Canonical lesson CALM-U1-L06 · CALM-P6 · CURRICULUM_BASELINE

CALM-P6 - Determine practices and behaviours that contribute to optimal physical well-being

• Course: CALM (PED0770) - Alberta Career and Life Management 2002
• Lesson ID: CALM-U1-L06
• Unit: U1 - General Outcome 1: Personal Choices
• Official outcome: CALM-P6
• Object type: canonical lesson (not a bootcamp session)
• Bootcamp overlay: none (curriculum baseline) - 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

determine practices and behaviours that contribute to optimal physical well-being over physical and other dimensions of well-being nutritious choices, fitness and exercise as contributors to physical well-being plans

Classroom restatement: Determine practices and behaviours that contribute to optimal physical well-being.

Learning intention

Meet CALM-P6 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-P6 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-P6, 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) - Name one practice that supports physical well-being that is not “go to the gym.” Typical miss: sleep.
2. Teaching unique to CALM-P6 (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

Name one practice that supports physical well-being that is not “go to the gym.” Typical miss: sleep.

Teaching (unique to CALM-P6)

Physical well-being practices in CALM: sleep opportunity, movement, nutritious choices, and recovery - taught as options on a scenario, never as a body audit. No weigh-ins, no BMI calculations, no food diaries of the student’s home. Canada’s Food Guide language may be used as a public plate model on a fictional cafeteria tray. Fitness is “movement the body can do this week,” not a sport identity test. Plans are short and adjustable. Physical well-being interacts with other dimensions (P1) but this lesson stays on practices and behaviours, not diagnoses.

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 practices list, ~40 s. What: simple day strip: sleep | meals | movement | school | kiosk.

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

Worked example (Cedar Bend)

Jordan’s given week: 6.5 h sleep school nights, two skipped lunches, standing kiosk shifts, no listed walk. Practices that fit the scenario: pack the cafeteria sandwich (given menu card), move the 21:00 close off Tuesday if possible, 20-minute walk with Sam Saturday (already in Sam’s card). Do not prescribe supplements. Do not comment on Jordan’s body.

Guided practice

Build a three-practice plan for River using only the given schedule. Each practice must be observable.

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: Check three practices on a list (sleep window, meal, movement) using Jordan’s card.
• CORE: Write a two-day plan with times, not slogans.
• PROFICIENT: Show one trade-off: extra kiosk hour vs sleep opportunity.
• ADVANCED: Explain why a weigh-in would violate this course’s privacy rule even if “fitness apps do it.”

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

This outcome does not require the micro-enterprise. Students continue the independent Cedar Bend kiosk option if they are in that stream, or skip project artifacts today.

Independent option remains available: solo kiosk brief, given numbers only.

Misconception to repair

Physical health = thinness, or assigning calorie counts of the student’s real meals.

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-P6. 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-P6 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-P6 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-P6. 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).