CTS Curriculum Lesson Plan & Handout

ED 3501 ABC
Gabrielle Pankhurst, October 2, 2013

Curriculum Presentation Lesson Plan

Name: Gabrielle Pankhurst

Subject: CTS
LEARNING OBJECTIVES

Students will:
1. List the five CTS clusters.
2. Identify which occupational areas fall under each CTS cluster.
3. Evaluate why pathways are needed in the CTS curriculum.
4. Demonstrate accurate measuring techniques to reflect FOD 1010 4.2.3 SLO.
5. Give an example of a CTS course he/she could teach in their future based on skills, certification, or interest.

ASSESSMENTS
Observations: Student engagement in class
discussions and activities, actively listening
while presenter or group members are talking.

Key Questions: What are the five CTS clusters and the
occupational areas they include?
How do pathways play apart in the curriculum structure?

Written/Performance Assessments:
Objectives 1 &2 Ask questions (ex: what are the five CTS clusters and give one objective from each?) to
stimulate group discussion.
-Matching game. Placing each occupational area under the correct cluster in the chart.
Objective 3 Have students brainstorm individually on why pathways are important in CTS and share their
thoughts to the rest of the group.
Objective 4 Observe how accurately and effectively students are measuring all ingredients in recipe.
Objective 5 Assess whether students give a reasoned and thoughtful answer to What CTS course could I
teach in the future since CTS is for all teachers?

RESOURCES CONSULTED
Resource #1: Alberta Ed CTS Program of Studies, http://education.alberta.ca/teachers/program/cts/program-ofstudies.aspx
http://education.alberta.ca/teachers/program/cts/program-of-studies/bit.aspx
http://education.alberta.ca/teachers/program/cts/program-of-studies/hrh.aspx
http://education.alberta.ca/teachers/program/cts/program-of-studies/mdc.aspx
http://education.alberta.ca/teachers/program/cts/program-of-studies/nat.aspx
http://education.alberta.ca/teachers/program/cts/program-of-studies/tmt.aspx
Resource #2: http://education.alberta.ca/media/772058/philosophy.pdf
Resource #3: Alberta Ed Food Studies http://education.alberta.ca/media/2205552/fod.pdf
Resource #4: http://education.alberta.ca/teachers/program/cts/resources/pathways.aspx

MATERIALS AND EQUIPMENT

3 Posters: CTS vision, philosophy, and rational, 5 CTS clusters, pathways.

6 copies of the handout.
Copy of lesson plan.
White board markers (write learning objectives and activity directions on whiteboard).
Cards for chart matching activity.
Ziploc bags, measuring units, ingredients (candy, chocolate, pretzels)

PROCEDURE
Introduction (4 min.):
Hook/Attention Grabber: Pose question to start group discussion. What does CTS stand for? What do you
think CTS courses involve?

CTS Curriculum Lesson Plan & Handout

ED 3501 ABC
Gabrielle Pankhurst, October 2, 2013
Assessment of Prior Knowledge: Assess current and prior knowledge about the CTS curriculum based on the
questions listed above.
Expectations for Learning and Behaviour: Actively participate and listen to instructions, information, and during
activities.
Advance Organizer/Agenda: Address students attention to the agenda (What is CTS, 5 Clusters, Pathways,
Foods 1010 activity, Closure) and learning objectives written on the whiteboard.
Transition to Body: Give positive descriptive feedback for their answers to the group discussion address first
poster and explain the vision, philosophy, and rational for the program.

Body (13 min.):

Learning Activity #1: (4 minutes) Explain the structure/organization of the program and name all five clusters.
Give instruction verbally to the group about how they will match the occupational areas to the five clusters.
- As a group you will work together to determine which cluster the cards fit under on the poster.
- Pass out cards and tape.
- Tape the cards on to the poster without referring or looking at the handout for clues.
- You will have 3 minutes to post all the cards and then we will review the occupational areas together.
Assessments/Differentiation: observe whether or not student is participating in the activity and working
cooperatively with the group.

Learning Activity #2: (3 minutes) Explain poster and information associated with CTS pathways and why they
are used as a part of the curriculum. Have students brainstorm for one minute individually and then share their
thoughts and ideas with the group.
Questions to ask to help promote brainstorming: What role do pathways play in the curriculum? How do you
think they could be used effectively? What is the main difference between credentialed and specialized skill
pathways?
Assessments/Differentiation: Assess how in their thoughts related back to the information given before hand.

Learning Activity #3: (6 minutes) Point out and read the SLO written on the whiteboard (FOD 1010 Food
Basics SLO #4. Demonstrate knowledge and skills in the planning, preparing and evaluating of basic food
recipes. 4.2.3 measurement techniques)
Say that it is a learning objective taken from the introductory foods program FOD 1010 course that could be
adapted and applied to a grade 10 or junior high class. The goal of the activity is to learn how to accurately use
measuring units in a recipe to create a successful product. In this exercise we are going to make a party mix with
chocolate, candies, and pretzels. The ingredients and measuring units will be put on the table and students will
take turns putting the accurate amount of ingredients into their bag. The recipe will be written on the board for
students to follow (point and read this out to them).
- 1/3 Cup Candies
- 1 Cup of Pretzels
- 4 Tablespoons of smarties
Allow for 3 minute to complete the recipe and ask students to reflect on how well they think they did at
measuring the correct amount?
Assessments/Differentiation: Does the student put the accurate amount of each ingredient into their bag?

Closure (3 min.):
Consolidation/Assessment of Learning: To assess if students have learnt about the CTS curriculum we will
review the key points discussed throughout the presentation. To verify learning students will answer questions
such as How can CTS clusters be applied to your future teaching career?
Feedback From Students: Feedback based on how they interacted with the activities, as well as how they now
think they could use CTS courses to engage students interests and learning abilities.
Feedback To Students: Thank students for their great participation (specific example of things they did well at
and what helped me get the learning objectives across clearly ex: listening)
Transition To Next Lesson: Focus on more specific SLOs from other cluster, how could these objectives be
taught? Get students to create small lesson plans that include effective use of the curriculum objectives to a
course that interests them.

CTS Curriculum Lesson Plan & Handout

ED 3501 ABC
Gabrielle Pankhurst, October 2, 2013

CTS Curriculum Lesson Plan & Handout

ED 3501 ABC
Gabrielle Pankhurst, October 2, 2013

Grade 10-12 Career and Technology Studies (CTS) Program of

Studies
Vision, Philosophy, and Rational
Vision: To encourage students in learning opportunities through which they
discover their
interests in practical and purposeful ways.
Philosophy:
For senior high students to develop skills they can apply in daily life when
preparing for entry into the workplace or future learning opportunities.
All students are able to explore their abilities, interests, and passions to
develop knowledge, skills, and attitudes through exploratory course or a
pathways model.
Students can personalize their learning based on interest, manage transitions
and build partnerships while they develop competencies needed to partake
and progress in todays workforce.
Rational:
CTS enables students to make reasoned and effective career decisions and
target their efforts to meet goals.
Develop competencies by mastering CTS course outcome and therefore
allowing students to make connections to work and post-secondary education.
Provides students with confidence to move into adult roles by increased
responsibility of their learning, develop talents, interests and abilities, and set
and act on their own goals

Program Organization

Learning outcomes that identify what a student is expected to know and do.
Over 1000 1-credit courses in 28
occupational areas.
5 Clusters with 3 levels of
achievement: introductory,
intermediate, and advanced.
Middle years Identify interests.
CTS Cluster related to their
interests.
Occupations Career pathway
(NOC) related to the cluster.
Introductory: Students build daily
living skills and basis for further
learning. Prepare students for
related clusters or pathways.

CTS Curriculum Lesson Plan & Handout

ED 3501 ABC
Gabrielle Pankhurst, October 2, 2013
Intermediate: Build on skills from the introductory level and broaden
perspectives on careers within cluster.
Advanced: Refine expertise and prepare students to enter workforce or postsecondary education.

Five CTS Clusters

Business, Administration, Finance & Information Technology (BIT)

BIT is focused on students developing and applying knowledge, skills, and
attitudes so they can implement effective management and marketing
strategies and use electronic technologies to collect, structure, manipulate,
retrieve and communicate information within a variety of contexts (individual,
family, workplace, community, and global).
Health, Recreation & Human Services (HRH)
HRH is focused on students developing and applying knowledge, skills, and
attitudes so they can provide care and services for groups and individuals in
various industries. For example health care, recreation, cosmetology, food
services, and legal systems.
Media, Design & Communication Arts (MDC)
MDC is focused on students developing and applying knowledge, skills, and
attitudes so they can provide effectively designed and aesthetic
communication solutions.
Natural Resources (NAT)
NAT is focused on students developing and applying knowledge, skills, and
attitudes so they can work individually and collectively toward the conservation
and responsible use of energy and natural resources.
Trades, Manufacturing & Transportation (TMT)
TMT is focused on students developing and applying knowledge, skills, and
attitudes related to manufacturing and assembling products from individual
components as well as processing raw materials into products.

CTS Curriculum Lesson Plan & Handout

ED 3501 ABC
Gabrielle Pankhurst, October 2, 2013

CTS Curriculum Lesson Plan & Handout

ED 3501 ABC
Gabrielle Pankhurst, October 2, 2013
Occupational areas include between five and twenty courses at each level. Introductory level courses
can be adapted for Junior High exploratory CTS options.

Pathways

Pathways allow students to pursue their skills, aptitudes, and interests in an

organized and progressive way.
Pathways work toward goals that lead to university, college, apprenticeships,
or workforce.
There are several possible pathways within each cluster.

Pathways allow
students to:

Explore
occupation
or interest
area.

Gain
specialized
skill required
in the
workplace.

Apply
academic
learning to
real-life
situations.

Focus senior
high courses
into a career
path.

Specialized skill pathways: provide students with the specific knowledge, skills
and attitudes for employment, education, and community living. Pathways can be
customized by teachers to meet specific student or program needs.
Credentialed pathways: provide students with post-secondary or
business/industry credentials. For students to acquire the desired credential(s), all
specified course outcomes within the pathway must be achieved.
Resources:
Alberta Education CTS Program of Studies
http://education.alberta.ca/teachers/program/cts/program-of-studies.aspx
http://education.alberta.ca/teachers/program/cts/program-of-studies/bit.aspx
http://education.alberta.ca/teachers/program/cts/program-of-studies/hrh.aspx
http://education.alberta.ca/teachers/program/cts/program-of-studies/mdc.aspx
http://education.alberta.ca/teachers/program/cts/program-of-studies/nat.aspx
http://education.alberta.ca/teachers/program/cts/program-of-studies/tmt.aspx
CTS Program Philosophy and Rational http://education.alberta.ca/media/772058/philosophy.pdf
Alberta Ed Food Studies http://education.alberta.ca/media/2205552/fod.pdf
CTS Pathways http://education.alberta.ca/teachers/program/cts/resources/pathways.aspx

CTS Curriculum Lesson Plan & Handout

ED 3501 ABC
Gabrielle Pankhurst, October 2, 2013