Canonical lesson CALM-U2-L09 · CALM-R9 · CURRICULUM_BASELINE

CALM-R9 - Examine various types of investments and the practical and ethical issues of investing

• Course: CALM (PED0770) - Alberta Career and Life Management 2002
• Lesson ID: CALM-U2-L09
• Unit: U2 - General Outcome 2: Resource Choices
• Official outcome: CALM-R9
• 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 various types of investments and the practical and ethical issues of investing investing, various common investments and the pyramid of risk depreciate in value

Classroom restatement: Examine various types of investments and the practical and ethical issues of investing.

Learning intention

Meet CALM-R9 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-R9 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-R9, 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) - Can an investment lose value? Typical myth: “investing always goes up.”
2. Teaching unique to CALM-R9 (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

Can an investment lose value? Typical myth: “investing always goes up.”

Teaching (unique to CALM-R9)

Investments differ by risk and by ethics. A classroom pyramid of risk (fictional): savings-like products at the base, higher-volatility stories at the top - labels only, no picking stocks for students. Practical issues: money can decrease; time horizon; fees on a given sheet. Ethical investing means asking what an investment supports; it is not a required political essay. Not advice. No real brokerage logins.

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 definitions, ~50 s. What: pyramid of risk (classroom labels, fictional products).

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

Worked example (Cedar Bend)

Jordan has a given $80 skills-night goal in six weeks (R4). Putting it in a high-risk story product is mismatched to the time horizon. Ethical check: a fictional “fast water-cleanup stock” that funds dumping is rejected for the kiosk’s hygiene mission. Jordan keeps the envelope tally. This is education about match-to-goal, not a product sale.

Guided practice

Place four fictional products on a risk pyramid using the handout definitions only.

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: Define invest vs save in classroom language.
• CORE: Match Jordan’s six-week goal to a low-risk story option.
• PROFICIENT: Write one ethical question about the dump-stock card.
• ADVANCED: Explain why the teacher will not recommend a real ticker.

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

Privacy box

Money work uses given numbers only. Cedar Bend budgets, bank comparisons, and credit scenarios are fictional. Do not collect real bank passwords, SINs, paystubs, or family income for the class folder. This is financial literacy practice, not advice.

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

Get-rich tips; requiring family investment disclosure.

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-R9. 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-R9 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

• Work stays on CALM-R9 with given figures only.
• No real bank credentials, SINs, or family income in the shared folder.
• Product includes an explicit “not financial advice” note where money appears.

Formative evidence

Collect the independent-practice artifact for CALM-R9. Three lines: (1) outcome in own words, (2) one given number used, (3) “not advice” + no real credentials.

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).