Canonical lesson CALM-U2-L03 · CALM-R3 · CURRICULUM_BASELINE

CALM-R3 - Examine sources of lifestyle aspirations, and relate these to personal resources

• Course: CALM (PED0770) - Alberta Career and Life Management 2002
• Lesson ID: CALM-U2-L03
• Unit: U2 - General Outcome 2: Resource Choices
• Official outcome: CALM-R3
• 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

examine sources of lifestyle aspirations, and relate these to personal resources lifestyle choices must be integrated into a financial plan personal resource plan characteristics of a financial plan adapt to changes and/or lifestyles change and in response to new information priorities, personal needs and wants, and cultural influences affect the use of all of one’s personal resources

Classroom restatement: Examine sources of lifestyle aspirations, and relate these to personal resources.

Learning intention

Meet CALM-R3 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-R3 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-R3, 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) - Where might an aspiration come from besides “I just want it”? Typical: only ads.
2. Teaching unique to CALM-R3 (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

Where might an aspiration come from besides “I just want it”? Typical: only ads.

Teaching (unique to CALM-R3)

Lifestyle aspirations (how someone wants to live) come from many sources: media, peers, family messages, culture, school - taught without requiring students to report their family’s culture as an assignment. Aspirations must be integrated with personal resources and a financial plan that can adapt. Characteristics of a plan: written, uses given numbers, has priorities, can change with new information. Do not invent FNMI content. Do not grade students on whether their aspiration matches a teacher’s lifestyle.

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 the rent card, ~50 s. What: two-column aspiration vs resource.

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

Worked example (Cedar Bend)

River aspires to “live downtown with a car” after seeing a social post. Resources: $168/week given kiosk pay before the sample deduction. A fictional rent card for Cedar Bend downtown is $1,200/month plus a car payment $280 - numbers given, not Alberta market advice. The aspiration does not fit this year’s resources. Adapted plan: shared student housing card $550 given, bus pass $40, save a given $20/week on paper. Sources: media vs the number table.

Guided practice

Sam aspires to volunteer plus full weekends off. Relate to time resources, not money.

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: Name two sources of River’s downtown aspiration.
• CORE: Show the given-number mismatch in four lines.
• PROFICIENT: Rewrite the aspiration to fit this year’s resource card.
• ADVANCED: Explain how a plan should change if hours drop to 8/week (given).

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.

Money rule (this outcome)

All dollar figures are GIVEN on cards. This is education, not financial advice. No real bank logins, no SIN, no real paystubs, no “bring your family’s statements.” Students may scale a persona, not their household.

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

Lifestyle goals are free of trade-offs; forcing cultural confession.

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-R3. 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-R3 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-R3 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-R3. 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).