CTF Detailed Challenge Guide: Challeng e Grade Essentia L Questio N Challen Ge Duratio N

CTF Detailed Challenge Guide
Challeng
e
Essentia
l
Questio
n
Hunting Regulations
Is hunting necessary?
How does hunting affect the population of the wildlife as
both prey and predators? What would the world be like
without hunting?
Grade
Challen
ge
Duratio
n
25 Hours
All outcomes in the CTF Program of Studies should be addressed in each

CTF challenge.

2016 Alberta Education, Alberta, Canada
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Challenge
Descriptio
n and
Rationale
Students will investigate the creation and modification of hunting

regulations in the province of Alberta. Hunting regulations are the laws
that state when a certified recreational hunter may hunt a certain animal
and how many of those animals each hunter can kill for a certain area.
Students will investigate certain questions such as How does hunting
affect the population and migration of the wildlife in the area? Students
will look at the consequences of hunting and compare the positive and the
negative consequences.
Many people do not agree with hunting and others feel it is too restricting.
Students will talk to professionals and hear the arguments from both sides
and do their own research. The added expertise of the professionals will
help students understand the complexities of the issues. The issue of
hunting will encourage the students to think critically and question their
previous notions of the impact and validity of hunting. The interaction with
professionals and people from different careers will give students the
chance to explore various careers and ask the professionals questions to
see how they can change the issue and how they can help support their
position. Students can gain a networking web with these professionals to
help them with career options in the future and to help them demonstrate
what they know in a way that is applicable to the workforce and the needs
of the community around them.
As students progress they will gain a personalized view on the matter of
hunting, whether it is necessary, and the importance of regulating its use.
This will require students to use the population numbers of animals in the
area and the number of hunters. The future is uncertain and students will
need to learn the probability of unknown events and the ramifications that
may come if we abolish hunting completely. Students will need to make
predictions and goals for the future in both the long term and the short
term. Students will learn how to interact and work with others that may
not see the situation in the same light as they do. Hunting regulations are
a legal issue and all sides must be considered to find a solution that fits
the environment but also the people of Alberta.
This challenge helps students to gain the necessary skills to make them
effective members of the community and citizens of not only Alberta, but
also Canada. As an experienced hunter, I will be able to bring my passion
and experience to the classroom in order to help students explore their
own opinions and conclusions on the issue. There is more to the issue
than the opinions of people, however there is a science that must be
considered and students will gain an appreciation for the importance of
scientific evidence and the numbers that support the decisions made in
hunting regulations.
This challenge is predominantly about the process of student-led
investigation of the issue, as well as students will have many
opportunities to show their work and what they have learned. They will
receive peer, self, and teacher feedback in models such as gallery walks,

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exit slips, and enabling tasks. The culminating task allows students to
assert their opinion and knowledge in a way that can make a difference
and an impact on their community.
Scenario
Its a new year in Alberta. A group of animal rights activists are protesting hunting
across the province. Hunters are not happy about the protestors and are looking
forward to the regulations to be released so they can start planning their hunting
season. The government of Alberta has come to you to do some research for
them. With your research they have given you the authority to create next years
hunting regulations for 5 animals of your choice in your area.

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Occupatio
nal Areas
(Select at
least two to
explore.)
BUSINESS
Computing Science
Enterprise &
Innovation
COMMUNICATION
Communication
Technology
HUMAN SERVICES
Community Care
Services
Cosmetology
Esthetics
RESOURCES
Agriculture
Environmental
Stewardship
TECHNOLOGY
Construction
Electro-Technologies
Financial
Management
Information
Processing
Management &
Marketing
Networking
Design Studies
Fashion Studies
Foods
Health Care
Services
Human & Social
Services
Legal Studies
Recreation
Leadership
Tourism
Forestry
Primary Resources
Wildlife
Fabrication
Mechanics
Logistics
Links
between
occupation
al areas
and this
Challenge
Skills,
Knowledge
and
Technologi
es Related
to the
Occupatio
This is directly related to becoming a game warden or a career in wildlife

preservation. This challenge also makes connections to forestry and becoming a
park ranger. This challenge allows students to hear the positions of both sides of
an argument. Students will need to apply their critical thinking skills to find the
best result for both sides. Students seeking an occupation in legal studies will have
to use similar critical thinking and listening skills. Each person deserves a voice in
the matter and students will learn to hear those voices. Farmers have a constant
battle with wildlife in terms of their crops and livestock interactions. The hunting
regulations affect the agriculture business and students with those interests will
find ways to benefit the agriculture around them. In similar fashion there is a need
for forestry that can be affected by hunters and the farmers involved in the
argument or issue of how many animals can be hunted by each hunter each year.
This will require gathering the amount of hunters in the area and the appeal of
hunters to travel into the area, which will affect the tourism industry. This is
consideration that is part of the hunting regulation decisions. The networking skills
that are required for government officials to appease the people as well as what is
best for the environment will be addressed. Environmental stewardship must be
part of hunting. This affects wildlife and forestry and agriculture and the
combination of all of those occupational areas.
This challenge will require a lot of networking skills. Students will need to be
mindful of all the positions of each side of the argument. Students will learn to
conduct research and find information from a credible source. One of the
difficulties with finding information on such a hot topic is discerning whether the
information they receive is fact, has been presented in a beneficial way or is
simply opinion. Therefore some marketing skills will need to be called upon.
Problem solving skills are at the heart of this challenge and will help students in
their future with any occupational area that they choose to pursue. Students will
have chances to employ their leadership skills, which will prepare them for

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nal Areas
opportunities to run a team in any situation. Students will learn the definition of
what hunting is and how to navigate the hunting regulations that are in place.
Safety
and/or
Environme
ntal
Concerns
Hunting can be a very dangerous activity. These safety concerns must be

considered for students to successfully complete their hunting regulations.
Students must know the safety concerns and the need of the environment. The
entire challenge is focused on the concerns of both the hunters and the
environment that the wildlife is a part of. When dealing with wildlife students must
be aware that we need to give them their space
Facility
Type
Equipment
and/or
Consumabl
es
Interdiscip
linary
Learning
Opportunit
ies
Remember to follow your schools and/or districts safety requirements

at all times.
A conference type of room with a view of the outdoors. Students have the chance
to collaborate with each other around their table and have discussions. A
conference room would also allow the students to video conference with
professionals regarding the issue or have them come in person and provide their
side of the issue. Students will have time and space to gather research. This can
come in the form of reading and examining the previous regulations books or
using a computer whether a laptop or moving to a computer room.
Computer, Printer, Video Conferencing, Access to professionals, Previous years
hunting regulations, Nature walks, access to the environment and wildlife habitats.
Pens, pencils, highlighters,
SUBJECTS
English Language Arts
Fine Arts
French Language Arts
French Second
Language
Health and Life

Skills
Mathematics
Outdoor
Education
Physical Education
Religious Education
Science
Social Studies
Other
Interdisciplinary Learning Outcomes

Math 8
Number
3: Demonstrate an understanding of percents greater than or equal to 0%, including greater

than 100%.
4: Demonstrate an understanding of ratio and rate.
Statistics and Probability
1: Critique ways in which data is presented in circle graphs, line graphs, bar graphs and
pictographs.
2: Solve problems involving the probability of independent events.
Science 8
Cells and Systems
1. Investigate living things; and identify and apply scientific ideas used to interpret
their general structure, function and organization
investigate and describe example scientific studies of the characteristics of living things
(e.g., investigate and describe an ongoing scientific study of a locally-found organism)
apply the concept of system in describing familiar organisms and analyzing their general
structure and function
illustrate and explain how different organisms have similar functions that are met in a
variety of ways (e.g., recognize food gathering as a common function of animals, and note a
variety of food-gathering structures)

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Social Studies
Local and Current Affairs
determine the validity of information based on context, bias, source,

objectivity, evidence and/or reliability to broaden understanding of a topic or an issue
analyze selected issues and problems from the past, placing people
and events in a context of time and place
interpret thematic maps to analyze economic and political issues
take appropriate action and initiative, when required, in decisionmaking and problem-solving scenarios
demonstrate leadership in groups, where appropriate, to achieve

consensus and resolve conflicts peacefully and equitably
reflect on changes of perspective or opinion based on information

gathered and research conducted
communicate in a persuasive and engaging manner through

speeches, multimedia presentations and written and oral reports, taking particular
audiences and purposes into consideration
examine techniques used to enhance the authority and authenticity

of media messages
Outdoor Education
Outdoor Core
1:c.Studentswillrecognizethepotentialimpactoftheiractivitiesonenvironmentstheymightenterand
use.
PersonalandGroupDevelopment
1.Studentswilldeveloprespectandappreciationforselfandothers.
a.Studentswillrecognizethemselvesasindividualsandasmembersofagroup.
b.Studentswillrecognizethatindividualshavepersonallifestylesandbeliefsthathelpdefinewho
theyare.
EnvironmentalCore
Studentswilldemonstrateawarenessandappreciationoflivingthingsandunderstandingofbasic
ecologicalprocesses.
1.Studentswilldemonstrateknowledge,skillsandattitudesregardingthediversityofenvironmentsand
lifeformswithinthoseenvironments.
a.Studentswilldemonstrateawarenessoflocalandglobalenvironmentsbydeveloping:
skillinobservinganddescribinganenvironmentbasedonfirsthandobservations
knowledgeofthediversityoflifefoundwithintheseenvironments
acaringattitudeforenvironmentsandforthediversityoflifeformsfoundwithinthem
anabilitytodescribethevalueoftheseenvironmentstothemselvesandtoothers.
CTF Learning Outcomes: Identify the learning outcomes from the CTF Program of
Studies that will be addressed in this lesson.
I explore my interests and passions while making personal connections to career
possibilities.
I use occupational area skills, knowledge and technologies.
I follow safety requirements associated with occupational areas and related
technologies.
I demonstrate environmental stewardship associated with occupational areas.
I plan in response to challenges.
I make decisions in response to challenges.
I adapt to change and unexpected events.
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I
I
I
I
I
I
I
solve problems in response to challenges.

create products, performances or services in response to challenges.
appraise the skills, knowledge and technologies used to respond to challenges.
communicate my learning.
determine how my actions affect learning.
develop skills that support effective relationships.
collaborate to achieve common goals.
Competencies: Identify the competencies that will be addressed in this challenge.

Know how to learn
Think critically
Identify and solve complex problems
Manage information
Innovate
Create opportunities
Apply multiple literacies
Demonstrate good communication skills and the ability to work cooperatively with
others
Demonstrate global and cultural understanding
Identify and apply career and life skills
Literacy and Numeracy: Identify how the challenge supports the development of
literacy and numeracy.
Literacy is the ability, confidence and
willingness to engage with language to acquire,
construct and communicate meaning in all
aspects of daily living.
Numeracy is the ability, confidence and

willingness to engage with quantitative or spatial
information to make informed decisions in all
aspects of daily living.
Students recognize that literacy provides

enjoyment and enables them to make sense
of and participate in the world around them.
Students identify what they know, are
able to do and need to learn when engaging
in tasks that involve literacy.
Students are aware of the literacy
demands within a task.
Students use rules of language to
acquire, construct and communicate
meaning.
Students use efficient and effective
strategies to acquire, evaluate and ethically
use information.
strategies to construct meaning.
Students communicate to convey
concepts, ideas and understandings.
Students recognize that numeracy

enables people to make informed decisions
in all aspects of daily living.
Students identify what they know, are
able to do and need to learn when engaging
in tasks that involve numeracy.
Students are aware of the numeracy
demands within a task.
Students apply knowledge of
quantitative information to make an
informed decision.
Students apply knowledge of spatial
information to make an informed decision.
Students interpret, represent and
communicate in a variety of digital and nondigital formats to support decisions in
situations involving numeracy.
strategies and methods or tools to manage
quantitative or spatial information.
Assessments: These should include opportunities for students to reflect on and

communicate their learning. The document CTF Assessment Tool Overview may be a
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helpful resource.
Formative Assessments
Peer Feedback
Worksheets
Journal
Presentations
Exit Slips
Presentation Quiz
Reflections
Personal Goals
Summative Assessments
Debate
Personal Reflections
Journal
Presentations
Personal Hunting Regulations
Hunting Trip
Survey
World without Hunting
Resources: Identify potentially useful resources for teaching and learning the
challenge.
AHEIA
Local MPs
Animal Experts
Farmer
Conservation Officer
Forestry Worker
Books and Articles

Alberta Guide to Hunting Regulations
http://www.ncwildlife.org/Portals/0/Hunting/Documents/Benefits%20of%20Hunting-Hunting
%20Matters!.pdf
Websites and Multimedia

http://www.albertaregulations.ca/huntingregs/gameregs.html
http://www.idausa.org/campaigns/wild-free2/habitats-campaign/anti-hunting/
http://animalrights.about.com/od/wildlife/a/HuntingArgument.htm
http://mywildalberta.com/Hunting/HuntersHarvest.aspx
http://www.albertaoutdoorsmen.ca/links.html
http://aheia.com/
Student Handouts
Government Surveys

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Challenge Plan at a Glance:
Lesson Sequence indicates progression of
learning and assessment tasks
Lesson #: 1
Objective
Learning
Outcomes
Competenc
y
Literacy
and
Numeracy
Elements
Assessmen
t
Resources
Learning
Activities
Time Allotted: 60
min.
Students will examine the definition of what hunting is.
develop leadership skills by assuming specific roles and
responsibilities in organizations, projects and events within the community
Demonstrate good communication skills and the ability to work

cooperatively with others, Know how to learn
Students communicate to convey concepts, ideas and understandings.
Students identify what they know, are able to do and need to learn when
engaging in tasks that involve numeracy.
Class discussion and brainstorm
AHEIA website
Lecture, Brainstorm
Lesson #: 2
Objective
Learning
Outcomes
Time Allotted: 60 min.

Students will explore and analyze the hunting regulations in Alberta for
2015.
I explore my interests and passions while making personal connections to
career possibilities.
Express their interest or disinterest in hunting regulations
Have students reflect on their experience with the
regulations and the connections they can find to careers
Where do they plan on going next
Demonstrate an understanding of ratio and rate.
Competency
Literacy
and
Numeracy
Elements
Assessment
Resources
Learning
Activities
Manage information
Students are aware of the literacy demands within a task.
Students are aware of the numeracy demands within a task.
Alberta Hunting Regulations Worksheet, Exit slips, KWL
Alberta Hunting Regulations
Hunting Regulation Scavenger Hunt Worksheet, Hunting Regulation
Worksheets

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Lesson #: 3-5
Objective
Learning Outcomes

Students will delve deeper into the issues of
hunting and will explore and find support for one
of the two sides.
I plan in response to challenges.
Preparation/ research through
experts and the Internet
Prepare an argument that shows
the fact vs. opinion and how it applies to
the issue of hunting
How does the argument change in
response to the other side of the
argument
Facts are supported by 3 sources
determine the validity of information based on context,
bias, source, objectivity, evidence and/or reliability to
broaden understanding of a topic or an issue
analyze selected issues and problems from the past,
placing people and events in a context of time and
place
reflect on changes of perspective or opinion based on
information gathered and research conducted
Competency
Literacy and Numeracy
Elements
I develop skills that support effective

relationships.
Work together as a group
Argument shows the work of all
involved
Whole group/ team explains their
points
I collaborate to achieve common goals.
Team distributes research
Students are vocal and share their
views
Reply to the argument to reach a
conclusion
I communicate my learning.
Arguments show the facts that they
have learned
Argument is valid and sources are
reliable
Reflect on how your knowledge has
changed
Manage information, Demonstrate global and
cultural understanding
Students use rules of language to acquire,
construct and communicate meaning.
Students use efficient and effective strategies to

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acquire, evaluate and ethically use information.

Page 11 of 21
Assessment
Resources
Learning Activities
Students identify what they know, are able to do

and need to learn when engaging in tasks that
involve numeracy.
Debate, research statement, teamwork and
collaboration peer feedback, exit slips
Computers for research, debate setting
Research time, Group collaboration, debate,
rebuttle, reflection
Lesson #: 6-9
Objective

Needs of animals, Students will create a
presentation of an animal of their choice in the
area that they live in focusing on the needs of
that animal. The presentation will demonstrate
knowledge of the animal itself and the
environment that they live in.

Page 12 of 21

Learning Outcomes
I use occupational area skills, knowledge and

technologies.
Create an organized and engaging
presentation
Demonstrate presentation
confidence and clarity skills
The facts used are supported by
reliable sources
1. Investigate living things; and identify

and apply scientific ideas used to interpret
their general structure, function and
organization
investigate and describe example scientific
studies of the characteristics of living things
(e.g., investigate and describe an ongoing
scientific study of a locally-found organism)
apply the concept of system in describing
familiar organisms and analyzing their general
structure and function
illustrate and explain how different organisms have
similar functions that are met in a variety of ways (e.g.,
recognize food gathering as a common function of
animals, and note a variety of food-gathering
structures)
I demonstrate environmental stewardship

associated with occupational areas.
Show a knowledge of the needs of
their animal of choice
Engage in a discussion of the
combination of animals in the environment
Final slide showing how we can
accommodate for that animal
communicate in a
persuasive and engaging manner through
speeches, multimedia presentations and
written and oral reports, taking particular
audiences and purposes into consideration
examine techniques
used to enhance the authority and
authenticity of media messages
Competency
Literacy and Numeracy
Elements
Assessment
Resources
Think critically, Identify and solve complex

problems,
Students are aware of the literacy demands
within a task.
Students interpret, represent and communicate in
a variety of digital and non-digital formats to
support decisions in situations involving
numeracy.
Exit slips, Presentations, Presentation quiz
Google Slides, Research Websites

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Learning Activities
Presentations, Research, Presentation Quiz,

Lecture, discussion
Lesson #: 10
Objective
Learning
Outcomes
Competenc
y
Literacy
and
Numeracy
Elements
Assessmen
t
Resources
Learning
Activities
Time Allotted: 60
min.
Students will analyze the use and storage of the spoils of hunting.
I determine how my actions affect learning.
How does application and testing make the issue more
relevant
What can you do to keep hunting safe and respectful
Questions asked to the expert (are they valid, where is their
learning going)
Know how to learn, Apply multiple literacies
Students recognize that literacy provides enjoyment and enables them to
make sense of and participate in the world around them
Students are aware of the numeracy demands within a task
Exit slips
Conservation Officer, Various meats
Students will have the opportunity to test out different meals and snacks
from different wildlife. Students learn about the storage and preparation
of animal meats. Students learn about the controversial issues with
hunting.

Page 14 of 21


Time Allotted:
180 min.
Students will explain how they affect the environment around them.
Studentswillrecognizethepotentialimpactoftheiractivitiesonenvironmentstheymight
enteranduse.
Studentswilldemonstrateawarenessandappreciationoflivingthingsandunderstandingof
basicecologicalprocesses.
Studentswilldemonstrateknowledge,skillsandattitudesregardingthediversityof
environmentsandlifeformswithinthoseenvironments.
a.Studentswilldemonstrateawarenessoflocalandglobalenvironmentsby
developing:
skillinobservinganddescribinganenvironmentbasedonfirsthand
observations
acaringattitudeforenvironmentsandforthediversityoflifeformsfoundwithin
them
Think critically, Manage information, Demonstrate global and cultural
understanding
Students use efficient and effective strategies to acquire, evaluate and
ethically use information. Students use efficient and effective strategies
to construct meaning.
Students recognize that numeracy enables people to make informed
decisions in all aspects of daily living. Students use efficient and effective
strategies and methods or tools to manage quantitative or spatial
information.
Students will engage in discussion with professionals then plan a hunting
trip to demonstrate their affect on the environment and how they can
minimize the impact that they have on wildlife, agriculture, and forestry.
REDDIT, Farmer, Conservation Officer, Forestry Worker
Discussion with a farmer, discussion with a conservation officer,
discussion with a forestry worker, planning time
Lesson #: 11-13
Objective
Learning
Outcomes
Competenc
y
Literacy
and
Numeracy
Elements
Assessmen
t
Resources
Learning
Activities

Page 15 of 21


Time Allotted: 180
min.
Students will judge and justify the positions presented by the
professionals on the issue.
Lesson #: 14-16
Objective
Learning
Outcomes
Critique ways in which data is presented in circle graphs, line graphs, bar graphs
and pictographs.
Demonstrate an understanding of percents greater than or equal to 0%, including
greater than 100%.
Studentswilldeveloprespectandappreciationforselfandothers.
a.Studentswillrecognizethemselvesasindividualsandasmembersofagroup.
b.Studentswillrecognizethatindividualshavepersonallifestylesandbeliefsthat
helpdefinewhotheyare.
communicate in a persuasive and engaging

manner through speeches, multimedia presentations and written and
oral reports, taking particular audiences and purposes into
consideration
examine techniques used to enhance the authority

and authenticity of media messages
Competenc
y
Literacy
and
Numeracy
Elements
Assessmen
t
Resources
Learning
Activities
Know how to learn, Identify and apply career and life skills,
engaging in tasks that involve numeracy.
Presentation Reflections, Personal Goals
Professionals
Presentation from Animal Activist, Presentation from Hunters Association,
Question and Answer Period with Animal Activist Hunters and Local MP

Page 16 of 21

Lesson #: 17
Objective
Learning
Outcomes
Competenc
y
Literacy
and
Numeracy
Elements
Assessmen
t
Resources
Learning
Activities
Time Allotted: 60
min.
Students will investigate the impact of hunting on the environment and
community in their area.
I make decisions in response to challenges.
Is the survey reliable
Is the survey valid
Create their own survey in their own mode
I solve problems in response to challenges.
Where is the information collected going
Plan for different views in the community
Think critically, Identify and solve complex problems
Students are aware of the literacy demands within a task.
Students use rules of language to acquire, construct and communicate
meaning
decisions in all aspects of daily living. Students use efficient and effective
strategies and methods or tools to manage quantitative or spatial
information.
Student Surveys and the challenges they may face and how to solve
these challenges. Students create a plan with what they intend to do with
the information they receive from the survey.
Examples of government surveys
Students create a forum/ survey in groups to determine the amount of
hunters in the area and what they generally hunt for.

Page 17 of 21


Time Allotted: 120
min.
Students will speculate what the world would be like without hunting.
Lesson #: 18-19
Objective
Learning
Outcomes
Competenc
y
Literacy
and
Numeracy
Elements
Assessmen
t
Resources
Learning
Activities
communicate in a persuasive and engaging

manner through speeches, multimedia presentations and written and
oral reports, taking particular audiences and purposes into
consideration
examine techniques used to enhance the authority

and authenticity of media messages
I adapt to change and unexpected events.

Show thought and environmental consideration
Ideas are aligned with the issue
Explain how they would be affected and live on a
community scale to a global scale
Think critically
engaging in tasks that involve literacy.
Students interpret, represent and communicate in a variety of digital and
non-digital formats to support decisions in situations involving numeracy.
In groups students create a world in a medium of their choice of what
they feel the world would be like without hunting? Or they can do a world
with too much hunting?
Imagination, Access to computers
Planning Periods, Creation Period

Page 18 of 21


Time Allotted: 120
min.
Students will investigate the uncertainty of the future and will assess the
probability models in the hunting world.
Lesson #: 20-21
Objective
Learning
Outcomes
Critique ways in which data is presented in circle graphs, line graphs, bar graphs
and pictographs.
Solve problems involving the probability of independent events.
Demonstrate an understanding of percents greater than or equal to 0%, including
greater than 100%.
analyze selected issues and problems from the past, placing people and events in
a context of time and place
Competenc
y
Literacy
and
Numeracy
Elements
Identify and apply career and life skills, Identify and solve complex
problems
Students recognize that literacy provides enjoyment and enables them to
make sense of and participate in the world around them.
Assessmen
t
Resources
Learning
Activities
engaging in tasks that involve numeracy. Students interpret, represent
and communicate in a variety of digital and non-digital formats to support
decisions in situations involving numeracy.
Worksheets on math and uncertainty problems, Math quiz with relevancy
with the local area
Worksheets, Lecture notes
Lecture, Sample Problems, Review, Worksheets, Quiz

Page 19 of 21


Time Allotted: 180
min.
Students will create their own Hunting Regulations in the area.
I follow safety requirements associated with occupational areas and
related technologies.
Gun regulations are included
Safety of animals and hunters are considered
All arguments are considered
I create products, performances or services in response to challenges.
Hunting Regulations are completed
All arguments are considered
Regulations are based on facts rather than opinion
Lesson #: 22-25
Objective
Learning
Outcomes
Solve problems involving the probability of independent events.

analyze selected issues and problems from the past, placing people and events in
a context of time and place
take appropriate action and initiative, when required, in decisionmaking and problem-solving scenarios
reflect on changes of perspective or opinion based on information gathered and
research conducted
Competenc
y
Studentswilldemonstrateawarenessoflocalandglobalenvironmentsbydeveloping:
acaringattitudeforenvironmentsandforthediversityoflifeformsfoundwithin
them
Think critically
Manage information
Identify and apply career and life skills
Literacy
and
Numeracy
Elements
Students use efficient and effective strategies to construct meaning.

Assessmen
t
Personal Hunting Regulations, Self feedback

decisions in all aspects of daily living
engaging in tasks that involve numeracy
Students apply knowledge of quantitative information to make an
informed decision
Students apply knowledge of spatial information to make an informed
decision.

Page 20 of 21

Resources
Learning
Activities
Personal work, Notes from presentations and lectures

Collaboration, Gallery Walks, Self and Peer Feedback, Work period

Page 21 of 21

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CTF Detailed Challenge Guide

All outcomes in the CTF Program of Studies should be addressed in each