Jo-Anna Meurs

CTS Program Planning - Stage 1: CTS Pathway/Semester Plan

CTS Pathway/Semester Plan
Teacher Name: Jo-Anna Meurs
CTS Level: Introductory
CTS Pathway Name: Fostering Ethical
Semester/Quarter: 1 of 2
Citizenship
Program Description:
The main goal of this multidisciplinary project is to help students develop skills that will make them employable
in todays ever changing work force. Fostering Ethical Citizenship is a multi-disciplinary project involving outcomes
from three CTS modules, 2 different CTS clusters, and 3 occupational areas. It is designed to give students insight into
a variety of possible career choices, as well as open doors and create opportunity for students within the community.
Students will be introduced to Leadership Roles within the community with a strong focus on environmental
sustainability. Throughout this project student will learn and implement leadership skills to prepare them for any field
of work, while also gaining experiences in a volunteer opportunity (15 hours) where they will utilize their newfound
appreciation of environmental stewardship.
As the environment becomes an increasingly dominant topic among professional circles, it is important for
students to gain knowledge in this field not only for specific jobs in a such an industry, but also to be inspired as
ethical citizens within the world. Showing well-roundedness and an interest in their surrounding provides students with
an upper hand in employability. In particular, this project will open students up to a variety of jobs in both community
services, and within the natural resources industry. By taking this introductory pathway, students are opening doors to
a variety of possibilities. Fostering Ethical Citizenship will equip students with an expansive set of foundational skills
that will benefit them in any career path they choose to pursue.
Clusters
NAT (Natural Resources)
HRH (Health, Recreation, and Human Services)
In this cluster, students develop
the motivation and commitment to
work individual and collectively as
The HRH cluster focuses on a vast array of challenging and
private citizens and members of
rewarding careers in health care, community supports,
the workforce toward conservation
recreation, cosmetology, food services, tourism, and law.
and responsible use of air, energy,
forests, land, minerals, water, and
wildlife.
Occupational Areas
ENS (Environmental
CCS (Community Care
HSS (Human & Social Services)
Stewardship)
Services)
Students examine the
students experience volunteering
students learn about occupations
management and conservation of
and developing skills for
related to wellness, human
the environment, and propose
community-based services in a
development, and family support
actions that foster the sustainable
variety of settings
as well as ethics
development and use of resources

Jo-Anna Meurs

Essential Questions

1. How can setting goals benefit the individual and

the community?
2. What are the roles of a team player?

4. How do individuals affect their environment

(both social and physical)?
5. How can an individuals show community
leadership through environmental stewardship?

8. What are the characteristics of an ethical

citizen?

Module
CCS 1080
Community
Volunteerism 1
HSS 1080
Leadership
Fundamentals 1
ENS 1010
Introduction to
Stewardship
CCS 1080
Community
Volunteerism 1
HSS 1080
Leadership
Fundamentals 1
ENS 1010
Introduction to
Stewardship
CCS 1080
Community
Volunteerism 1
HSS 1080
Leadership
Fundamentals 1

Prioritized
Outcomes
1,3,
1, 2, 3
2
1
3

1, 2
1, 3
2, 3

Program Rationale:
The Fundamental goal of Alberta Education is to inspire all students to become ethical citizens, entrepreneurial
spirits, and engaged thinkers! The Ministerial Order on Students Learning states:
An Ethical Citizen understands that it is not all about them, has learned about and is appreciative of the effort and sacrifice that built this
province and country and sees beyond self-interests to the needs of the community; is committed to democratic ideals; contributes fully to
world economically, culturally, socially, and politically; as a steward of the earth, minimizes environmental impacts; builds relationships
through fairness, humility, and open mindedness, with teamwork, collaboration and communication; engages with many cultures,
religions and languages, values diversity in all people and adapts to any situation; demonstrates respect, empathy, and compassion for all
people; cares for themselves physically, emotionally, socially, and spiritually; is able to ask for help, when needed, from others, and also

Jo-Anna Meurs
for others; and assumes the responsibilities life in a variety of roles.
The goal of this course is to hit a number of the characteristic of ethical citizens by providing students with the
skills required to succeed in an ever-changing job market. By promoting community involvement, leadership,
teamwork, and environmental stewardship, students will walk away from this course ready to take on any career as
ethical members of their town, province, country, and the world. The NAT cluster (Natural Resources), and the HRH
cluster (Health, Recreation, and Human Services) instill a passion for change and community service through a
number of different industries. Whether they hope to work with the land or serving others in any way, students will
feel a great sense of reward and citizenship in these careers. By fostering ethical citizens, this program provides
students with foundational knowledge, skills, and competencies that will serve them in any career path. The tools
gathered throughout this program will assist students in making informed decisions about their lives. The open-ended
nature of this course provides an immense amount of opportunities when entering into the workforce. It has been said
that many of the jobs our high school students will pursue, have not even been invented yet. Community
Volunteerism, Leadership Fundamentals, and Environmental Stewardship are certain to benefit students in any
pathway the choose to endeavor.
The learning needs of all students will be met through a variety of assessment strategies and choice in each
assignment and activity. Through the use of formative assessment, I will collect evidence that will guide both myself
and the students on the next steps to be taken in the sequencing of the course. I will also utilize this evidence to
inform me on the weighting of certain aspects of the culminating task. While all students will be required to do, write,
and say during their culminating task, these weightings may shift from student to student based on their own unique
abilities and skill-sets. Each prioritized learning outcome will be summatively assessed through either the enabling
tasks or the culminating task as fitting for the project. All other outcomes will be assured to be assessed formatively
through other lessons, activities, and volunteer visits. Students will be assessed in a variety of ways including selfassessment, peer-assessment, and teacher-assessment. The self and peer assessments will be used exclusively as
formative assessment, while the teacher assessment will be used as formative, summative, or both, depending upon
the work being evaluated. Through this approach, students will be given plenty of opportunity for feedback and selfmanagement. This plan aims to have students learn, and be assessed on each outcome in the programs of study with
emphasis being placed on the prioritized outcomes.
As a teacher with a minor in Science, I have a strong passion for environmental stewardship as well as preexisting knowledge of the diversity of Albertas natural resources. I believe that as humans we have a responsibility to
the Earth so many generations following us are able to enjoy the same resources that we have been given. By sharing
relevant experiences, I hope to foster a similar respect and admiration for the environment within my students. I also
have a strong belief in the necessity of leadership and community involved. In this way, I have had many of my own
volunteer experiences in a variety of positions including those where leadership skills are required. Having my own
strong ties to the community, I believe I can assist these students in finding suitable placements that will allow for
growth and development of each individual student. I believe this course is of great value and will benefit any student
who takes, no matter the career path they choose later on in life. I am passionate about the environment and the
community which surrounds us, and hope students begin to see the importance of becoming ethical citizens
throughout each of the modules!
Related CTS Modules
Course Code: ENS 1010
Course Code: CCS 1080
Course Code: HSS 1080
Title: Introduction to
Title: Community Volunteerism 1 Title: Leadership Fundamentals

Jo-Anna Meurs
Stewardship

Description:
Students develop an understanding of
the social, economic, and political
significance of environmental
stewardship by creating a personal
definition of environmental
stewardship and examine the
historical context of environmental
stewardship.

Prerequisite(s):
None
Big Ideas/Essential Skills:
Students will:
develop an interest in environmental
stewardship
gain knowledge about the impact
humans have on the environment.
foster a sense of responsibility in
regards to environmental
stewardship.
Develop a definition of environmental
stewardship based on their
experiences.
Career Connections/Strategies:
Responsibility for actions
Passion for sustainability
Understanding of social, political, and
economics impacts on environment
Strategies:
Online Research
Volunteer Experience

Description:
Students examine the role of
volunteers in a community, perform
as volunteers and evaluate their
volunteering experience.

Description:
Students explore basic principles of
leadership and evaluate their
personal leadership characteristics
and qualities. Students develop a
plan for their personal growth as a
member of a leadership team and
examine the various behaviors, skills,
and roles of teams members that
contribute to team effectiveness.
Prerequisite(s):
Prerequisite(s):
None
None
Big Ideas/Essential Skills:
Big Ideas/Essential Skills:
Students will:
Students will:
examine the roles of volunteers within explore basic principles of leadership
the community
evaluate personal leadership qualities
perform as a volunteer
develop a plan for personal growth
evaluate volunteering experience
develop a commitment to community
service

Career Connections/Strategies:
Service towards others
Building relationships
Evaluate Community Needs
Strategies:
Volunteer Experience
Researching volunteer opportunities
based on interests

Culminating Assessment Task

Title: Ethical Citizen Portfolio
Description:

Career Connections/Strategies:
Leadership skills (time management,
conflict resolution, communication,
ect.)
Assisting others & asking others for
assistance.
Goal setting
Strategies:
Volunteer Experience
Researching volunteer opportunities
based on interests.

Jo-Anna Meurs
The Culminating task will encompass prioritized outcomes from all three modules, and will be directly correlated to the
students volunteer experience. The finished product will be an ethical citizen portfolio in which students will include
the different components of the culminating task. Part of the Culminating Task will take place during the students
volunteer placement. This will include 6 journal reflections to complete twice per week for 3 weeks. The finished
product will be an ethical citizen portfolio in which students will include the different components of the culminating
task. The journal entries will include a description of the students experience, describing and evaluate the
characteristics, skills and qualities of both a volunteer and a leader, and they must describe ways in which humans
have impacted the environment. Students will also interview a client at their placement and questions relating to
outcomes HSS 1080 3.1, CCS 1080 3.2, and ENS 1010 1. And finally students will revise their SMART goal plan, and
leadership philosophy related to goals for future volunteer experiences. Students will use the interview and their
reflection as a guide to completing this goal plan. Students will create a final reflection regarding the entirety of the
course. Their ethical portfolio will also include a personal inventory, and students will make connection to different
career paths based on their experience in this project.
Outcomes:
CCS 1080
1.1, 1.2, 1.3, 2.3, 3.1, 3.2, 3.2.1, 3.2.2, 3.3, 5.1, 5.2
HSS 1080
1.1, 1.2, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.1.1, 3.1.2, 3.1.3, 3.1.4, 3.2, 5.1, 5.2
ENS 1010
1, 1.1, 1.2, 1.3, 2.1, 5.1, 5.2
Enabling Assessment Tasks
1. Title: What is Environmental
2. Title: Humans and the
3. Title: Environmental
Stewardship?
Environment
Stewardship Timeline
Description:
Description:
Description:
Students will explore legislation and
In groups Students will research one
Students will create a timeline using
policies from both government and
natural resource industry in Alberta
any medium they choose to showcase
private organizations that deal
(logging, oil-field, agriculture, etc.)
the development of environmental
directly with environmental
and identify how they have impacted
stewardship from the mid 19th century
stewardship (i.e. Ducks Unlimited,
soil, water and air quality, as well as
to present (1850-2016). The timeline
Alberta Fish & Game Association,
wildlife habitats in the area. This will
must include 10 major events from
etc.). Through research, students will
be presented in any medium of the
Alberta, Canada, and the world,
present (in any form they choose), a
groups choosing (written, illustrated,
including the implementation of new
definition of environmental
PowerPoint, video, song, etc.). (ENS
policies and legislations. For each
stewardship. (ENS 1010 1.1)
1010 2.1)
event, students will
Students may choose to illustrate,
After a lesson, students will then (on
Will provide a brief description,
create a video, PowerPoint, song, etc. their own) compare and contrast
explaining why these events were
to present their definition. If students
philosophies of conservation and
important for the development of
wish to present their information to
preservation using a table, Venn
Environmental Stewardship. (ENS
the class, presentations should be
diagram, or other visual component.
1010 3.1, 3.2). By gaining a
around 2-5 minutes. This will be
(ENS 1010 2.2). This will show
knowledge of the historical context of
submitted through their portfolios.
students ability to analyze and
environmental stewardship, students
describe justifications for human
are becoming aware of their
intervention. By engaging in this task, standings in the continuum, as well
students will be furthering their
as the steps that might be occurring

Jo-Anna Meurs
understanding of environmental
stewardship as well as beginning to
understand their role as
environmental stewards in their
community. (ENS 1010 1)
This task will be submitted through
their portfolios.

4. Title: The Role of Volunteers

in the future and the ways in which

they can become involved in making
a better world to live in! (ENS 1010
1)
This task will be submitted through
their portfolios.

5. Title: Qualities of a Leader

6. Volunteer Placement & Goal

Setting
Description:
Description:
Description:
Throughout a series of lessons and
Students will create a visual
In preparation for the students
activities, students will be required to representation (ex. Collage) that
volunteer experience and the
complete a question and answer
includes their definition of a leader,
culminating task, students will be
worksheet that requires them to
the characteristics and qualities of an required to choose a suitable
define volunteerism and altruism
effective leader, the different types of community placement that will
describe the rewards of volunteerism, leadership styles, and what they
enhance interests and abilities (CCS
justify the characteristics of a
currently believe their own leadership 1080 2.1). Students will choose a
volunteer, outline several volunteer
qualities and characteristics are
volunteer placement and provide a
opportunities in a community,
based on their own experiences. (HSS job description, outlining duties,
describe societal benefits of
1080 1.1, 1.2, 1.3, 1.4).
expectations, links to their personal
volunteering, out line client
This task will be submitted through
philosophy, and a rationale on how
responsibilities in the volunteering
their portfolios.
their placement fits within an
relationship, and describe
Students will then create a personal
environmental stewardship
considerations for personal safety in
leadership philosophy linking to their
framework using their previously
regards to volunteerism. (CCS 1080
core values, interests and abilities
developed definition. (CCS 1080 2.2,
1). The questions will provide
(HSS 1080 2.1, 2.2).
ENS 1010 1). More than one student
students with a number of different
will be placed at the same locale for
ways to respond (whether it is
their volunteerism experience.
through illustrations, written, video, or
Upon teacher and client approval, the
other modalities). This task will be
student will then work to create a
submitted through their portfolios.
SMART goal plan containing at least
two goals for personal leadership
development. Their plan will include
strategies for achieving each goal.
(HSS 1080 2.3, 2.4).
CTS Program Planning - Stage 2: CTS Module Plan (with Integrated Assessment Plan)

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Course Code: ENS 1010
Module Title: Introduction to Stewardship
Cluster: NAT Natural
Occupational Area:
Module Description:
Resources
ENS Environmental
Students develop an understanding of the social,
Cluster Description:
Stewardship
economic, and political significance of environmental
Students develop the
Description:
stewardship and examine the historical context of
motivation and commitment
Students develop knowledge,
environmental stewardship.
work individually and
skills, and responsibility towards
collectively as private citizens
conserving the environment.
and members of the workforce They develop strategies for
toward the conservation and
sustainable use of natural
responsible use of of air,
resources.
energy, forests, land, minerals,
water, and wildlife.
Big Ideas: Students will:
Essential Skills/Industry Standards:
Career Connections/Strategies:
Jo-Anna Meurs

develop an interest in

environmental stewardship

gain knowledge about the

impact humans have on the

environment.

foster a sense of responsibility in

regards to environmental
stewardship.

Work independently
Work collectively
communication
managing information
work safely
think and solve problems

Responsibility for actions

Passion for sustainability
Understanding social, political, and
economic impact o environment
Strategies:
Online Research
Volunteer Experience

Course Code: HSS 1080

Module Title: Leadership Fundamentals 1
Cluster: HRH Health,
Occupational Area:
Module Description:
Recreation & Human Services
HSS Human & Social Services
Students explore basic principles of leadership and
Cluster Description:
Description:
evaluate their personal leadership characteristics and
The HRH cluster focuses on a
Students acquire knowledge
qualities. Students develop a plan for their personal
vast array of challenging and
regarding wellness, human
growth as a member of a leadership team and examine
rewarding careers in health
development, family support,
the various behaviors, skills, and roles of team members care, community supports,
and ethics.
that contribute to team effectiveness.
recreation, cosmetology, food
services, tourism, and law.
Big Ideas: Students will:
Essential Skills/ Industry Standards:
Career Connections/Strategies:
explore basic principles of
work with others
Leadership skills (time management,
leadership
conflict resolution, communication,
support others
etc.)
evaluate personal leadership
Communication
Assisting others & for assistance
qualities
Adaptability
develop a plan for personal growth Work safely
Goal setting
Strategies:
Think and solve problems
Volunteer Experience

Jo-Anna Meurs
Researching volunteer opportunities
based on interests.

Course Code: CCS 1080

Module Title: Community Volunteerism 1
Cluster: HRH Health,
Occupational Area:
Module Description:
Recreation & Human Services
CCS Community Care Services
Students examine the role of volunteers in a community, Cluster Description:
Description:
perform as volunteers, and evaluate their volunteering
The HRH cluster focuses on a
Students gain rich experience
experience.
vast array of challenging and
volunteering in their
rewarding careers in health
communities and developing
care, community supports,
skills for human services.
recreation, cosmetology, food
services, tourism, and law.
Big Ideas:
Essential Skills/ Industry Standards:
Career Connections/ Strategies:
Students will:
work with others
Service toward others
examine the roles of volunteers
manage information
Building relationships
within the community
evaluate needs
Evaluate community needs
perform as a volunteer
Strategies:
communication
evaluate volunteering experience adaptability
Volunteer Experience
develop a commitment to
Researching volunteer opportunities
work safely
community service
based on interests.
Think & solve problems
Culminating Assessment Task
Description:
Prior to completing the Culmination Assessment Task, students will be required to completed at least 15 hours of
volunteerism in a teacher-approved community locale. (CCS 1080 2.3). The knowledge and skills they acquire there will be
assessed formatively, but will be necessary for the completion of the Culminating Task.
The Culminating Assessment Task is a 3 Part Assignment that will correlate directly to the students volunteerism. It will
encompass the prioritized outcomes from all three of the modules. This task will ensure that all learners are given choice in
modality and medium in which they will choose to present the information. Students may choose to create an online
portfolio in which they will upload each segment of the culminating task, or they can choose to keep their portfolio offline in
the farm of hardcopy or on a disk or hard drive. The Culminating Task is split into three separate parts.
Part one involves a reflection in which students describe their experiences related to their volunteerism activities. (CCS
1080 3.1), explaining the role and characteristics of volunteers in a community (CCS 1080 1.1, 1.2), describe and

Jo-Anna Meurs
evaluate the characteristics, skills, and qualities of a leader (HSS 1080 1.2, 3.1, 3.2), evaluate their own leadership
qualities (HSS 1080, 1.4), describe ways in which humans have affected the environment. (ENS 1010 2.1). These
reflections will be completed weekly during the time of their volunteer experience. (3 weeks)

Part two requires students to conduct an interview via any platform they choose (e-mail, video, audio, written recording,
etc.). Students will interview someone who is involved in a leadership team an directly oversees their performance at their
volunteer placement. The interview will consist of 10-15 questions related to the following:
a. Strategies for overcoming challenges and obstacle typically encountered in your work (HSS 3.1)
b. Conflict resolution (HSS 3.1.1)
c. Stress Management (HSS 3.1.2)
d. Time management (HSS 3.1.3)
e. Financial management (HSS 3.1.4)
f. Evaluate your personal performance as a volunteer (CCS 3.2.1)
g. Identify areas for growth and development as a volunteer (CSS 3.2.2)
h. Define Environmental Stewardship (ENS 1)
In Part 3, students will be submitting a final reflection as well as a SMART goal plan for future volunteering experiences
based on their reflections and interview (HSS 1080 2.3, 2.4, 2.5 & CCS 1080 3.3). The goal plan will also involve a
personal leadership philosophy and mission statement, as well as an evaluation on core values, and leadership
development. (HSS 1080 1.4 2.1, 2.2, 2.5). The reflection will go over a number of questions including:
b. How have your views on the role of a volunteer changed from the beginning of the semester? (CCS 1080 1.1 1.2
1.3)
c. How have your views on the roles, characteristics, and qualities of a leader changes from the beginning of the
semester? (HSS 1080 1.1, 1.2, 3.1, 3.2)
d. From your experience and research, how has your definition of environmental stewardship changed from the
beginning of the semester? (ENS 1.1, 1.2, 1.3)
e. Update your personal inventory on your online portfolio (what are interests, values, beliefs, prior learning, and
experiences). Include any new resources you have added to your toolbox throughout this semester. (CCS 1080, ENS
1010, HSS 1080 5.1 & ENS 1010 1.2)
Create a list of possible occupational choices you would consider pursuing after undergoing this course. Provide a brief
description for each. (at least 3). (CCS1080, ENS1010, HSS1080, 5.2)

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Jo-Anna Meurs
1. Title: What is Environmental
Stewardship?
Modality: Write or Say (student
choice)

2. Title: Humans and the

Environment
Modality: Write or Say

3. Title: Environmental
Stewardship Timeline
Modality: Write / Do

4. Title: The Role of Volunteers

Enabling Assessment Tasks

1. Description: Students will research
policies and legislation from different

organizations involved in environmental

stewardship. Students will then develop a
definition of environmental stewardship

based on their research as well as their own

experiences with the natural and built
habitat, describing their unique experiences
in environmental stewardship. They may
present their definition and the research
found through a variety of mediums such as
a written description, a PowerPoint
presentation, a video, or as a speech to the
class or teacher.
2. Description: In groups, students will
research one natural resource industry in

Alberta such as agriculture or the oil-field,

and identify how this industry has impacted
soil, water, and air quality. This information
may be presented to the class, or to the
teacher using any form such as a song,
poem, video, skit, etc. Students will also
complete an individual component to this
assignment in which they create a visual,
comparing conservation and perseveration
3. Description: Students will develop a
timeline using any medium they choose

(drawing, Microsoft word, prezi, etc.) to

describe the historic and global
development of environmental stewardship
from 1850 to 2016. The timeline will include
10 major events from Alberta, Canada, and
internationally, including the implementation
of policies and legislation. For each event
students will provide a brief description,
explaining why the events or policies are
important
4. Description: Students will complete a
booklet of question and answers, where

1. Outcome:
ENS 1010 1.1 define environmental
stewardship based on research and
legislation
ENS 1010 1.2 analyze personal
experiences and and interests in
environmental stewardship
ENS 1010 1.3 create a definition
based on personal experience and
relationship with the natural and built
environment.

2. Outcomes:
ENS 1010 2.1 identify environmental
factors influenced by human
intervention
ENS 1010 2.2 analyze and describe
one or more justifications for human
intervention; e.g. compare and
contrast philosophies of conservation
and perseveration.
3. Outcomes:
ENS 101 3.1 describe the historic
and global development of
environmental stewardship since the
mid 19th century.
ENS 1010 3.2 describe the
implementation of legislation and
policies that impact environmental
stewardship provincially, nationally,
and internationally.
4. Outcomes
CCS 1080 1.1 define volunteerism

Jo-Anna Meurs
Modality: Write

5. Title: Qualities of a Leader

Modality: Write & Do

6. Volunteer Placement & Goal

Setting

11
students define volunteerism and altruism,
and altruism
describe the personal and societal rewards CCS 1080 1.2 describe the personal
of volunteerism, justify the characteristics of
rewards available by volunteering.
a volunteer, outline several volunteer
(1.2.1, 1.2.2, 1.2.3, 1.2.4, 1.2.5,
opportunities in the community, define and
1.2.6)
outline client responsibilities, and describe CCS 1080 1.3 justify the essential
considerations for personal safety.
characteristics of a volunteer. (1.3.1,
1.3.2, 1.3.3, 1.3.4, 1.3.5, 1.3.6, 1.3.7)
CCS 1080 1.4 outline several
volunteer opportunities in a
community
CCS 1080 1.5 describe societal
benefits of volunteerism
CCS 1080 1.6 outline clients
responsibilities in the volunteering
relationship
CCS 1080 1.7 describe
considerations for personal safety
related to volunteering.
5. Description: Students will develop a
5. Outcomes
visual representation, such as a collage
HSS 1080 1.1- define leadership
that includes their definition of a leader, HSS 1080 1.2 describe the
the characteristics and qualities of a
characteristics and qualities of
leader, the different types of leaders, and
effective leaders
what they would classify as their
HSS 1080 1.3 describe various types
leadership qualities.
of leadership styles, such as
Students will also attach a personal
democratic, laissez-faire,
leadership philosophy lined to their core
transformative, inclusive, and
values, interests and abilities.
authoritarian.
HSS 1080 1.4 evaluate personal
leadership characteristics and
qualities based on experience within
a leadership team.
HSS 1080 2.1 evaluate personal core
values
HSS 1080 2.2 create a personal
leadership philosophy such as a
mission statement.
6.Description: Students will choose a
6. Outcomes
suitable placement for their volunteer
CCS 1080 2.1 choose a suitable

Jo-Anna Meurs
Modality: Write/ Say/ Do
(depending on individual students)

12
experience and write a job description,
community placement that will
outlining duties, expectations, links to their
enhance interests and abilities
personal philosophy, and a rationale on how CCS 1080 2.2 write a job description,
their placement will further their
outlining the duties and
understanding of environmental
expectations, that meets with the
stewardship.
approval of the supervising teacher
Upon teacher approval, students will
and client.
develop a SMART goal plan containing at
HSS 1080 2.3 design at least two
least two goals for personal leadership
SMART goals for personal leadership
development. Their will plan include
development
strategies for achieving each goal.
HSS 1080 2.4 identify strategies for
achieving goals.

CTS Program Planning - Stage 3: Culminating Assessment Task Plan

Culminating Assessment Task
Course Code: ENS 1010,
Module Title: Introduction to Stewardship,
Culminating Task Title: Ethical
CCS 1080, HSS 1080
Community Volunteerism 1, Leadership
Citizen Portfolio
Fundamentals 1
Description of Culminating Task:
Prior to completing the Culmination Assessment Task, students will be required to completed at least 15 hours of
volunteerism in a teacher-approved community locale. (CCS 1080 2.3). The basic competencies they acquire there will be
assessed formatively by the use of a checklist, but the volunteerism will be necessary for the completion of the
Culminating Task.
The Culminating Assessment Task is a 3 Part Assignment that will correlate directly to the students volunteerism. It will
encompass the prioritized outcomes from all three of the modules. This task will ensure that all learners are given choice in
modality and mediums in which they will present the information. Students may choose to create an online portfolio in
which they will upload each segment of the culminating task, or they can choose to keep their portfolio offline in the form
of hardcopy or on a disk or hard drive. The Culminating Task is split into three separate parts.
Part one involves a reflection in which students describe their experiences related to their volunteerism activities. (CCS
1080 3.1), explaining the role and characteristics of volunteers in a community (CCS 1080 1.1, 1.2, 1.3), describe and
evaluate the characteristics, skills, and qualities of a leader (HSS 1080 1.1, 1.2, 1.3, 3.1, 3.2), evaluate their own
leadership qualities (HSS 1080, 1.4), and describe ways in which humans have affected the environment. (ENS 1010
2.1, 2.2). These reflections will be completed weekly during the time of their volunteer experience (3 weeks). Students
will have the option to write, or say in this particular portion of the task. Students may wish to write their reflections and

Jo-Anna Meurs
13
then submit them into their portfolios, either hardcopy or using technology. Students could also choose to record an audio
or video version of their weekly reflections which can be uploaded onto a disk/hard drive, or online. Students will use
definitions and knowledge gained through the enabling tasks to create significant reflections.
Part two requires students to conduct an interview via any platform they choose (e-mail, video, audio, written recording,
etc.). Students will interview someone who is involved in a leadership team AND directly oversees their performance at
their volunteer placement. The interview will consist of 10-15 questions related to the following:
a. Strategies for overcoming challenges and obstacle typically encountered in your work (HSS 3.1)
b. Conflict resolution (HSS 3.1.1)
c. Stress Management (HSS 3.1.2)
d. Time management (HSS 3.1.3)
e. Financial management (HSS 3.1.4)
f. Evaluate your personal performance as a volunteer (CCS 3.2.1)
g. Identify areas for growth and development as a volunteer (CSS 3.2.2)
h. Define Environmental Stewardship (ENS 1.1)
This component requires students to do an interview with a client at their volunteer experience (3.2). This portion may
also involve some writing and saying, depending on the way in which they conduct and record the interview. Students will
use the interview skills, and knowledge learned from the enabling tasks to complete this part of the culminating
assessment task.
In Part three, students will be submitting a final reflection as well as a SMART goal plan for future volunteering experiences
based on their reflections and interview (HSS 1080 2.3, 2.4, 2.5 & CCS 1080 3.3). The goal plan will also involve a
revised personal leadership philosophy and mission statement, as well as an evaluation on core values, and leadership
development. (HSS 1080 1.4 2.1, 2.2, 2.5).
The reflection will go over a number of questions including:
f. How have your views on the role of a volunteer changed from the beginning of the semester? (CCS 1080 1.1 1.2
1.3)
g. How have your views on the roles, characteristics, and qualities of a leader changes from the beginning of the
semester? (HSS 1080 1.1, 1.2, 3.1, 3.2)
h. From your experience and research, how has your definition of environmental stewardship changed from the
beginning of the semester? (ENS 1.1, 1.2, 1.3)
i. Update your personal inventory on your online portfolio (what are interests, values, beliefs, prior learning, and
experiences). Include any new resources you have added to your toolbox throughout this semester. (CCS 1080 5.1,
ENS 1010 5.1, HSS 1080 5.1 & ENS 1010 1.2)
j. Create a list of possible occupational choices you would consider pursuing after undergoing this course. Provide a
brief description for each. (at least 3). (CCS1080, ENS1010, HSS1080, 5.2)
Again, this portion of the assignment will require students to either write or say, depending on how they choose to present
this information. If they choose to say their reflection and goal plan, students will be required to record it, so that it can be
a part of their portfolio.
Prioritized Outcomes:

Jo-Anna Meurs
ENS 1010: Introduction to
Stewardship
1. Define environmental
stewardship
1.1 define environmental
stewardship based on
research and legislation
1.2 analyze personal
experiences and interests in
environmental stewardship;
e.g. personal inventory
1.3 create a definition based
on personal experience and
relationship with natural built
environment.
2. Describe ways in which
human intervention has
affected the environment
2.1 identify environmental
factors influenced by human
intervention.
2.2 Analyze and describe one
or more justifications for
human intervention.
5. Make personal connections to
the cluster content and
processes to inform possible
pathway choices.
Importance: As society continually
strives to find a balance between
industry and sustainability, the
discussion and work behind
environmental stewardship is also
increasing. It is imperative that
students gain an understanding of the
impact that they have on the earth in
order to become well-rounded ethical
citizens. By using personal experience
to develop their own definition of
environmental stewardship, students

HSS 1080: Leadership

Fundamentals 1
1. Evaluate the characteristics
and qualities of effective
leadership based on basic
principles of leadership.
1.1 define leadership
1.2 describe the characteristics
and qualities of effective
leaders
1.3 describe various types of
leadership styles, such as
democratic, laissez-faire,
transformative, inclusive and
authoritarian.
1.4 Evaluate personal
leadership characteristics and
qualities based on experience
within a leadership team
2. Create a personal growth
plan for leadership
development
2.1 evaluate personal core
values
2.2 create a personal
leadership philosophy such as
a mission statement
2.3 design at least two SMART
goals for personal leadership
development.
2.4 Identify strategies for
achieving goals.
2.5 Evaluate personal
leadership development.
3. Evaluate the behaviors, skills
and roles that contribute to
the effective functioning of a
leadership team.
3.1 describe strategies for
overcoming challenges and
obstacles typically

14
CCS 1080: Community
Volunteerism 1
1. Explain the role of volunteers
in a community
1.1 define volunteerism and
altruism
1.2 describe personal rewards
available by volunteering,
1.3 justify the essential
characteristics of a volunteer.
2. Evaluate personal
performance in a specific
volunteer activity or
placement
2.1 describe experiences and
personal reflections related to
the volunteering activities
2.2 interview the client to:
2.2.1 evaluate personal
performance as a
volunteer
2.2.2 identify areas for growth
and development as a
volunteer.
2.3 summarize goals for suture
volunteering experiences
based on personal reflections.
5. Make personal connections to
the cluster content and
processes to inform possible
pathway choices.
Importance: By undergoing each of
these prioritized outcomes students
will learn and develop the
characteristics of a volunteer. An
important point to make about this, is
that students will have added
meaningful volunteer experience to
their resumes, making them a
marketable employee in the workforce.
Students will also be rewarded with a

Jo-Anna Meurs
are creating authentic, relatable, and
personal experiences within the realm
of stewardship. Students will begin to
understand their role as citizens of the
Earth. By gaining the preliminary
knowledge of environmental
stewardship students will be able to
make informed decisions, connecting
what they have learned to possible
pathway choices.

encountered by leaders,
including:
3.1.1 conflict resolution
3.1.2 stress management
3.1.3 time management
3.1.4 financial management
3.2 explain behaviors and skills
that contribute to the effective
functioning and goals of a
leadership team.
5. Make personal connections to
the cluster content and
processes to inform possible
pathway choices.
Importance: Understanding what it
means to be a leader, and how to work
as a member of a leadership team is
an important skill individuals need in
order to be well-prepared and
exceptional in any field of work! As
students develop knowledge in these
areas, they will also begin to make
goals to better themselves in regards
to leadership development. By the end
of this course students should feel
confident with their ability to lead and
assist others. By combining the
outcomes from each module, students
will show a strong skill-set and list of
experiences that will make them
employable in any career path they
choose. By acquiring these
fundamental skills, students will be
able to make informed decisions,
connecting what they have learned to
possible pathway choices.

15
sense of creating a lasting impact
within their community. Through
experiential learning, students will also
be given opportunities to think further
about volunteer experiences and make
informed decisions, connecting what
they have learned to possible pathway
choices.

16

Jo-Anna Meurs
Essential Skills/Industry Standards:

Work Independently
Work Collectively
Communication
Managing
Information
Work Safely

Work with Others

Support Others
Adaptability
Evaluate Needs
Think and Solve Problems

Component 1 Description: Journal

Reflections

Culminating Task Components

Component 2 Description:
Interview

Prioritized
Outcome
ENS 1010
2
CCS 1080
1
HSS 1080
1, 3
The first component of the Ethical
Citizen Portfolios is to build a journal
where students reflect upon their
experiences within their volunteerism
placements (CCS 1080 3.1).
Students will be required to write
journal entries per week during the
time of their volunteerism. Students
will be volunteering for a total of 3
weeks, meaning they will each have to
produce 6 entries to make up their
journal. Throughout their journal,
students will be required to include a
number of different thoughts based on
their experience at their placement,
including:
a. Explaining the role and
characteristics of volunteers in a
community (CCS 1080 1.1,
1.3)
b. Outline the rewards of their
volunteer experience (CCS
1080 1.2)
c. Describe and evaluate the

Prioritized
Outcome
ENS 1010
1
CCS 1080
3
HSS 1080
3
In Component 2, students will conduct
an interview with a person who is
involved on a leadership team AND
directly oversees them at their
volunteer placement (CCS 1080 3.2).
The interview will consist of 10-15
questions related to the following:
a. Strategies for overcoming
challenges and obstacle typically
encountered in your work (HSS
3.1)
b. Conflict resolution (HSS 3.1.1)
c. Stress Management (HSS 3.1.2)
d. Time management (HSS 3.1.3)
e. Financial management (HSS
3.1.4)
f. Evaluate your personal
performance as a volunteer (CCS
3.2.1)
g. Identify areas for growth and
development as a volunteer (CSS
3.2.2)
h. Define Environmental
Stewardship (ENS 1.1)

Module

Module

Component 3 Description: Final

Reflection & SMART goals
Prioritized
Module
Outcome
ENS 1010
1
CCS 1080
1
HSS 1080
1,3
The Final component of the
culminating task is sequenced.
Students will first create a final
reflection, using the same or a
different medium than component 1.
In their reflection, students will answer
a number of pre-made questions
including:
a. How have your views on the role
of a volunteer changed from the
beginning of the semester? (CCS
1080 1.1 1.2 1.3)
b. How have your views on the
roles, characteristics, and
qualities of a leader changes
from the beginning of the
semester? (HSS 1080 1.1, 1.2,
3.1, 3.2)
c. From your experience and
research, how has your definition
of environmental stewardship
changed from the beginning of
the semester? (ENS 1.1, 1.2,
1.3)
Students will then update their

Jo-Anna Meurs
characteristics, skills, and
qualities of a leader and a
leadership team. (HSS 1080
1.1, 1.2, 1.3, 3.1, 3.2)
d. Evaluate their own leadership
qualities (HSS 1080 1.4)
e. Describe ways in which humans
have affected the environment,
based on what they have seen
at their placemen. (ENS 1010
2.1, 2.2).
Students will have the option to write,
or say in this particular portion of the
task. Students may wish to write their
reflections and then submit them into
their portfolios, either hardcopy or
using technology. Students could also
choose to record an audio or video
version of their weekly reflections
which can be uploaded onto a disk/hard
drive, or online. Students will use
definitions and knowledge gained
through the enabling tasks to create
significant reflections. Students will
create their journal using any medium
they choose (blog posts, video blog,
audio recording, hand-written, etc.)
Each week, students will submit their
entries into their portfolios.
Strategy:
Product: journal entries
Process: communication
Modality: Write / Say (dependent on
student choice of medium).
Device: Rubric

Students have flexibility in terms of

recording the interview. They may
choose to write down the responses of
the client, audio/video record, and
conduct the interview via email.
Strategy:
Product: interview
Process: communication
Modality: Do
Device: Rating Scale

17
personal inventory in their portfolios
(what are their interests, values,
beliefs, prior learning, and
experiences). They will include any
new resources they learned of or
developed during the semester. (CCS
1080 5.1, ENS 1010 5.1, HSS 1080
5.1 & ENS 1010 1.2). They will also
create a list of possible occupational
choices they would consider pursuing
after undergoing this course and
provide a brief description for each. (at
least 3). (CCS1080 5.2, ENS1010
5.2, HSS1080 5.2)
The final sequence of this component
will require students to revise their
enabling task #7. Students will make
any changes to their personal
leadership philosophy, reevaluate their
core values and leadership
development, as well as a create a
new SMART goal plan for future
volunteering experiences based on
their reflections and interview. In their
new SMART goal, students will explain
how they achieved (or did not achieve)
the goals they had set out prior to
their placements, and create new
goals with indications for how they will
meet these goals. (HSS 1080 1.4,
HSS 1080 2.1, HSS 1080 2.2, HSS
1080 2.3, HSS 1080 2.4, HSS 1080
2.5, CCS 1080 3.3).
Students will again have the option of
writing or saying their reflection as
well their goal plan and leadership
philosophy, depending on their
interests and abilities.
Strategy:

18

Jo-Anna Meurs

Product: reflection, goal plan

Process: communication
Modality: Write Say
Device: Rubric
Accommodations / Modifications:
Accommodations / Modifications:
Accommodations / Modifications:
Number/ Length of Journal Entries will Students will be given flexibility in
Since this component has a variety of
vary depending on student ability.
regards to time, but must have it
different parts, it will be sequenced
(For example, some students may
completed by the end of their
with staggered due dates, to give
only have to write 1 entry per week)
placement. Some students may find it
students the ability to manage their
beneficial to split the interview into
time appropriately and not
This component will have 3 due dates
smaller segments. (For instance,
overwhelm them.
in order for students to sequence the
students
with
anxiety,
or
get

This
component may be worth
task, instead of writing 6 reflections
overwhelmed easily).
all at once.
less/more depending on student

Some
students
may
need
assistance
in
ability.
This component may be worth
developing questions for the interview, Students have the choice of writing or
less/more depending on student
in which case a list will be provided to
abilities.
saying this component (or both),
the
student.
depending on comfort level and
Students have the choice between
This component may be worth less/more
abilities.
Writing, or saying this component
depending
on
student
ability.
Students may use a variety of
depending on comfort level and
Students will also be provided choice in
abilities. It is possible for students
mediums such as PowerPoint, video,
who require it, to instead do a
the way in which they will conduct the
blogging, hand-writing, etc. to
student-teacher interview. This
interview according to their interests
complete this task. This provides
interview would still be recorded so
and unique needs. (For example,
choice for students who need it.
that the student would have a copy
Students with poor writing skills can
to put in their portfolio.
choose to videotape the interview)
CTS Program Planning - Stage 4: CTS Lesson Sequence Plan
Total Number of Instructional Hours Allotted for Module(s): 52
Module(s): 39
Course Codes: ENS 1010, CCS 1080,
HSS 1080

Total Number of Classes Allotted for

Lesson Sequence Plan

Module Titles: Introduction to Stewardship, Community Volunteerism 1,
Leadership Fundamentals 1

Lesson 1: Introduction, Personal Inventory, Portfolios.

Outcomes:
ENS 1010, CCS 1080, HSS 1080 5.1 - Complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning.
Sponge Activity: CCS 1080 2.1 - Choose a suitable community placement that will enhance interest and skills
Assessment Evidence:
Purpose: Diagnostic & Formative
Strategy:
o
Product: personal inventory
o
Process: communication, collaboration
Modality: Write & Say
Assessor: Teacher
Device: Checklist

Jo-Anna Meurs

19

Learning Activities:
Go over course outline Explain the objectives and main components of the project (enabling tasks, volunteer placement, culminating task).
KWL chart determining students prior learning and experiences. Question: What do you know about being an ethical citizen? Do you have any experiences that have contributed to you
becoming an ethical citizen?
Students will begin to develop a personal inventory. By writing a list of their interests, values, and beliefs on 11x17 paper. Students will then share their lists with 3 other classmates
through Stand-Up, Hand-Up, Pair-Up and add anything to their list that they think is relevant to them. These will be displayed in the classroom for students to look at during the
semester. Students will be notified that these will be updated and summatively assessed in their culminating task.
Students gain a quick introduction to weebly. If they choose to make an online portfolio, this is the platform they will be using. Students will then create their portfolio either on a hard
drive, in a binder, or on weebly with the following headings/ folders/dividers: Class Assignments and Tasks, Enabling Activities, Culminating Activities. All materials will be available to
students including binders, dividers, and USB drives, depending on their choice of portfolio.
Sponge Activity:
Students will begin searching for volunteer opportunities within their community based on their interests and related to the environment.

Lesson 2 4: Enabling Task #1 What is Environmental Stewardship?

Outcomes:
ENS 1010 1.1 - Define environmental stewardship based on research and legislation
Sponge Activity: CCS 1080 2.1 - Choose a suitable community placement that will enhance interest and skills
Assessment Evidence:
Purpose: Formative & Summative
Strategy:
o
Product: Research Presentation
o
Process: communication, critical thinking, manageing information
Modality: Write / Do / Say (Student Choice)
Assessor: Teacher
Device: Rubric
Learning Activities:
Students will be provided with a short lesson on the various legislations regarding environmental stewardship. (ex. Canadian Environmental Protection Act, United Nations Framework
Convention on Climate Change, etc.). During this lesson, students will watch the video: A Brief Guide to Environmental Stewardship. https://www.youtube.com/watch?
v=Bu38M4L8NDU. Students will brainstorm what it means to be an environmental steward.
Using the various legislations learned previously, their own research on legislations and policies of both government and private organizations such as Ducks Unlimited, Alberta Fish &
Game, etc., and their personal experiences with the environment students will develop their own definition of environmental stewardship.
Students will create some form of presentation for their definition, which will include detail on how they came up with this definition (analyzing and describing personal experiences and
showing evidence of research). Some possible forms could be video, song, PowerPoint, or written.
In Lesson 4, students will present their definitions to the class in whichever form they chose. At this time any performance based presentations will be recorded to be placed into their
portfolio.
Sponge Activity:
Students will continue (or begin) searching for volunteer opportunities within their community based on their interests and related to the environment.
Lesson 5: Cultural Views of Environmental Stewardship
Outcomes:
ENS 1010 3.3 - Discuss different cultural views with regard to environmental stewardship; e.g. First Nations, Metis and Inuit, French Canadian, immigrant populations.
Assessment Evidence:
Purpose: Diagnostic & Formative
Strategy:
o
Product: skit
o
Process: communication
Modality: Do & Say
Assessor: Self, Teacher
Device: Discussion: Was each student able to discuss the different cultural views presented?
Exit Slip/ Rating: On scale from 1-5, how involved in the discussion do you feel you were?
Learning Activities:
Out of a hat, groups of students will choose different culture groups (Blackfoot, Metis, Inuit, French Canadian, Rancher, Japanese Immigrant, Sudanese Immigrant). From that choice,
students will be given a brief description or the scenario that describes that groups views with regard to environmental stewardship. They will then have to create a 1-2-minute skit
describing these views. Students will be given 20-30 minutes to develop their skit, upon which they will show it to the class. For students who have anxiety, or difficulty presenting in
front of groups, they may perhaps hold up signage or play a silent role in the skit.
After each skit students will participate in a Think-Pair-Share activity where they will think of the views demonstrated with the class, then discuss them at their table groups, and then
bring up any interesting or important points with the class.
Sponge Activity:
Students will continue (or begin) searching for volunteer opportunities within their community based on their interests and related to the environment.

Jo-Anna Meurs

20

Lesson 6-8: Enabling Task #2 Human Intervention

Outcomes:
ENS 1010 2.1 - Identify environmental factors influenced by human intervention.
ENS 1010 2.2 - Analyze and describe one or more justifications for human intervention
Assessment Evidence:
Purpose: Summative
Strategy:
o
Product: Presentation & Comparison Visual
o
Process: collaboration
Modality: Write/ Say
Assessor: Teacher
Device: Rubric
Learning Activities:
In groups of 3-5, students will research a natural resource in Alberta such as logging, or the oil-industry and identify ways in which this industry has impacted soil, water, and air quality.
Students will create a presentation in any form they choose. (PowerPoint, video, audio, poster, etc.) The presentation should include some mathematical statistics and students
should be confident in explaining it to show understanding.
Students should be prepared to present their findings in class 8.
After the presentations are completed students will receive a mini-lesson on the philosophies of conservation and preservation. Students will be required to take notes during this
lesson. For students who have difficulty taking notes, a completed copy will be given to them, or a recording of the lesson. After this, student will be required to develop a comparison
visual such as a Venn Diagram or Table, comparing and contrasting the two philosophies. This portion of the Enabling Task will be due in Lesson 9.
Lesson 9: Social, Economic and Political impacts of Environmental Stewardship & Volunteer Placement
Outcomes:
ENS 1010 3.4 - Describe various social, economic and political impacts of environmental stewardship.
CCS 1080 2.1 - Choose a suitable community placement that will enhance interests and abilities.
Assessment Evidence:
Purpose: Formative
Strategy:
o
Process: communication, collaboration
Modality: Write / Say
Assessor: Teacher
Device: Discussion: Were students able to describe the various social, economic, and political impacts of environmental stewardship.
Learning Activities:
Students will watch the 30-minute documentary To The Last Drop (http://topdocumentaryfilms.com/last-drop/) and consider the impacts environmental stewardship has had on the
economy, politics, and peoples social lives. Thinking about the lives of oil-patch workers, and members of the Cree Nation. After watching the video, students will conduct a ThinkPair-Share discussion, answering the Question: How has environmental stewardship impacted our society? Our government? Our economy? During this time, I will walk around the
room ensuring that all students are contributing to conversation and that students are on track with their discussions. We will do 3 Think-Pair-Share activities one for each component
of the question. Students will switch groups each time in order to promote collaboration with others.
Once this discussion is complete, students will receive their forms regarding their volunteerism opportunities. I will discuss the nature of their placements and that they should be
looking for placements that would fit nicely with environmental stewardship. They must also ensure that at least one other person in the class is going to the same placement, so
that we can work in teams during our time there. These forms will not be due for a a little while, but it is important that students are getting a head start on finding their placements.
The rest of class time will be allotted to students searching for and contacting volunteer placements.
Lesson 10-11: Enabling Task #3 - Historical Context & Legislation
Outcomes:
ENS 1010 3.1 - Describe the historic and global development of environmental stewardship since the mid 19 th century
ENS 1010 3.2 - Describe the implementation of legislation and policies that impact environmental stewardship provincially, nationally, and internationally
Assessment Evidence:
Purpose: Summative
Strategy:
o
Product: Timeline
o
Process: Communication
Modality: Write / Do
Assessor: Self, Teacher
Device: Rubric
Learning Activities:
Students will create a timeline using any medium they choose to showcase the development of environmental stewardship from 1850 -2016. The timeline will include at least 10 major
points, 5 of which must be legislations or policies put in place. These events must include ones from Alberta, Canada, and the World. For each events students will provide a brief
description, explaining why these events were important and how they impact environmental stewardship. This task will be due at the end of Lesson 11.
Students will also be asked to fill out a checklist regarding the basic competencies and assess themselves on these outcomes.

Jo-Anna Meurs

21

Lesson 12-14: Enabling Task #4 The Role of Volunteers

Outcomes:
CCS 1080 1 - Describe the role of volunteers in a community
CCS 1080 1.1 define altruism
CCS 1080 1.2 describe the personal rewards available by volunteering (all)
CCS 1080 1.3 justify the essential characteristics of a volunteer (all)
CCS 1080 1.4 outline several volunteer opportunities in a community
CCS 1080 1.5 describe societal benefits to volunteerism
CCS 1080 1.6 outline the clients responsibilities in the volunteering relationship
CCS 1080 1.7 describe considerations for personal safety related to volunteering
Assessment Evidence:
Purpose: Summative
Strategy:
o
Product: Worksheet
Modality: Write & Say
Assessor: Self, Teacher
Device: Checklist
Learning Activities:
Students will go through a series of lessons (1 per day, 3 days) that go over what volunteerism and altruism are and will involve class discussions regarding personal and societal
benefits of volunteering.
During these lessons students will complete a work booklet with questions directly related to the outcomes above. Students will also be required to list several volunteer opportunities
they have been researching already. Students will identify who the client is in terms of volunteerism and outline both their own responsibilities and the clients.
Students will also gain knowledge in personal safety throughout these lessons by way of direct-instruction, discussion, and analyzing scenarios.
This assignment will be due at the beginning of Lesson 15.
Lesson 15-16: Enabling Task #5 Qualities of a Leader
Outcomes:
HSS 1080 1 - Evaluate the characteristics and qualities of effective leadership based on basic principles of leadership.
HSS 1080 1.1 define leadership
HSS 1080 1.2 describe the characteristics and qualities of effective leaders
HSS 1080 1.3 describe various types of leaderships styles, such as democratic, laissez-faire, transformative, inclusive and authoritarian.
HSS 1080 1.4 evaluate personal leadership characteristics and qualities based on experience within a leadership team.
HSS 1080 2.1 evaluate personal core values
HSS 1080 2.2 create a personal leadership philosophy such as a mission statement
Assessment Evidence:
Purpose: Summative
Strategy:
o
Product: Visual Representation (i.e. Collage)
o
Process Communication
Modality: Write/ Do
Assessor: Teacher
Device: Rubric
Learning Activities:
Direct-Instruction Lesson using question and answer periods to keep students engaged. i.e what type of leader do you think you are? Share with an elbow partner.
Students will watch a YouTube sample of a leadership philosophy (https://www.youtube.com/watch?v=dLWvbKaIVcc) and brainstorm the key components of a philosophy. As a clean we
will create a poster to display in the room outlining these components.
Students will take guided notes to remain on task during the lesson.
Students will then create a visual representation (ex. Collage, digital poster, infographic) that includes their definition of a leader, the characteristics and qualities of an effective leader,
the different types of leadership (and identify which they think fits with them), and what they currently believe their own leadership qualities and characteristics are based on their
own experiences. Students will include a personal leadership philosophy linking to their core values, interests, and abilities, this will be attached to their visual representation

Lesson 17: Role Playing

Outcomes:
HSS 1080 3.2 explain behaviors and skills that contribute to the effective functioning and goals of a leadership team.
HSS 1080 3.3 demonstrate fundamental leadership behaviors and skills while participating in a specific leadership team including
3.3.1 effective communication skills
3.3.2 interpersonal management skills
3.3.3 personal management skills

Jo-Anna Meurs

22

3.3.4 - empowerment of other team members

HSS 1080 3.4 explain several different roles and responsibilities often associated with high performance teams.
HSS 1080 3.5 negotiate roles and responsibilities with other team members, including defining the scope of responsibilities of team members.
HSS 1080 3.6 - Observe individual team members to identify:
3.6.1 positive contributions to the team
3.6.2 the effective fulfillment of assigned team roles.
Assessment Evidence:
Purpose: Formative
Strategy:
o
Product: skit
o
Process: communication, collaboration
Modality: Do & Say
Assessor: Peer, Teacher
Device: Rating Scale, Exit Slip.

Learning Activities:
In groups of 5, students will create two skits that respond to an assigned high school scenario. Each group must have a specific role and responsibility. Students must show one skit that
demonstrates a positive approach to the scenario, and one skit that demonstrates a negative approach. Students will be required to demonstrate their skit to the class. As in previous
activities, students with anxiety may choose to a have a silent role in the skits. Upon completion of the skits, students will sit down and evaluate 2 of their teammates using the
Rating Scale provided. This assessment will cover outcomes 3.3, 3.5, and 3.6.
Once these have been completed and turned in to the teacher, we will have a class discussion on the different roles and responsibilities associated with high performance teams. The
discussion will start with students creating a word-cloud using poll everywhere, and move into a group discussion on the words we chose.
Students will fill out an exit slip that provides an explanation for two roles/responsibilities that are on the word could. (outcome 3.4)
Lesson 18-20: Enabling Task #6 Volunteer Placement & Goal Setting
Outcomes:
CCS 1080 2.1 choose a suitable community placement that will enhance interests and abilities
CCS 20180 2.2 write a job description, outlining the duties and expectations, that meets with the approval of the supervising teacher and client.
ENS 1 define environmental stewardship
HSS 2.3 design at least two SMART goals for personal leadership development
HSS 2.4 identify strategies for achieving goals.
Assessment Evidence:
Purpose: Summative
Strategy:
o
Product: Description and Goal Plan
o
Process: communication
Modality: Write / Say
Assessor: Teacher
Device: Rubric
Learning Activities:
At this point, students will have a good idea of where they will be doing their volunteer placements and will create a job description outlining the duties and expectations of their time
there, also beig sure to explain the link between their placement and environmental stewardship. Students will be required to have this approved by the teacher and their client prior
to starting the placement. As a teacher I will follow up with each of the placements to ensure they are prepared for the student to arrive. Students will also have all of their driving
and/or transportation forms handed in during Lesson 18.
Students will have a short lesson on creating SMART goal plans and will be given a sample and a template to follow to create their own with goals pertaining to their volunteerism. The
plan will include strategies for which they will achieve these goals. The SMART plan may be created using any platform the student chooses: word, PowerPoint, video, audio, etc.
Students should have this completed by the end of Lesson 20.
Students who finish early will research their volunteer placement and ensure that they are prepared for their first day at the organization.
Students will also be reminded of their culminating Task which requires them to complete 6 journal reflections (1 for each week of volunteering, as well as the interview which will take
place during the practicum.
Lesson 20 32 (16 hours) : Volunteerism Placement, Culminating Task Component #1 & #2
Outcomes:
CCS 1080 2.3 perform at least 15 hours of volunteerism in a teacher-approved community locale
HSS 1080 3.3 demonstrate fundamental leadership behaviors and skills while participating in a specific leadership team, including;

3.3.1 effective communication skills

3.3.2 interpersonal skills
3.3.3 personal management skills
3.3.4 empowerment of other team members.

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ENS 1010, CCS 1080, HSS 1080 4 demonstrate basic competencies

4.1. demonstrate fundamental skills to:
4.1.1 - communicate
4.1.2 - manage information
4.1.3 - use numbers
4.1.4 - think and solve problems
4.2 demonstrate personal management skills to:
4.2.1 demonstrate positive attitudes and behaviors
4.2.2 be responsible
4.2.3 be adaptable
4.2.4 learn continuously
4.2.5 work safely
4.3 demonstrate teamwork skills to:
4.3.1 work with others
4.3.2 participate in projects and tasks.
Assessment Evidence:
Purpose: Formative
Strategy:
o
Process: Volunteerism.
o
Process: Communication, Collaboration
Modality: Do
Assessor: Teacher
Device: Rating Scale (Students will be rated on their basic competencies during teacher visits).
Learning Activities:
Students will be spending the next 3 weeks in their chosen volunteer placement during the allotted class time. The teacher will visit each student once per week to assess student
skills, behaviors, and competencies using a rating scale. The teacher will also be there to check on progress of their reflections and to talk to the client to ensure things are going
smoothly. Throughout these weeks, students will need to show strong communication skills and remain in contact with the teacher.
At the end of each week students will be required to submit two journal reflections into their portfolios as part of the culminating task. These reflections should include descriptions of
their experiences related to their volunteerism activities, explaining the role of characteristics of volunteers in the community, and evaluate the characteristics, skills, and qualities of
a leader. Students will evaluate their own leadership qualities and describe ways in which humans have affected the environment based on their experiences.
During each visit, students will also be reminded of the interview they are required to conduct as the second component of the culminating task. This interview will take place during
Lesson 34. Students need to ensure slient availability during that time, or make other arrangements with the client and the teacher. Students will interview a client who is involved in
a leadership and directly overseas their performance at their volunteer placement. Student questions will be related to the following outcomes:

HSS 1080 3.2.2, 3.1.2, 3.1.3, 3.1.4

CCS 3.2.1, 3.2.2

ENS 1
Lesson 33: Culminating Assessment Tasks - Component 1
Outcomes:
CCS 1080 1.1 define volunteerism
CCS 1080 1.2 describe the personal rewards available by volunteering (1.2.1, 1.2.2, 1.2.3, 1.2.4, 1.2.5, 1.2.6)
CCS 1080 3.1 describe experiences and personal reflections related to the volunteering activities
HSS 1080 1.2 describe the characteristics and qualities of effective leaders
HSS 1080 1.4 evaluate personal leadership characteristics and qualities based on experience within a leadership team.
HSS 1080 3.1 describe strategies for overcoming challenges and obstacles typically encountered by leaders (3.1.1, 3.1.2, 3.1.3, 3.1.4)
HSS 1080 3.2 explain behaviors and skills that contribute to the effective functioning and goals of a leadership team.
ENS 1010 2.1 identify environmental factors influences by human intervention
Assessment Evidence:
Purpose: Formative & Summative
Strategy:
o
Product: Reflections
o
Process: Communication
Modality: Write / Say
Assessor: Peer, Teacher
Device: Checklist (for peer assessment), Rubric

Learning Activities:
Students should have all 6 of their journal reflections completed prior to this lesson. At this time, students will share their reflections with at least 1 other classmate and peer assess
them using a checklist to ensure that each outcome was discussed somewhere in the 6 reflections. Students will also provide two hits and a miss for each journal they assess. Some

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students may take longer than others to go through the reflections, if students complete early, they should find another partner to assess reflections with.
After completing the peer reflections, students will make additions or changes as necessary before submitting their final copies.
Students will build questions for the interview in component 2. (Students who do not get this activity completed will have for homework for the next lesson).

Lesson 34: Culminating Assessment Tasks - Component 2

Outcomes:
CCS 1080 3.2 interview the client to:
3.2.1 evaluate personal performance
identify areas for growth and development as a volunteer
HSS 3.1 describe strategies for overcoming obstacles typically encountered in your work
3.1.1 Conflict resolution
3.1.2 Stress management
3.1.3 Time management
3.1.4 financial management
ENS 1 define environmental stewardship
Assessment Evidence:
Purpose: Summative
Strategy:
o
Product: Interview
o
Process: Communication
Modality: Do
Assessor: Teacher
Device: Rubric

Learning Activities:
Students will interview a client from their volunteer placement who was involved in a leadership team and oversaw their performance during their time at the organization. Some
students may have to travel to their placements while other students may be conducting the interview via e-mail, or video conferencing, in which case they will stay at school. The
interview will focus on questions regarding the above outcomes. Students will have already made these questions in the previous lesson.
These interviews will printed/uploaded and submitted into their portfolios.
Sponge Activity:
Students will begin working on Component 3 if they complete the interview before class is over.
Lesson 35: Culminating Assessment Tasks - Component 3
Outcomes:
HSS 1080 1.1 describe leadership
HSS 1080 1.2 describe the characteristics and qualities of effective leaders
HSS 1080 1.4 evaluate personal leadership characteristics and qualities based on experience within a leadership team
HSS 1080 2.1 evaluate personal core values
HSS 1080 2.2 create a personal leadership philosophy such as a mission statement
HSS 1080 2.3 design at least two SMART goals for personal leadership development
HSS 1080 2.4 identify strategies for achieving goals
HSS 1080 2.5 evaluate personal leadership development
HSS 1080 3.1 describe strategies for overcoming challenges and obstacles typically encountered by leaders
HSS 1080 3.2 explain behaviors and skills that contribute to the effective functioning and goals of a leadership team
CCS 1080 1.1 define volunteerism and altruism
CCS 1080 1.2 describe the personal rewards available by volunteering
CCS 1080 1.3 justify essential characteristics of a volunteer
CCS 1080 3.3 summarize goals for future volunteering experiences based on personal reflections and interviews with the client
ENS 1010 1.1 define environmental stewardship based on research and legislation
ENS 1010 1.2 analyze personal experiences and interests in environmental stewardship
ENS 1010 1.3 create a definition based on personal experiences and relationship with the natural and built environment.
HSS 1080, CCS 1080, ENS 1010 5.1 complete /update a personal inventory
HSS 1080, CCS 1080, ENS 1010 5.2 create a connection between a personal inventory and occupational choices.
Assessment Evidence:
Purpose: Summative
Strategy:
o
Product: Goal Plan & Final Reflection

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o
Process: Communication
Modality: Write / Say (depending on student choice)
Assessor: Teacher
Device: Rubric

Learning Activities:
Students will update their SMART goal plans, personal leadership philosophy, and create a brief explanation of their core values and leadership development over the project.
Students will develop a final reflection answering questions that encompass the outcomes above.
Parts of the assignment can be done using any medium the students wish (written, video, illustration, etc.)
The entirety of the culminating task will be due in the next lesson and place within their portfolios.
Lesson 36: Culmination Day Portfolio Sharing
Students will share what theyve learned about the course through class discussions
Students will evaluate the instructor and the course in general using a rating scale
Students will share their portfolios with members at their table groups.
Lesson 37-39: Flex Days
A few days will be allotted as flex days in case something happens and students need more time to complete the modules.

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