade 5 students. We are the creators and game leaders.
The second task will be using our orienteering skills that we have used to navigate through a local park
collecting evidence for a “crime” at each marker. As part of this task for example, at the first marker we may
find a size 12 footprint which we will later need to know when we are looking at our list of suspects.
The main skill that we are learning is orienteering. The navigational skills that you will acquire will help
you often in everyday life and in a possible future career as well. Along the way you will also be introduced to
technology such as GIS.
Also, our goal will be to simply enjoy and appreciate being outside! You might experience a “zen” “hm”
“ah” “look around and admire” moment outside. Sometimes in life, a nature moment sneaks up on you and it
makes your day- maybe we will come up with a name for that.

Final note- release the pressure valve on your brains, in CTF we are about the process, not a perfect product.
Hallway Poster above (would have the corresponding school name and staff on poster).
Occupational BUSINESS
☒ Computing Science ☐ Financial Management ☒Management & Marketing

Areas ☐ Enterprise & Innovation ☒ Information Processing ☐ Networking
(Select at least two
to explore.) COMMUNICATION
☒ Communication Technology ☐ Design Studies ☐ Fashion Studies
HUMAN SERVICES
☒ Community Care Services ☐ Foods ☒ Legal Studies
CTF Occupational ☐ Cosmetology ☐ Health Care Services ☒ Recreation Leadership
Areas and Possible ☒ Human & Social
☐ Esthetics ☒ Tourism
Occupations
Services
RESOURCES
☒ Agriculture ☒ Forestry ☒ Wildlife
☒ Environmental Stewardship ☒ Primary Resources
TECHNOLOGY
☐ Construction ☐ Fabrication ☐ Mechanics
☐ Electro-Technologies
☒ Logistics
Links Between [Use the CTF Occupational Areas and Possible Occupations resource to help you describe how the selected occupational
Occupational areas are addressed in this challenge.]
Areas and This The two primary occupational areas for this challenge are recreation leadership and
Challenge wildlife.
CTF Cluster Links Possible occupations (related to an Example

aspect of the challenge)
Business Computing GIS Software engineer or developer https://
Science www.gislounge.com/from-
gis-analyst-to-software-
engineer/
Business Information data miner, data administrator, https://www.esri.com/en-
Processing information systems consultant, , us/what-is-gis/overview
(Information information systems
Processing (INF)
https://www.agterra.com/
Gather products/mapitfast/
information and https://www.skybase.ca/ ,
process it from http://www.oziexplorer.com
one form into /au/
another).
Business Management management consultant, market https://www.esri.com/

and Marketing research analyst, marketing manager library/brochures/pdfs/gis-for-
direct-
marketing.pdfPrzykady#:~:text
=The%20process%20of
%20segmentation
%20identifies,will
%20accurately%20segment
%20your%20customers.
Communica Communicatio https://
tion n Technology www.intechopen.com/

chapters/71108
https://www.navcanada.ca/
en/flight-planning/
communication-navigation-
and-surveillance.aspx
Resources Agriculture Ag. Client consulting, https://gis-university.com/
Crop planting gis-in-agriculture/
Resources Environmental Remote environmental change Eg.
stewardship tracking https://www.geospatialworl
d.net/blogs/managing-the-
environment-using-gis/
Resources Forestry forest technician, forest technologist, https://www.esri.com/en-
forester, logging/forestry equipment us/industries/forestry/
operator, park warden, land surveyor overview
Resources Primary Emergency response planner, public https://optickdata.com/
Resources consultation and notification (note I currently consult for
consultant, geologist, engineer, this company)
mining engineer, land agent, well
testing services supervisor, petroleum
engineering technologist
Resources Wildlife Interpretive naturalist, heritage https://
interpreter, conservation officer, storymaps.arcgis.com/
trapper, hunter, hunting guide, hide stories/
and pelt processing worker 389a2c6548194effa10b7cce
f6b3e82d
Human Community human ecologist, special event https://www.fs.fed.us/pnw/
Services Care Services coordinator, recreation and sport pubs/journals/
administrator pnw_2013_mclain001.pdf
https://
www.britishorienteering.org.uk
/images/uploaded/
downloads/
officials_handbook_orienteerin
gcourseplanning_practicalguid
ance.pdf
Human Recreation personal trainer, recreation https://www.recpro.org/
Services Leadership coordinator, sports instructor, assets/Library/Webinars/
recreation facility operator, group gis_applications_june2014.
exercise leader pdf
Human Tourism travel agent, tour guide, outdoor sport https://
Services and recreation guide, travel www.linkedin.com/pulse/
counsellor, pilot, bus driver, air gis-applications-tourism-
traffic controller, taxi driver, heritage hospitality-marketing-
interpreter, ticket agent samvriddhi-infotech
Technology Logistics https://
www.logisticsbureau.com/
supply-chain-and-logistics-

mapping/
Skills, [Identify the occupational area skills, knowledge and technologies your students could explore in this challenge. The
Knowledge and document CTF Occupational Area Skills, Knowledge and Technologies Lists may be a helpful resource.]
Technologies
Related to the Skills: Navigation, problem solving, collaboration, flexible thinking, planning, time
Occupational management, organizing information, and physical endurance.
Areas
Knowledge: Map reading, route planning, compass use, GPS device use, map elements,
possible mapping extensions (data and demographics), safe interaction with outdoor
elements, physical training requirements based on task demands, terrain reading, map
composition, introduction to cumulative use of GPS data via GIS.
Technology: GPS devices, GIS, compass use, map design and creation tools.
Occupational area Skills, knowledge and technology

Information Processing For collecting CSI and pairing it with map
information (introductory GIS)- How to create and
manipulate data how to represent data visually
(e.g., graphs and diagrams)
Communication Technology For map creation- the principles of design,
including balance, emphasis, proportion (scale),
repetition (rhythm/pattern), unity, contrast,
harmony, proximity and variety
Environmental stewardship Personal attitudes, actions and lifestyle choices
related to sustainable management of the
environment ecological footprints.
Wildlife Wilderness navigation (e.g., using navigational
devices, reading and interpreting different types of
maps, planning routes, determining waypoints and
navigating in inclement weather) equipment and
techniques required for safe and comfortable
experiences in the outdoors (e.g., outdoor
cooking methods and leave no trace land use) safe
and unobtrusive techniques when examining
wildlife and habitat
Human and Social Services The twelve key determinants of health as defined
by Health Canada dimensions of wellness
(physical, emotional, spiritual, intellectual and
social wellness) and
 factors affecting personal wellness
Recreational Leadership Benefits of proper attire and gear, including a

description of possible items that can cause
choking hazards or injury proper instruction of
warm-up, training, practice, competition or active
participation, and cooldown skills

 how to prepare for possible emergencies at
different venues (e.g., emergency action plans)
 community fitness opportunities
 characteristics, benefits and shortcomings of a
variety of fitness activities
 fitness plans to achieve and assess individual
health and performance-related goals
Safety and/or [Identify the potential safety and environmental concerns that should be addressed in this challenge. The document CTF
Environmental Safety and Environmental Considerations for Occupational Areas may be a helpful resource.]
Considerations Remember to follow your school’s and/or district’s safety and privacy of information requirements
at all times.
https://open.alberta.ca/dataset/5697e803-f123-411f-abba-90cc0b183182/resource/b3056c47-
08f0-40ee-877b-a8c0e18c3a6e/download/2014-sg-pa-final-2014.pdf
Outdoors safety.
Footwear.
Physicality with obstacles.
Classroom safety.
Parks safety.
Facility Type Classroom, school grounds, local parks (Pavan park, Popson Park Cottonwood Park), large parks (eg. Waterton).
Equipment List the equipment and/or consumables that are necessary for this challenge.
and/or
CSI components: these components should be organic/compostable if possible. These items will tie into the character
Consumables
profiles (sunflower seeds, small rocks, twigs, flour, flowers, and wool). Paper lunch bags.
Clue Recess Mysteries: Velcro, printer, paper, and access to laminator. Pencils and clipboards.
Orienteering: basic compass, handheld Garmin GPS units https://www.garmin.com/en-US/c/outdoor-recreation/handheld-

hiking-gps/?FILTER_FEATURE_COLORSCREEN=true , https://www.garmin.com/en-CA/p/517154, https://www.gpscentral.ca/
(see link, not the vehicle type, I have 2 garmin GPS units at present). Maps (prepared by teacher), pencil, outdoor
appropriate wear (proper shoes, hat, sunglasses, sunscreen, water, jacket).
Possible SUBJECTS
Interdisciplinary ☒ English Language Arts ☒ Health and Life Skills ☐ Religious Education
☐ Fine Arts ☒ Mathematics ☐ Science
Connections
☒ Outdoor Education ☒ Social Studies
(CTF challenges can ☐ French Language Arts
be stand-alone ☐ French Second Language ☒ Physical Education ☐ Other
courses or
interdisciplinary. For Learning Outcomes-

this assignment, NOTE I included many subjects’ learning outcomes because there are many possible applications.
partners must
integrate at least
For the actual challenge that follows I will focus on 2 SLOs from 2 core subject areas.
two SLOs from two [Identify the learning outcomes from other subjects that will be addressed in this challenge. Colour code your SLOs based on
core subject areas, subject area and include both the numbering system and descriptor statement for each SLO ]
at the grade level of
your choosing). Language Arts
3.1 Plan and Focus
Plan to gather information
-choose a plan to access, gather and record information, according to self-selected parameters
3.3 Organize, Record and Evaluate
Organize Information
-organize ideas and information creatively, as well as logically, to develop a comparison or chronology, or to
show a cause–effect relationship
-organize ideas and information to establish an overall impression or point of view in oral, print and other media
texts
Evaluate Information
- evaluate the relevance and importance of gathered information; address information gaps
-incorporate new information with prior knowledge and experiences to develop new understanding
3.4 Share and Review
Share Ideas and Information
-communicate ideas and information in a variety of oral, print and other media texts, such as interviews, mini-
lessons and documentaries
5.2 Work within a Group
Cooperate With Others
-propose ideas or advocate points of view that recognize the ideas of others and advance the thinking of the
group
-use opportunities as a group member to contribute to group goals and extend own learning
Work in Groups
-contribute ideas, knowledge and strategies to identify group information needs and sources
-organize and complete tasks cooperatively by defining roles and responsibilities, negotiating to find the basis for
agreement, setting objectives and time frames, and reviewing progress
Evaluate Group Process
-evaluate the quality of own contributions to group process, and offer constructive feedback to others; propose
suggestions for improvement
Social Studies
OUTCOMES RELATED TO SKILLS AND PROCESSES
Dimensions of Thinking
Geographic Thinking Possessing geographic thinking skills provides students with the tools to address social
studies issues from a geographic perspective. Geographic thinking skills involve the exploration of spatial orders,
patterns and associations. They enable students to investigate environmental and societal issues using a range of
geographic information. Developing these spatial skills helps students understand the relationships among
people, events and the context of their physical environment, which will assist them to make choices and act
wisely when confronted with questions affecting the land and water resources.
8.S.3 develop skills of geographic thinking:

• interpret historical maps to broaden understanding of historical events
• use thematic maps to describe cultural and political regions
• construct and interpret various maps to broaden understanding of given topics
• define geographic problems and issues and pose geographic questions
• use geographic tools, such as Geographic Information Systems (GIS) software, to assist in preparing graphs and
maps
- access and operate multimedia applications and technologies from stand-alone and online sources; e.g., GIS
8.S.4 demonstrate skills of decision making and problem solving:
• demonstrate skills of compromise and devise strategies to reach group consensus
propose and apply new ideas and strategies, supported with facts and reasons, to contribute to problem solving
and decision making
• propose and apply strategies or options to solve problems and deal with issues
• participate in and predict outcomes of problem-solving and decision-making scenarios ¾ articulate clearly a
plan of action to use technology to solve a problem
- identify the appropriate materials and tools to use in order to accomplish a plan of action
- evaluate choices and the progress in problem solving, then redefine the plan of action as appropriate ¾ use
networks to brainstorm, plan and share ideas with group members
Environmental and Outdoor Education:

4. Students will demonstrate skills in researching, interpreting and applying the information necessary for safe
route planning.
a. Students will demonstrate advance planning skills in researching and interpreting route information by
developing skills in:
• researching information from a variety of sources (e.g., maps, aerial photographs, guidebooks, journals and
local experts)
• interpreting route information (e.g., selecting reasonable destinations, estimating travel time, anticipating
obstacles).
b. Students will develop the skills necessary to interpret and apply route information while en route, including:
• map reading skills
• compass skills
• terrain interpretation and route selection skills
Physical Education
GENERAL OUTCOME A Students will acquire skills through a variety of developmentally appropriate
movement activities; dance, games, types of gymnastics, individual activities and activities in an alternative
environment; e.g., aquatics and outdoor pursuits.
Basic Skills—Locomotor; e.g., walking, running, hopping, jumping, leaping, rolling, skipping, galloping,
climbing, sliding, propulsion through water
A8–1 select, combine and perform specific locomotor skills in a variety of activities to improve personal
performance
A8–2 select, combine and perform locomotor skills by using elements of body and space awareness, effort and
relationships to improve personal performance
Application of Basic Skills in an Alternative Environment
A8–7 apply activity-specific skills in a variety of environments and using various equipment; e.g., cross-country
skiing, skating
Application of Basic Skills in Games

A8–10 select, combine and perform activity-specific basic skills in a variety of games
A8–11 be able to identify and evaluate specific strategies and tactics that coordinate effort with others; e.g.,
team/fair play, in order to achieve a common activity goal
Math
Mathematical processes:
-Communication [C] • communicate in order to learn and express their understanding
-Connections [CN] • connect mathematical ideas to other concepts in mathematics, to everyday
experiences and to other disciplines
-Mental Mathematics and Estimation [ME] • demonstrate fluency with mental mathematics and
estimation
-Problem Solving [PS] • develop and apply new mathematical knowledge through problem solving
-Reasoning [R] • develop mathematical reasoning
-Technology [T] • select and use technologies as tools for learning and for solving problems
Visualization [V] • develop visualization skills to assist in processing information, making connections

and solving problems.
Health and Life Skills

Safety and responsibility
W–5.8 promote safety practices in the school and community
W–5.9 determine appropriate safety behaviours for community recreational situations; e.g., using snowmobiles,
all-terrain vehicles, trampolines
Group Roles and Processes
R–5.9 explore respectful communication strategies that foster group/team development; e.g., encourage
participation of all group members
R–8.9 describe the characteristics of, and demonstrate skills of, an effective leader and group member
Learning Strategies
L–8.1 determine and develop time management strategies/skills to establish personal balance; e.g., the use of
time and energy in family, school, leisure and volunteer activities, rest
L–8.3 identify components of ethical decision making, and apply these concepts to personal decision making
L–8.4 begin to develop goals and priorities related to learning and future career paths, based on personal
interests, aptitudes and skills
L–5.5 relate personal skills to various occupations
L–5.6 assess how roles, expectations and images of others may influence career/life role interests; e.g., influence
of family, friends, role models, media
Life Roles and Career Development
L–8.5 update a personal portfolio to show evidence of a range of interests, assets and skills; and relate evidence
to knowledge and skills required by various career paths
L–8.6 investigate, interpret and evaluate career information and opportunities, using a variety of sources; e.g.,
Internet, informational interviews, mentors, media
CTF Learning Outcomes: Identify the learning outcomes from the CTF Program of Studiesthat will be addressed in this
challenge.
☒I explore my interests and passions while making personal connections to career possibilities.
☒I use occupational area skills, knowledge and technologies.
☒I follow safety requirements associated with occupational areas and related technologies.
☒I demonstrate environmental stewardship associated with occupational areas.
☒I plan in response to challenges.
☒ I make decisions in response to challenges.
☒ I adapt to change and unexpected events.
☒ I solve problems in response to challenges.
☒ I create products, performances or services in response to challenges.
☒ I appraise the skills, knowledge and technologies used to respond to challenges.
☒ I communicate my learning.
☒ I determine how my actions affect learning.
☒ I develop skills that support effective relationships.
☒ I collaborate to achieve common goals.
Competencies: Identify the competencies that will be addressed in this challenge.

☒ Critical Thinking
☒ Problem Solving
☒ Managing Information
☒ Creativity and Innovation
☒ Communication
☒ Collaboration
☒ Cultural and Global Citizenship

☒ Personal Growth and Well-being
Literacy and Numeracy: Identify how the challenge supports the development of literacy and numeracy.
“Literacy is the ability, confidence and willingness to “Numeracy is the ability, confidence and willingness to engage with
engage with language to acquire, construct and quantitative or spatial information to make informed decisions in all
communicate meaning in all aspects of daily living.” aspects of daily living.”
☒ Students recognize that literacy provides enjoyment ☒Students recognize that numeracy enables people to make informed
and enables them to make sense of and participate in decisions in all aspects of daily living.
the world around them. ☒ Students identify what they know, are able to do and need to learn
☒ Students identify what they know, are able to do when engaging in tasks that involve numeracy.
and need to learn when engaging in tasks that involve ☒ Students are aware of the numeracy demands within a task.
literacy. ☒Students apply knowledge of quantitative information to make an
☒ Students are aware of the literacy demands within a informed decision.
task. ☒Students apply knowledge of spatial information to make an informed
☒Students use rules of language to acquire, construct decision.
and communicate meaning. ☒ Students interpret, represent and communicate in a variety of digital
☒Students use efficient and effective strategies to and non-digital formats to support decisions in situations involving
acquire, evaluate and ethically use information. numeracy.
☒Students use efficient and effective strategies to ☒Students use efficient and effective strategies and methods or tools to
construct meaning. manage quantitative or spatial information.
☒Students communicate to convey concepts, ideas
and understandings.
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

In lesson sequences and CTF Challenge Rubric overall below.
CTF Challenge Rubric overall- Orienteering, Maps to Adventure and Mystery*

1- Acquire (student achieved to this acquire level)
2- Apply (student achieved to acquire and apply level)
3- Adapt (student achieved to this acquire, apply and adapt level)
Student name:
Learning outcomes The Providing Recess CSI- Choose your Final bounded
basics green/ Clue Game Lethbridge own career choice option-
pre- organic Creation Parks adventure Safety poster, class
assessme material recommendation
nt ideas our poster for next
upcoming students doing
tasks list orienteering, or
physical training
program for
orienteering
CTF is exploring interests, passions and skills while making personal connections to career possibilities.
I explore my interests and passions X X
while making personal connections to
career possibilities.
 I use occupational area skills, X X X
knowledge and technologies.
 I follow safety requirements X X X X
associated with occupational areas and
related technologies.
 I demonstrate environmental X X X
stewardship associated with
occupational areas.
CTF is planning, creating, appraising and communicating in response to challenges.
I plan in response to challenges. X X X X X
 I make decisions in response to X X X X X X
challenges.
 I adapt to change and unexpected X X X X
events.
 I solve problems in response to X X X X X
challenges.
 I create products, performances or X X X X X
services in response to challenges.
 I appraise the skills, knowledge and X X X X X
technologies used to respond to
challenges.
 I communicate my learning. X X X X X X
CTF is working independently and with others while exploring careers and technology.
I determine how my actions affect X X X X X X
learning.
I develop skills that support effective X X X X
relationships.
 I collaborate to achieve common X X X X
goals.
*Note- the layout for this table was adapted from the Joel Hyland- Creative Wizardry CTF Challenge.
Ongoing assessment rubric

Directly quoted from the 2016 Alberta Education-CTF Classroom Assessment Tool- teacher will also add
anecdotal notes and written feedback
Student name: Rita Renegade
Assessment ____2___ of ___5___
Assessment name: (eg. Pre-assessment, mid cycle Mid-cycle formative
formative orienteering assessment
Date: March 30, 2022

Learning outcomes
Acquire Apply Adapt
CTF is exploring interests, passions and skills while making personal
connections to career possibilities.
I explore my interests -Identifies your interests and passions. -Identify connections between your -Create a challenge that allows
and passions while -Explains why understanding interests interests and passions and the you to explore your interests and
making personal and passions is useful and helpful. occupational areas in the challenge. passions.
connections to career -Discusses interests and passions that -Explain ways that you explore your -Modify the challenge to allow
possibilities. people have. interests and passions through you to explore your interests and
challenge. passions.
-Determine how the challenge
influences your interests and
passions.
 I use occupational -Identify what you will need to do to -Demonstrate proficiency with the Mentor other who are developing
area skills, knowledge acquire the skills and knowledge and use skills, knowledge, and technologies skills, knowledge and
and technologies. the technologies necessary to be required by the challenge. technologies related to this
successful in the challenge. -Practise the skills, knowledge, and challenge.
-Determine specific skills, knowledge, technologies required by the -Provide feedback as others
and technologies required for the challenge. develop skills, knowledge, and
challenge. technologies related to this
-Discuss skills, knowledge, and challenge.
technologies that exist in the world -Explain to others the skills,
around you. knowledge, and technologies
related to this challenge.
 I follow safety -Discuss what you do to be safe. -Follow the safety requirements of -Promote a culture of health and
requirements associated -Explain the importance of being safe. the challenge. safety.
with occupational areas -Identify the specific safety requirements -Explain characteristics of a
and related technologies. of the challenge. positive health and safety
environment.
-Support other in following safety
requirements.
 I demonstrate -Discuss what being environmentally -Demonstrate environmental -Promote the idea that
environmental friendly looks like. stewardship during the challenge. environmental stewardship is a
stewardship associated -Identify cultural perspectives regarding civic responsibility.
with occupational areas. environmental stewardship. -Discuss how the challenge
-Identify potential environmental influences the choices you make
concerns In the challenge in order to to support environmental
practise good environmental stewardship.
stewardship. -Proposed improvements to the
challenge that promote the well-
being of the environment.
CTF is planning, creating, appraising and communicating in response
to challenges.
I plan in response to -Explain why planning is helpful. -Follow the plan as you work -Revise the plan as required
challenges. -Identify what you have to think about through the challenge. throughout the challenge.
when planning. -Create a plan to address the -Evaluate the strengths and
-Describe how planning is used in the challenge. limitations of the plan.
world around you.
 I make decisions in -Discuss how you feel when you have to -Explain why you make the -Reflect on your ability to use a
response to challenges. make decisions. decisions you do during the new way of making decisions.
-Explain why making decisions is challenge. -Discuss the effectiveness of your
sometimes tough. -Describe how you make decisions current decision-making process.
-Identify why it’s important to make during the challenge. -Identify decisions made during
decisions. -Identify decisions involved with the challenge that you would
the challenge. change and the reasons for the
changes.
 I adapt to change and -Discuss how you handle change and -Evaluate the effectiveness of -Assist others who are learning to
unexpected events. unexpected events. strategies used to adapt to change adapt to change and unexpected
-Describe a time when you have dealt and unexpected events during the events.
with change and unexpected events. challenge. -Identify implications of not
-Identify strategies used for handling -Use strategies to adapt to change adapting to change and
change and unexpected events. and unexpected events during the unexpected events.
challenge. -Reflect on your ability to adapt
to change and unexpected events.
 I solve problems in -Describe various steps used in problem- -Evaluate strengths and limitations -Justify why one of solving a
response to challenges. solving approach. of your problem-solving approach problem might be better than
-Identify problems in the world around during the challenge. another.
you. -Explain a problem-solving -Explain how a problem can be
-Describe barriers that prevent you from approach used during the challenge. solved in different ways.
solving problems. -Use a problem-solving approach -Reflect on what you could do to
during the challenge. improve as a problem solver.
-Explain why different problem-
solving approaches may lead to
different solutions.
 I create products, -Identify the “Need to Knows” that you -Justify how your product, -Justify changes that you make as
performances or must address to successfully complete performance, or service meets the you develop your product,
services in response to the challenge. needs of the challenge. performance, or service.
challenges. -Identify the purpose of the challenge. -Experiment with a variety of -Seek feedback to improve your
-Generate ideas for products, processes to create a product, product, performance, or service.
performances, or services to respond to performance, or service that -Demonstrate risk taking or
the challenge. responds to the challenge. perseverance in creating a
-Monitor the development of a product, performance, or service.
product, performance or service that
you create in response to the
challenge.
 I appraise the skills, -Describe ways that you can appraise -Use appraisal feedback to assess -Develop your own criteria for
knowledge and skills, knowledge, and use of your skills, knowledge, and use of assessing your skills, knowledge,
technologies used to technologies. technologies. and use of technologies.
respond to challenges. -Explain why you appraise skills, -Appraise the skills, knowledge, -Determine the effectiveness of
knowledge, and use of technologies. and technologies you can use in the the appraisal feedback received
-Explain how you can use the challenge. during the challenge.
information you get from an appraisal.
 I communicate my -Explain why you might prefer one way -Evaluate the effectiveness of -Communicate how you take
learning. of learning over another. strategies you use to learn during risks and learn from mistakes in
-Discuss the different ways that people the challenge. order to grow.
learn. -Practise strategies that help you -Determine the next steps
-Identify barriers to your learning. learn during the challenge. required to further your learning.
-Collect evidence that supports
your growth as a learner.
CTF is working independently and with others while exploring
careers and technology.
I determine how my -Discuss your responsibilities as a -Assess how your actions affect -Promote an environment that
actions affect learning. learner. your learning. supports learning.
-Plan how you will support your -Practise actions that support your -Explain your role and
learning. learning. responsibility in supporting the
-Describe how student’s actions can learning of others.
affect learning. -Recognize how your actions
affect the learning of others.
I develop skills that -Explain what it takes to support -Justify the skills you use to support -Mentor others in their
support effective effective relationships. effective relationships during the development of effective
relationships. -Examine what you do to support challenge. relationship skills.
effective relationships. -Assess the strengths and -Encourage others to work toward
-Identify effective relationships. limitations of what you do to personal goals that will help
support effective relationships develop effective relationships.
during the challenge. -Strengthen your ability to
-Practise interpersonal skills that support effective relationships.
support effective relationships
during the challenge.
 I collaborate to -Examine attitudes, behaviours or skills -Evaluate how your collaboration -Mentor other to collaborate to
achieve common goals. required for working with others. with others helps to achieve achieve a common goal.
-Explain how group dynamics affect the common goals. -Lead or support others in
achievement of common goals. -Practise collaboration skills during working through conflict to
-Provide examples of ways to work the challenge. achieve common goals.
together. -Strengthen your ability to
-Describe advantages of working with collaborate.
others.
Remember
not all students learn the same way and at the same pace. The tool serves a number of purposes, including:
 assess student achievement of learning outcomes
 provide behaviour descriptors
 personalize assessment
 differentiate instruction
 plan effective learning activities
 guide teacher developed assessments
 determine a student’s background knowledge and skills
 identify student strengths
 determine a student’s next learning steps
CTF learning outcomes are the same for grades 5 through 9. The outcomes
 provide the expectations for student learning
 describe what a student should know or realistically be able to do by the end of a CTF task, challenge, class or
course
 identify how students will be able to apply and integrate their knowledge and skills
How learning outcomes are taught and assessed is the professional responsibility of the teacher.
The CTF classroom assessment tool for each learning outcome provides behaviour descriptors grouped according to three
stages. Behaviour descriptors are suggestions for how students can demonstrate the understanding and skills associated
with each learning outcome. The three stages are acquire, apply and adapt. Behaviour descriptors and stages
 provide the opportunity to differentiate instruction and personalize assessment
 recognize that students bring their own experiences, skills and prior knowledge to a learning experience
 depend upon the complexity of the task or challenge
 can vary from one challenge, occupational area or grade level to another
 offer different entry points for students to participate in the learning process
Selecting the appropriate behaviour descriptor and stage for a student or group of students is important. The behaviour
descriptor can represent an entry point or an end goal. Students’ current knowledge and skills, their strengths and the
next steps in their learning are important in identifying entry points. Choosing a behaviour descriptor or stage should
 involve students
 establish students’ prior knowledge
 focus on what a student can do, clearly identifying both strengths and areas for growth

 identify next steps for further learning
Resources: Identify potentially useful resources for teaching and learning the challenge.
Resources that can assist in creating CTF challenges:
 BuckInstitute Focus on Inquiry Galileo Educational Network Inquiry andProject-basedLearningat Rocky View Schools
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
Lowry, Ron (1985) Orienteering skills and strategies. IN LIBRARY, GV 200.4 L69 1985, UofL Oversize Collection
Websites and Multimedia

Orienteering and GIS
http://www.orienteering.ca/about/orienteering/
https://alis.alberta.ca/careerinsite/know-yourself/
https://www.geoec.org/
https://www.orienteeringalberta.ca/
http://www.oziexplorer.com/au/
https://www.garmin.com/en-CA/c/outdoor-recreation/handheld-hiking-gps/
https://www.agterra.com/products/mapitfast/
https://www.skybase.ca/
https://www.esri.com/en-us/arcgis/products/arcgis-enterprise/overview
https://www.garmin.com/en-CA/c/outdoor-maps/
https://en-ca.topographic-map.com/maps/llhl/Waterton-Lakes-National-Park/
https://www.maptown.com/82H_Lethbridge_p/p82h.htm
https://skills.orienteering.ca/Skills/Matrix/1
https://www.canadiantraveller.com/Feeling-Lost-How-Orienteering-Can-Help-You-Find-Your-Way
https://o-store.ca/en/o-store-reference-guide-set
Careers
Alberta Learning Information Services (ALIS):
 Career Explorers
 Self-assessment Tools
 CAREERinsite – Career Planning for Your Future
 Career Information Hotline
 OCCinfo: Occupations and Educational Programs
 Career and Workplace Resources Catalogue
 Career planning for High School Students

 Career planning for Post-Secondary Students
 https://myblueprint.ca/
 https://public.careercruising.com/en/
 https://www.careersnextgen.ca/about/
Career Planning Supports:
 myBlueprint Education Planner

 Career Cruising
 Careers: The Next Generation
 Skills Canada
 Can Learn
Safety
https://www.leavenotrace.ca/principles https://www.learnalberta.ca/content/ctsg/hs/hs_hs_res.html
https://open.alberta.ca/publications/4215083
https://education.alberta.ca/media/3114908/ctf-safety-and-environmental-considerations-for-occupational-
areas.pdf
https://www.ccohs.ca/youngworkers/
Student Handouts
- Clue assignment handout
- Green materials brainstorming handout
- CSI Lethbridge handout
- Build me a map handout
- Choose your own adventure handout
- Challenge advertisement, safety recommendations and list for future class, or training regime assignment handout

Approximately 20 classes, 1 hour/class
Snapshot
Class # Order,
Woven in 1- 5 minute safety discussion of the day
throughout 2- Lecture days also have physical exercise components (eg. 10 minutes of lecture:
the
challenge
10 minute jog to prepare for orienteering physical demands).
3- remember, understand, apply of learning outcome
4-process based assessment
1 Maps
Explore maps (teacher will provide a wide array/large variety of maps).
Map features and legends
2 Map a know area.
Introduce Clue game performance task
3 Clue Game into Action (2 classes/2 hours)
4 Green Materials for markers
5 Terrain, Map holding and folding
6 Compass navigation, GPS device navigation
7 Route planning, decision making
8 Physical maneuvers
9 Introduction to CSI Lethbridge Parks performance task
10 Lost? What to do
Lethbridge Parks map for review for action next class
11 CSI Lethbridge Parks
12 CSI Lethbridge solve the case
13 GIS
14 Build me a map from GIS
15 Introduction to the Choose Your Own Adventure personal interests attributes, knowledge, skills, abilities,
work contexts, and tools orienteering course.
16 Choose Your Own Adventure orienteering course with reflection
17,18 Bounded choice: make a poster advert for the next year’s class, a list of safety and near misses for next
year’s class, or a physical training program for next year’s orienteering class.
19 Complete bounded choice item and submit personal journal/reflection from choose your own adventure.

Challenge Plan at a Glance: Provide a general outline that describes how the challenge unfolds.
Lesson # 1 Time Allotted: 60 min.
Objective Students will be able to define orienteering.

Students will be able to describe elements in common on maps provided.
Students will be able to describe safety procedures for classroom and school grounds.
Big ideas, general
description Prior to commencing: perform needs and interest inventory (pedagogical purpose- in
order to differentiate for student interests for upcoming tasks).
Introduction and pre-assessment of mapping knowledge, compass, and navigational
abilities.
What is orienteering?
Safety in orienteering. Introduce 5 minutes a day per lesson safety aspects.
Explore maps: features, legends, and layouts.

CTF Learning [Planning an abridged CTF challenge can include linking CTF Occupational Areas and Possible
Outcomes Occupations (mapping, navigating, and soft skills woven throughout) , safety and/or
environmental considerations (5 minutes per day on different safety or environmental
consideration is woven throughout), and interdisciplinary connectionsto learning outcomes from
the CTF Program of Studies. See CTF abridged challenge exemplars.]
CTF outcomes for today

 I follow safety requirements associated with occupational areas and related technologies.
 I communicate my learning.
Social Studies
Geographic Thinking Possessing geographic thinking skills provides students with the tools
to address social studies issues from a geographic perspective. Geographic thinking skills
involve the exploration of spatial orders, patterns and associations. They enable students to
investigate environmental and societal issues using a range of geographic information.
Developing these spatial skills helps students understand the relationships among people,
events and the context of their physical environment, which will assist them to make
choices and act wisely when confronted with questions affecting the land and water
resources.

Competencies Critical Thinking

Problem Solving
Managing Information
Creativity and Innovation
Communication
Collaboration
Cultural and Global Citizenship
Personal Growth and Well-being

Literacy Students recognize that literacy provides 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 task.
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.
Numeracy Students recognize that numeracy 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 non-digital
formats to support decisions in situations involving numeracy.
Students use efficient and effective strategies and methods or tools to manage
quantitative or spatial information.
Differentiations, Differentiate content, process, or product according to student readiness, interest, and
learning profile (Tomlinson, 2010)- CTF challenge will incorporate numerous learning
Accommodations,
profiles and account for readiness and interest.
Modifications Accommodations (pending students’ needs) could for example include: ensuring paved
paths are available if applicable.
Modifications (pending students’ needs) could for example include: shortened orienteering
distance.
Assessment Formative: safety list composed as a class/group. Pre-assessment discussion for prior map
knowledge. Formal oral exit slip: what is orienteering?
Program Supports/ School handbook.
Resources Robyn’s bundle of maps (currently have a large bundle of a variety of maps for map
exploration)
Notes Safety topic for today: Classroom and school grounds safety while working independently.
Lesson #: 2 Time Allotted: 60 min.
Objective Students will be able to create a map of their selected outdoor recess school property game
area.
Big ideas, Map a known area, in this case the outdoor school property including fence lines, trees,
general playground equipment and the school buildings. This map will be used for positioning clue in
description the clue game.
Build a legend, measure distances, draw map.
Introduce recess Clue game creation.
CTF Learning
Outcomes  I use occupational area skills, knowledge and technologies.
 I follow safety requirements associated with occupational areas and related technologies.
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.
Social Studies
Geographic Thinking-
Possessing geographic thinking skills provides students with the tools to address social studies
issues from a geographic perspective. Geographic thinking skills involve the exploration of
spatial orders, patterns and associations. They enable students to investigate environmental
and societal issues using a range of geographic information. Developing these spatial skills
helps students understand the relationships among people, events and the context of their
physical environment, which will assist them to make choices and act wisely when confronted
with questions affecting the land and water resources.
Environmental and Outdoor Education

b. Students will develop the skills necessary to interpret and apply route information while en
route, including:
• compass skills
Competency  Managing Information

 Creativity and Innovation
 Communication
 Collaboration
Literacy  Students recognize that literacy provides 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 task.
 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.
Numeracy  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 non-digital
 Students use efficient and effective strategies and methods or tools to manage

Differentiation, Provide an example map if needed.
Accommodation, Allow students to work individually or in groups.
Modification
Assessment Observational checklist, student checklist
Program Supports/
Resources
Notes Safety 5 minutes for today- hazard assessment
Time Allotted: 120 min.

Lesson #: 3
2 classes
Objective Students will plan the placement of their clue cards according to their map.
Students will be leaders in the enactment of their game leading the Grade 5 group they are
assigned.
Big ideas, Plan and enact Clue game

general Put into action the Clue game for the grade 5 students using your map.
description
CTF Learning  I plan in response to challenges.
Outcomes  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 develop skills that support effective relationships.
Environment and Outdoor Education

4. Students will demonstrate skills in researching, interpreting and applying the information
necessary for safe route planning.
a. Students will demonstrate advance planning skills in researching and interpreting route
information by developing skills in:
• researching information from a variety of sources (e.g., maps, aerial photographs,
guidebooks, journals and local experts)
• interpreting route information (e.g., selecting reasonable destinations, estimating travel time,
anticipating obstacles).
Competency  Critical Thinking

 Problem Solving
 Managing Information
 Communication
 Collaboration
 Personal Growth and Well-being
information.
decision.
Differentiation, Assign a fewer number of Grade 5 students to Grade 8 Clue game leaders if needed.
Modification,
Accommodation
Assessment Observation checklist with notes.
Summative assessment: single point rubric- see below
Program Supports/
Resources
Notes Safety 5 – reporting near misses
Clue Game- Single Point Rubric

Student Name:
Date:
This is a work in progress, things to try I will be assessing your “Clue” game on You did this well, for example when you…
next time
Made decisions in order to enact game.
Adapted to unexpected events or
changes.
I attempted to have positive
communication with the Grade 5 students
that played my game.
Provided leadership to the players.
I made a plan for my Clue game.
I actively participated in the creation and
action of my Clue game.
Objective Student will brain storm environmentally friendly ways to make orientation markers and CSI
clues. (eg. Teacher idea so far is to have painted rocks for markers instead of nylon type
markers).
Big ideas, Modifying our orienteering games using Green materials.

general
description
CTF Learning  I use occupational area skills, knowledge and technologies.
Outcomes  I demonstrate environmental stewardship associated with occupational areas.
 I plan in response to challenges.
 I make decisions in response to challenges.
 I communicate my learning.
 I collaborate to achieve common goals.
Competency  Problem Solving

 Communication
 Collaboration
 Cultural and Global Citizenship
Numeracy  Students recognize that numeracy enables people to make informed decisions in all
decision.
Differentiation, Provide background on definition of green materials.

Modification Allow extra time.
Assessment Graphic organizer or submitted list.
Program
Supports/
Resources
Notes Safety 5 minutes-
Objective By the end of the lesson, students will be able to demonstrate how to effectively hold and
fold the orienteering map.
By the end of the lesson, students will be able to describe terrain elements on a map.

Big ideas, Terrain, Map holding and folding
general
description
CTF Learning  I use occupational area skills, knowledge and technologies.
Outcomes  I make decisions in response to challenges.
 I communicate my learning.
 I determine how my actions affect learning.
 I develop skills that support effective relationships.

decision.
Differentiation, Any students that have fine motor skills difficulties can work with a partner or modify the
Accommodation, task to their needs.
Modification
Assessment Student “do”/demonstrates, teacher uses observational checklist.
Program Supports/
Resources
Notes Safety 5 minutes
Lesson #: 6
Objective By the end of the lesson, students will be able to use a compass and handheld GPS device.
Big ideas,
general Compass Navigation, GPS device (handheld, not vehicle type).
description
CTF Learning ☒I use occupational area skills, knowledge and technologies.
Outcomes ☒I follow safety requirements associated with occupational areas and related technologies..

route, including:
• compass skills
Geographic Thinking - Possessing geographic thinking skills provides students with the tools
to address social studies issues from a geographic perspective. Geographic thinking skills
involve the exploration of spatial orders, patterns and associations. They enable students to
investigate environmental and societal issues using a range of geographic information.
Developing these spatial skills helps students understand the relationships among people,
events and the context of their physical environment, which will assist them to make choices
and act wisely when confronted with questions affecting the land and water resources.

• use geographic tools, such as Geographic Information Systems (GIS) software, to assist in
preparing graphs and maps ¾ access and operate multimedia applications and technologies
from stand-alone and online sources; e.g., GIS

 Communication
 Collaboration
Literacy  Students use rules of language to acquire, construct and communicate meaning.
decision.

Differentiation, Have visuals that accompany instructions posted in the classroom.

Accommodation, ELL could be provided pre-class information in their first language.
Modification
Assessment Student will“do”/demonstrate, teacher uses observational checklist.
Program Supports/ https://static.garmin.com/pumac/GPSMAP76_OwnersManual.pdf
Resources
Notes Safety 5- safe and respectful equipment use.
Lesson #: 7
Objective By the end of the lesson the student will be able to choose a route and articulate the
rationale.
Big ideas, Route planning and decision making
general
description
Outcomes ☒I follow safety requirements associated with occupational areas and related technologies.

route, including:
• compass skills
PE
A8–11 be able to identify and evaluate specific strategies and tactics that coordinate effort with
others; e.g., team/fair play, in order to achieve a common activity goal

 Problem Solving
 Communication
 Collaboration
information.
decision.
Differentiation, Print materials in visual friendly format (large print, colour)

Modification Allow extra time.
Assessment Conversation, discussion, and example map with a highlighted route.

Program Supports/
Resources
Notes Safety 5 minutes:
Lesson #: 8
Objective By the end of the lesson the student will be able to select a physical maneuvers in response
to a course obstacle.
Big ideas, Physical maneuvers.
general

description
Physical Education
GENERAL OUTCOME A Students will acquire skills through a variety of developmentally
appropriate movement activities; dance, games, types of gymnastics, individual activities and
activities in an alternative environment; e.g., aquatics and outdoor pursuits.
Basic Skills—Locomotor; e.g., walking, running, hopping, jumping, leaping, rolling, skipping,
galloping, climbing, sliding, propulsion through water
A8–1 select, combine and perform specific locomotor skills in a variety of activities to
improve personal performance
A8–2 select, combine and perform locomotor skills by using elements of body and space
awareness, effort and relationships to improve personal performance
A8–7 apply activity-specific skills in a variety of environments and using various equipment;
e.g., cross-country skiing, skating

A8–11 be able to identify and evaluate specific strategies and tactics that coordinate effort
with others; e.g., team/fair play, in order to achieve a common activity goal

 Communication
 Collaboration
Literacy  Students identify what they know, are able to do and need to learn when engaging
decision.

Differentiation, Allow students to work individually or in groups.

Accommodation, Have various obstacles including ones that are designed for students with physical disabilities
Modification or limitations.
Vary the amount of obstacles required based on physical readiness.
Assessment
Observation with checklist.
Program Supports/
Resources
Notes Safety 5 minutes:
Lesson #: 9
Objective By the end of the lesson, students will be able to summarize the components of CSI
Lethbridge Parks orienteering mystery mash-up.
Big ideas, Introduction to CSI Lethbridge Parks Performance Task

general
description

preparing graphs and maps
access and operate multimedia applications and technologies from stand-alone and online
sources; e.g., GIS

propose and apply new ideas and strategies, supported with facts and reasons, to contribute to
problem solving and decision making
• participate in and predict outcomes of problem-solving and decision-making scenarios
- articulate clearly a plan of action to use technology to solve a problem
-identify the appropriate materials and tools to use in order to accomplish a plan of action
- evaluate choices and the progress in problem solving, then redefine the plan of action as

appropriate
- use networks to brainstorm, plan and share ideas with group members

route, including:
• compass skills

 Problem Solving
 Communication
 Collaboration
decision.
Differentiation, Pre-teach or provide background materials for ELL.

Accommodation, Allow students to work in groups, but if they choose groups for this challenge the teacher
Modification will assign group members.
Assessment
Exit slip (written or oral).
Program Supports/
Resources

Notes Safety 5 minutes.
Lesson #: 10
Objective By the end of the lesson, students will be able to solve potential getting lost scenarios.
By the end of the lesson, students will be able to identify some key components of the
Lethbridge Park map.
Big ideas, Lost? What to do.
general Lethbridge Park Map (for CSI performance task) examined.
description

route, including:
• compass skills

 Communication
 Collaboration
information.
decision.
Differentiation, Word lists on display.

Accommodation,
Modification
Assessment Case study discussions with individual answer submission.
Lethbridge map key components circle and find quiz.
Program Supports/
Resources
Notes Safety- 5 minutes.
Lesson #: 11 Time Allotted:60 min (not

including driving time)
Objective By the end of the lesson, students will have navigated the orienteering course.
Big ideas, CSI Lethbridge Park- Action.

general
description
CTF Learning ☒I explore my interests and passions while making personal connections to career
Outcomes possibilities.


route, including:
• compass skills
Physical Education


 Communication
 Collaboration

information.
decision.
Differentiation, Ensure selected park meets needs for all students (eg. Paved pathways if student need
Accommodation, dictate). Shortened course for individuals with limited physical readiness.
Modification
Assessment CTF Rubric
Program Supports/
Resources
Notes Safety 5 minutes.
Lesson #: 12
Objective By the end of the Lethbridge, students will solve the crime.
Students will present their findings via their chosen modality.
Big ideas, CSI Lethbridge- Solve the case…

general
description


- access and operate multimedia applications and technologies from stand-alone and online
sources; e.g., GIS

appropriate

 Problem Solving
 Communication
 Collaboration
information.
decision.
Differentiation, Selected product modality can be differentiated (verbal, written, demonstration).

Accommodation,
Modification
Program Supports/
Resources
Notes Students will be evaluated on their attempt to solve, not on the “rightness” of their crime
solution.
Lesson #: 13
Time Allotted: min.
Objective By the end of the lesson, students will be able to name one aspect of GIS.
Big ideas, Introduction to GIS

general
description

-access and operate multimedia applications and technologies from stand-alone and online
sources; e.g., GIS


appropriate

 Communication
 Collaboration
information.
decision.
Differentiation, Pace lesson with breaks (physical session worked into most lessons).
Accommodation,
Modification
Assessment Choral response
Program Supports/ https://www.esri.com/en-us/what-is-gis/overview
Resources

Notes
Lesson #: 14
Objective Students will be able to sketch a new map.
Big ideas,
general Build a map using an aspect of GIS.
description
Outcomes ☒I plan in response to challenges.

- access and operate multimedia applications and technologies from stand-alone and online
sources; e.g., GIS

appropriate

 Communication

information.
decision.
Differentiation, Eg. Computer assistance if required.

Accommodation,
Modification
Assessment Observational checklist with rating scale.
Program Supports/ https://www.esri.com/en-us/what-is-gis/overview

Resources
Notes
Lesson #: 15
Objective Students will be able to describe the Choose Your Own Adventure orienteering career
challenge.
Big ideas, Introduction to Choose Your Own Adventure personal interests, attributes, knowledge, skills,
general abilities, work contexts, and tools (NOC).
description


route, including:
• compass skills
Physical Education

Competency Problem Solving

Communication
Collaboration
decision.
Differentiation, Pace lesson with breaks (physical session worked into most lessons).
Accommodation,
Modification
Assessment Thumbs up or thumbs down.
Program Supports/ https://noc.esdc.gc.ca/SkillsTaxonomy/TheTaxonomy

Resources
Notes
Lesson #: 16
Objective By the end of the lesson, students will complete the orienteering course.
Big ideas, Choose your own a career/adventure orienteering course. Interests, work contexts
general orienteering markers course.
description

route, including:
• compass skills
Physical Education



 Problem Solving
 Communication
 Collaboration
information.
decision.
Differentiation, Shortened course with paths or obstacles that can be approached by all students. A scribe if

Accommodation, the student has difficulty writing.
Modification
Observation.
Resources
Notes At each marker, a student will for example choose between working outdoors or indoors, and
then based on their selection they would go to a different marker next. The students record
their answers as they go. The next question may be, I enjoy working with large groups of
people (then route would be dictated by answer).
Lesson #: 17
Objective Students will appraise their personal abilities/attributes, interests, and work context options
selected.
Big ideas, Choose Your Own Adventure orienteering course with reflection/journal for documenting,
general personal interests, abilities, attributes, knowledge, skills, work contexts, and tools.
description

 Problem Solving
 Communication
 Collaboration

information.
decision.
Assessment Journal in chosen modality submitted for summative assessment grading with rubric.
Resources https://alis.alberta.ca/
Notes Based on answers in choose your own adventure challenge, the student may have some
insights on future careers. An opportunity to have an informal discussion with peers or the
teacher about these insights would be advantageous for the students.
Lesson #: 18
Objective
Student will illustrate their learning using the presentation modality and topic in the bounded
choice options.
Big ideas, Final assignment - Bounded choice: Options:

general 1. make a poster advertising this orienteering CTF challenge to
description attract next year’s students;
2. create a list of safety and possible hazards for teacher to reference
for next year;
3. create a physical training recommended program for individuals
training to orienteer.


 Problem Solving
 Communication
 Collaboration
information.
decision.
Assessment Heuristic- self or peer
Program Supports/
Resources
Notes
Lesson #: 19

Objective Student will illustrate their learning using the presentation modality and topic in the bounded
choice options.
Big ideas, Bounded choice- make a poster advertising this CTF challenge to attract next year’s students;
general create a list of safety and possible hazards for teacher to reference for next year; create a
description physical training recommended program for individuals wanting to orienteer.

 Problem Solving
 Communication
 Collaboration
information.
decision.

Differentiation, Examples. Course word lists.

Accommodation,
Modification
Assessment
Rubric
Program Supports/
Resources
Notes
NOTES
- The lesson sequences are heavy on outcomes. Some are noted as an option/example, but would not have to be assessed or
addressed necessarily on a per lesson basis. The parts of the outcomes make up the whole of the CTF challenge. Typically, in other
unit plans, I aim to specifically address 2 outcomes or objectives per lesson.
-This challenge may take longer, but it is better to be over prepared then under prepared.
Appendix:
Outcomes for this CTF challenge (in addition to numeracy, literacy, and competency outcomes)
Learning outcomes
☒I explore my interests and passions while making personal connections to career possibilities.
Social Studies
Geographic Thinking Possessing geographic thinking skills provides students with the tools to address social studies issues from a
geographic perspective. Geographic thinking skills involve the exploration of spatial orders, patterns and associations. They enable
students to investigate environmental and societal issues using a range of geographic information. Developing these spatial skills helps

students understand the relationships among people, events and the context of their physical environment, which will assist them to
make choices and act wisely when confronted with questions affecting the land and water resources.

• use geographic tools, such as Geographic Information Systems (GIS) software, to assist in preparing graphs and maps ¾ access and
operate multimedia applications and technologies from stand-alone and online sources; e.g., GIS

propose and apply new ideas and strategies, supported with facts and reasons, to contribute to problem solving and decision making
- evaluate choices and the progress in problem solving, then redefine the plan of action as appropriate

4. Students will demonstrate skills in researching, interpreting and applying the information necessary for safe route planning.
a. Students will demonstrate advance planning skills in researching and interpreting route information by developing skills in:
• researching information from a variety of sources (e.g., maps, aerial photographs, guidebooks, journals and local experts)
• interpreting route information (e.g., selecting reasonable destinations, estimating travel time, anticipating obstacles).
b. Students will develop the skills necessary to interpret and apply route information while en route, including:
• compass skills
Physical Education
GENERAL OUTCOME A Students will acquire skills through a variety of developmentally appropriate movement activities; dance,
games, types of gymnastics, individual activities and activities in an alternative environment; e.g., aquatics and outdoor pursuits.
Basic Skills—Locomotor; e.g., walking, running, hopping, jumping, leaping, rolling, skipping, galloping, climbing, sliding, propulsion
through water
A8–1 select, combine and perform specific locomotor skills in a variety of activities to improve personal performance
A8–2 select, combine and perform locomotor skills by using elements of body and space awareness, effort and relationships to
A8–7 apply activity-specific skills in a variety of environments and using various equipment; e.g., cross-country skiing, skating

A8–11 be able to identify and evaluate specific strategies and tactics that coordinate effort with others; e.g., team/fair play, in order to
achieve a common activity goal
Competency Critical Thinking

Problem Solving
Communication
Collaboration
Cultural and Global Citizenship

Literacy Students recognize that literacy provides 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 task.
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.
Numeracy Students recognize that numeracy 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 non-digital formats
to support decisions in situations involving numeracy.
Students use efficient and effective strategies and methods or tools to manage quantitative
or spatial information.
https://sites.google.com/a/loy.org/la-online-pd/home/plc_2014-15/iteam-topics/formative-assessments

4=Advanced
3=Proficient
2=Developing
1=Beginning
Skill 1- Exploring interests, passions and skills while making personal connections to career possibilities.
Skill 2 - Planning, creating, appraising and communicating in response to challenges.
Skill 3- Working independently and with others while exploring careers and technology.
Skill 4- Geographic thinking
Skill 1 Skill 2 Skill 3 Skill 4

Student

https://www.valamis.com/hub/hard-skills-vs-soft-skills

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Acquire, Apply, Adapt

Name/Student Teacher Robyn Strong

Challenge In what ways can orienteering increase Estimated

Plan, Create, Appraise and Communicate throughout Assess the PROCESS

Plan, Create, Appraise and Communicate throughout Assess the PROCESS

CTF Cluster Links Possible occupations (related to an Example

Business Management management consultant, market https://www.esri.com/

Plan, Create, Appraise and Communicate throughout Assess the PROCESS

Plan, Create, Appraise and Communicate throughout Assess the PROCESS

Occupational area Skills, knowledge and technology

Recreational Leadership Benefits of proper attire and gear, including a

Plan, Create, Appraise and Communicate throughout Assess the PROCESS

Orienteering: basic compass, handheld Garmin GPS units https://www.garmin.com/en-US/c/outdoor-recreation/handheld-

Plan, Create, Appraise and Communicate throughout Assess the PROCESS

8.S.3 develop skills of geographic thinking:

Environmental and Outdoor Education:

Application of Basic Skills in Games

Plan, Create, Appraise and Communicate throughout Assess the PROCESS

Health and Life Skills

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

Plan, Create, Appraise and Communicate throughout Assess the PROCESS

Formative and Summative Assessments

CTF Challenge Rubric overall- Orienteering, Maps to Adventure and Mystery*

Ongoing assessment rubric

Date: March 30, 2022

Plan, Create, Appraise and Communicate throughout Assess the PROCESS

Books and Articles

Websites and Multimedia

Plan, Create, Appraise and Communicate throughout Assess the PROCESS

Career Planning Supports:

 myBlueprint Education Planner

Plan, Create, Appraise and Communicate throughout Assess the PROCESS

Plan, Create, Appraise and Communicate throughout Assess the PROCESS

Objective Students will be able to define orienteering.

Explore maps: features, legends, and layouts.

CTF outcomes for today

8.S.3 develop skills of geographic thinking:

Competencies Critical Thinking

Plan, Create, Appraise and Communicate throughout Assess the PROCESS

Lesson #: 2 Time Allotted: 60 min.

I plan in response to challenges.

Environmental and Outdoor Education

Competency  Managing Information

Plan, Create, Appraise and Communicate throughout Assess the PROCESS

Notes Safety 5 minutes for today- hazard assessment

Time Allotted: 120 min.

Big ideas, Plan and enact Clue game

Environment and Outdoor Education

Competency  Critical Thinking

Notes Safety 5 – reporting near misses

Clue Game- Single Point Rubric

Lesson #: 4 Time Allotted: 60 min.

Plan, Create, Appraise and Communicate throughout Assess the PROCESS

Competency  Problem Solving

Differentiation, Provide background on definition of green materials.

Assessment Graphic organizer or submitted list.

Lesson #: 5 Time Allotted: 60 min.

Plan, Create, Appraise and Communicate throughout Assess the PROCESS

Competency  Problem Solving

Notes Safety 5 minutes

Environmental and Outdoor Education:

8.S.3 develop skills of geographic thinking:

Competency  Problem Solving