Bootcamp overlay: session-03.html may start this outcome. The official course still includes every CALM specific outcome.

Canonical lesson CALM-U1-L01 · CALM-P1 · ENHANCED_BOOTCAMP_OVERLAY

CALM-P1 - Analyze the dimensions of health and their interrelatedness, the impact of the determinants of health, and the dynamic nature of balance in life

• Course: CALM (PED0770) - Alberta Career and Life Management 2002
• Lesson ID: CALM-U1-L01
• Unit: U1 - General Outcome 1: Personal Choices
• Official outcome: CALM-P1
• Object type: canonical lesson (not a bootcamp session)
• Bootcamp overlay: session-03.html - overlay may *start* this outcome; it does not replace the full lesson
• Characters: fictional Cedar Bend, Jordan, Sam, River (never the student as a case study)

Official outcome text

analyze the dimensions of health and their interrelatedness, the impact of the determinants of health, and the dynamic nature of balance in life contribute to personal well-being their effect on lifestyle choices interrelated and interdependent aspects of well-being and healthy lifestyles and the changing/dynamic nature of this balance

Classroom restatement: Analyze the dimensions of health and their interrelatedness, the impact of the determinants of health, and the dynamic nature of balance in life.

Learning intention

Meet CALM-P1 with instruction, practice, and a check that is unique to this outcome. The 10-session bootcamp is a separate accelerated pathway. This file is the canonical lesson.

Students can succeed without disclosing private life. Pass is allowed on personal questions.

Success criteria

1. Restate CALM-P1 in classroom language without swapping in a different CALM outcome’s worksheet.
2. Complete the worked-style task using only fictional Cedar Bend evidence and given numbers where money appears.
3. Produce a FOUNDATION, CORE, PROFICIENT, or ADVANCED artifact as assigned.
4. Use the privacy box: no required disclosure; private alternative where this outcome needs it.

Lesson ≠ bootcamp session

This is one official specific outcome. If a 10-session bootcamp file mentions CALM-P1, that file is an overlay starter only. Taxes, insurance, P10-P12, and the C11 capstone remain full-course lessons even when week-1 bootcamp is busy with other topics.

Sequenced ~75 minutes (adjust to the block)

1. Diagnostic / retrieval (5 min) - 60-second list: “kinds of health.” Typical list is physical only. Repair: CALM uses a multi-dimension wheel. Do not ask students to rate their own mental health 1-10.
2. Teaching unique to CALM-P1 (15-18 min).
3. Diagram at the cue below (under 90 s showing time).
4. Worked example with Jordan / Sam / River (12 min).
5. Guided practice (12 min).
6. Independent FOUNDATION→ADVANCED (15-18 min), including private/independent option.
7. Misconception repair + exit ticket (8 min). Human-tutor handoff if crisis or privacy flags appear.

AKOS diagnostic / retrieval

60-second list: “kinds of health.” Typical list is physical only. Repair: CALM uses a multi-dimension wheel. Do not ask students to rate their own mental health 1-10.

Teaching (unique to CALM-P1)

CALM uses multiple dimensions of health, not a BMI score. Teaching set: physical, emotional/psychological, social, intellectual, and spiritual/meaning (purpose). Students are never required to name a faith; “spiritual” may be taught as meaning or values. Determinants of health (GTI) are conditions that create or maintain health: income, social support, education, working conditions, physical environment, access to services. Jordan living with an aunt and riding the Cedar Bend bus are determinants, not character grades. Balance is dynamic: a dimension can be enough this week and thin next week. A blank spoke means no evidence in the scenario, not a diagnosis and not a fail. Do not invent depression, ADHD, or family secrets from a timetable.

Do not invent FNMI content. Do not paste unrelated GTI chapters into this lesson. Do not reuse a mole worksheet, a different CALM outcome’s confession prompt, or a real household budget.

Diagram timing

When: after diagnostic, ~90 s. What: five-spoke wheel with Jordan in the centre (not the student). Teacher cue: centre is a character. Tutor cue: forbid “rate your mental health.” Optional second figure at minute 18: bus / job clock / house as determinant icons.

Keep figures simple (schedule strip, budget table, help-seeking map, comparison chart). Timed visuals are teaching aids, not decoration.

Worked example (Cedar Bend)

Jordan (fictional): Mon-Fri 6.5 h sleep after kiosk nights; skipped lunch twice; 15 min social time with coworkers 21:00-21:15; no homework block weeknights; Sunday 4 h homework; no listed purpose activity. Physical: thin (sleep, lunch). Emotional: not evidenced - leave blank. Social: mixed. Intellectual: partial (Sunday only). Meaning: blank unless students propose a fictional 45 min volunteer. Interrelation: skipped lunch (physical) → afternoon classes harder (intellectual). Do not conclude “Jordan has ADHD.”

Guided practice

Complete the same table for Sam Ortega: Grade 11, no job, 22:00-07:00 sleep (9 h), 2 h/night social media, 1 h walk, cafeteria lunch, 45 min study, Saturday 2 h at Cedar Bend library. Sample: physical OK; social mixed (online vs in-person); meaning = library volunteer; intellectual may be thinner than Jordan’s Sunday block.

Near-miss to repair: using a different outcome’s template (a P12 confession prompt in a money lesson, or a real family budget in a health lesson).

Independent practice

• FOUNDATION: Label five spokes; attach two pieces of evidence from Sam’s schedule.
• CORE: Full dimension table plus one interrelated pair with a because clause.
• PROFICIENT: Add one determinant (no job → more time, less money) without judging Sam’s family.
• ADVANCED: Write four sentences on why a snapshot wheel is not a diagnosis and how balance can change next week.

Independent (solo) students complete the same levels on the Cedar Bend kiosk brief or the private packet. No group is mandatory.

Privacy box

This lesson can touch sensitive topics. Shared class work uses a fictional persona card (Jordan, Sam, River, or another named card) - not a classmate’s private life. Pass is allowed on personal questions. Do not assign diagnoses, body measurements, sexual history, or trauma narratives for marks.

If someone volunteers something sensitive: thank them, stop the public share, and offer the private option or a counsellor. Crisis language → human supports (teacher/counsellor; 911 if immediate danger; Kids Help Phone 1-800-668-6868 / text CONNECT 686868; 211 Alberta). The AI Tutor is not a crisis service.

Shared project (only where it fits)

Sustainable Community Water & Hygiene Micro-enterprise - Kiosk shifts cannot ignore the physical dimension: a 21:00 close plus 08:30 school is a balance issue for River Chen. Record one constraint for Milestone 1. Solo Cedar Bend kiosk brief is always allowed.

Independent option (always on): solo “Cedar Bend refill kiosk” brief with the same given numbers. No family interviews. No home plumbing photos.

Misconception to repair

Health = BMI, or treating a blank emotional spoke as student refusal, or blaming poverty as laziness.

Tutor repair: name the wrong idea, give the classroom rule, return to the persona card. No shame.

AKOS instructional layer

Function	In this lesson
Diagnostic	Retrieval prompt above; typical misconception named.
Outcome map	One official code: CALM-P1. Bootcamp overlay (if any) does not replace this lesson.
Sequenced lesson	Diagnostic → teach → diagram → worked → guided → independent levels → check.
Mastery check	FOUNDATION through ADVANCED products; not a diploma.
Misconception repair	Named below; tutor must not praise the wrong idea.
Tutor handoff	AI Tutor is not a counsellor. Human tutor / teacher / counsellor as specified.
Evidence capture	Exit ticket in the student folder; no crisis text in curriculum files.

AI Tutor and human-tutor handoff

The AI Tutor grounds on CALM-P1 only. No false praise. No invented financial products, labs, or counselling protocols. No silent skip to a different outcome.

If a student writes about wanting to die, being unsafe, or being harmed: do not role-play therapy, do not ask for more trauma narrative, do not praise the disclosure as an assignment. Say you are not a crisis service. Name teacher, counsellor, 911 if immediate danger, Kids Help Phone 1-800-668-6868 / text CONNECT 686868, 211 Alberta. Hand off to a human.

Human tutor / teacher: privacy breach, crisis language, requests for real banking, sexual-history questions, or HCS3000 file uploads.

HCS3000

LINK_ONLY. Do not ingest, unzip, copy, or grade HCS3000 certificates, rosters, or module files in OEOM. Point students to the external course if the school offers it. CALM workplace talk stays at this lesson’s level.

Checks for understanding

• Restate CALM-P1 in classroom language without swapping another CALM outcome.
• Case uses a persona card (or private packet) - not a classmate’s private story.
• Sensitive prompts were optional/pass-allowed; no trauma narrative required for marks.

Formative evidence

Collect the independent-practice artifact for CALM-P1. Three lines: (1) outcome in own words, (2) one persona-card fact used, (3) one thing that was not required today (e.g. personal disclosure).

Provenance

Official wording from Rapid-3 _official_math_calm_outcomes.json (CALM) aligned to ALBERTA_SENIOR_HIGH_OFFICIAL_OUTCOMES.csv. Lesson IDs match promote_full_courses.py calm_calendar() / canonical_lessons.json. Pack written as outcome-correct canonical markdown (lesson ≠ session).