Canonical lesson CALM-U2-L06 · CALM-R6 · CURRICULUM_BASELINE

CALM-R6 - Develop strategies to be informed consumers

• Course: CALM (PED0770) - Alberta Career and Life Management 2002
• Lesson ID: CALM-U2-L06
• Unit: U2 - General Outcome 2: Resource Choices
• Official outcome: CALM-R6
• 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

develop strategies to be informed consumers sustainable development consumer choices a consumer consumer concerns regarding health issues, products and services wants and needs on being an informed and responsible consumer

Classroom restatement: Develop strategies to be informed consumers.

Learning intention

Meet CALM-R6 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-R6 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-R6, 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 is one question an informed consumer asks before buying a “eco” soap?
2. Teaching unique to CALM-R6 (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 is one question an informed consumer asks before buying a “eco” soap?

Teaching (unique to CALM-R6)

Informed consumers check claims, compare unit prices with given numbers, consider health and sustainability, and know how to raise a concern. Sustainable development here means not wasting given supplies and not making false green claims. Consumer health: read the fictional soap label (ingredients listed on the card), do not mix chemicals (Chem 20 register). Wants vs needs returns from R2.

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: during unit-price work, ~50 s. What: two-column product comparison table.

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

Worked example (Cedar Bend)

Two given soaps: Brand A $3.00 / 250 mL; Brand B $4.00 / 400 mL. Unit price: A = $0.012/mL; B = $0.010/mL. B is cheaper per mL. Extra check: B’s label claims “kills 99% of everything” with no source - do not repeat as a kiosk ad (P13/C10 ethics). Choose B for cost, write a modest hygiene claim only.

Guided practice

Compare two given cup packs. Include waste (single-use vs washable given $15 tray).

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: Calculate two unit prices from given numbers.
• CORE: Add a health-claim check.
• PROFICIENT: Draft a one-line kiosk consumer concern process (who to tell).
• ADVANCED: Explain sustainable choice without invented FNMI content or greenwashing.

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 (only where it fits)

Sustainable Community Water & Hygiene Micro-enterprise - Chem contribution stays on the allowed materials list. CALM owns the consumer-claim ethics.

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

Cheapest is always best; mixing cleaners at home because a label said “powerful.”

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-R6. 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-R6 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-R6 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-R6. 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).