Canonical lesson CALM-U1-L13 · CALM-P13 · CURRICULUM_BASELINE

CALM-P13 - Investigate how science, technology and media affect wellness

• Course: CALM (PED0770) - Alberta Career and Life Management 2002
• Lesson ID: CALM-U1-L13
• Unit: U1 - General Outcome 1: Personal Choices
• Official outcome: CALM-P13
• 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

investigate how science, technology and media affect wellness these sources of developments and discoveries over personal emotional/spiritual expression, peer pressure, body image and the use of alcohol and drugs community, province, country and world relative to developments in science and technology developments and be an informed consumer

Classroom restatement: Investigate how science, technology and media affect wellness.

Learning intention

Meet CALM-P13 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-P13 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-P13, 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) - What makes a wellness ad convincing besides evidence? Typical: music, bodies, urgency.
2. Teaching unique to CALM-P13 (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

What makes a wellness ad convincing besides evidence? Typical: music, bodies, urgency.

Teaching (unique to CALM-P13)

Science, technology, and media affect wellness claims: products, apps, body image, peer pressure, and substance portrayals. Students learn to ask: What is the claim? What evidence is missing? Who benefits? What harm is possible? They become informed consumers of wellness messages, not influencers. No supplement sales. No requiring students to critique their own bodies. Fictional ads only (detox tea, “hack your sleep” app, energy drink at the kiosk).

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: minute of ad critique, ~40 s. What: fake ad still + four question prompts.

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

Worked example (Cedar Bend)

Fake ad: “Detox tea = wellness in 3 days.” Claim: tea causes wellness. Missing: what wellness means, sample size, side effects, who paid. Possible harm: skipping meals, spending given $18 that River needed for a bus pass on the card. Better question: What would a public dietitian or teacher-approved source say? Do not recommend teas.

Guided practice

Critique a fictional energy-drink poster at the kiosk using the four questions.

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 claim vs evidence on the detox-tea ad.
• CORE: Write four sentences: claim, missing evidence, possible harm, better question.
• PROFICIENT: Add how peer pressure at the kiosk could spread the ad.
• ADVANCED: Compare a science-class statement (“caffeine can delay sleep”) with a marketing statement.

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

Privacy box

Use a fictional persona or school-safe examples. Students are not required to disclose private family details. A private/independent option is always available.

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

Treating influencer proof as science, or assigning students to post real body photos.

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-P13. 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-P13 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-P13 without using another outcome’s worksheet.
• Evidence comes from the lesson’s worked/guided materials or a persona card.
• Private alternative used if the student prefers not to share personal detail.

Formative evidence

Collect the independent-practice artifact for CALM-P13. Three lines: (1) outcome in own words, (2) one evidence fact from today’s materials, (3) one question still open.

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).