Hemstreet Jessica CTF Challenge Plan

CTF Detailed Challenge Template
Jessica Hemstreet
Title Catering to Different Tastes Grade 9
Challenge How do you start a new business? Estimated 25 Classes

Question What makes a catering company different than Challenge Time (1hr each)
other companies?
All outcomes in the CTF Program of Studies should be addressed in each CTF course.
Challenge This Career and Technology Foundations (CTF) challenge is designed to put students
Description into multiple occupational areas and mindsets. Students will explore Management &
Marketing (MAM) and Enterprise & Innovation (EAI) occupational areas under the
Business cluster. As well under the Human Services cluster students will explore the
Foods (FOD) occupational area. This gives students a basic business understanding in
general terms and related to the food industry. Understandings in the MAM
occupational area can lead students into MAM courses in Career and Technology
Studies (CTS) with a head start on the basic understandings. Concepts learnt in the
Human Resources occupational area can lead to future CTS courses in the HRH
cluster. CTF allows students possibilities and exploration, without step by step
instructions and guidelines.
CTF was designed as an opportunity for students to spend their years in grade five to
nine exploring career areas and learning various skills. If you look at the Career and
Technology Education (CTE) Compass you will see that we start with student
interests, then move into CTF, followed by CTS which then relates to the National
Occupational Classifications (NOC.) CTF courses can give students basic knowledge
to be used in CTS courses in high school, but they are not a pre-requisite for CTS. CTF
has five Clusters; Human Services, Business, Communication, Resources and
Technology. Within those clusters there are 28 Occupational Areas for students to
explore. These clusters are simplified versions of the five CTS clusters. They cover
the same concepts but just in a simpler way for the students of younger age.
CTF allows for students to begin exploring their interests at an early age. There are
no direct instructions for teachers on how to run their CTF classes – the main goal is
for self-discovery through hands on experiences. CTF uses an Essential Learning
Process help guide the teachers during class time. This includes four non-mutually
exclusive, fluid processes for students to use while learning. The learning process
include Planning, Communicating, Appraising and Creating. Students are to use each
of these processes during a CTF course, specifically a challenge, but there is no
particular order they have to follow. This means they can hit one more than another
and in a zigzag pattern, but they must use them all at least once. This ensures a
well-rounded educational experience for the students in each CTF challenge.
CTF is based off the same competencies and outcomes for every level and course,
compared to other programs where each grade level and topic has different
outcomes. There are eight competencies and 14 outcomes that provide the
expectations of students and their learning. Competencies are what students must
show or demonstrate to the teacher throughout the course and outcomes are what
the students should be able to know and do by the end of challenge, the final goal
for students’ abilities. When planning CTF challenges, if teachers focus on making

© 2017 Alberta Education, Alberta, Canada Page 1 of 26
Jessica Hemstreet
sure students hit the outcomes then by default the students should demonstrate the
competencies in the end as well. When assessing students, teachers should use
three stages that are outlined for CTF. The three stages are acquiring, adapting and
applying. This means that students should be acquiring the knowledge needed to
meet the learning outcomes, apply the knowledge they have learnt and adapt
knowledge associated with a learning outcome. These are all only outlines given by
Alberta Education to CTF teachers, the way that teachers choose to teach and assess
the outcomes are at their discretion.
The portion of the MAM occupational area that students will use for this challenge
will show students the management side of businesses. They will get to put
themselves into the shoes of an owner/manager of a catering company. The EAI
occupational area will be covered since students are pretending to be building their
own business from the ground up. Since business is such a huge concept and
educational field it is important that students get some experience with it early on.
This will help students get an idea for the management and entrepreneur side of
businesses and this can help them decide if they want to continue with business, IAF
and/or MAM CTF and eventually CTS courses. Completing a challenge that
encompasses the FOD occupational area will also introduces students to another
large occupational field. Students will benefit from seeing how the inside workings
of one type of food related business. For the same reasons as EAI and MAM,
students will get to see FOD early on and this will help with their future CTF and CTS
planning. The earlier we can get a student experiencing a new concept in a hands-on
way, the earlier they will know if they are truly interested in it. This will mold their
future course choices and therefore career choices, which is the end main goal of
CTF and CTS.
Students will create a business plan and sample menus for their catering business in
this challenge. This challenge will force students to think and create two very
important types of documents for the same business, allowing students a broader
learning experience. Students will have to act as business partners and step into the
shoes of a business owner, an entrepreneur. They will have to think about what they
need to do in that role to get a business up and running by creating a business plan
for the catering company. Venue owners, vendors, staff and possibly customers
would want to see your business plan; therefore, you will want to make sure it is a
professional document. Your business plan should cover all aspects of your business
and how you want it to be ran. As well as the business plan you and your business
partner will also need to complete at least five sample menus. You get to decide
what type of food and serving format to use, but there needs to be samples of
possible menus for future customers to look at.
I have an educational background in business and management and experience in
restaurants previously, therefore I contain the knowledge and expertise to introduce
students into this challenge. I have a good friend whose dad owns a catering
company and she worked there for a number of years. Having a contact like this who
could come in to talk to students will also be a benefit to students. They can have
someone who has been through this all come in and give them real life advice from
their experiences. Due to my business background I will have knowledge on running
a business to tell my students. Knowing how a restaurant works and how it is to be a

Jessica Hemstreet
server I can also give students an inside look at those concepts when they are
building their business plans. Having a background in the topics you teach allows
students to see a purpose in their learning, they can see an adult who has used
these skills and knowledge in real life. It also can add a personal touch to the
concepts if teachers can tell students real life experiences that have happened to
them.
Scenario You and your business partner are opening a new catering company! You need to get your
planning in order before you start taking on clients and events. Venues need to see a business
plan before they will consider taking your company on as their caterer. Sample menu plans
are also required for venues sometimes, but certainly before any clients will hire you for their
events. You and your business partner can decide if you want to split up the responsibilities or
handle them together for your business.
Business Plan: You have yet to complete your business plan and venue owners will want to
see this document to even consider taking you on. This will detail how your business is going
to be ran and what type of business you are striving to be. Work with your business partner to
complete this; you will also want to adjust it as you complete your sample menus and define
what type of food you want to serve. Your business plan should be a complete, informative
and formal document describing your business.
Sample Menus: This is where you and your partner can have some fun. You get to decide
what type of food you are able to offer your clients for their events. You need to create at
least five sample menus. You can decide to have set menus or allow clients to choose
whatever they want. What type of food you want to offer will determine what chefs and
cooks you will need to hire to work for you, so you need to take this into consideration when
deciding menus. Menus should be catchy and various enough to catch as many possible
clients as possible.
Occupational BUSINESS
Areas ☐ Computing Science ☐ Financial Management ☒ Management & Marketing
(Select at least two ☒ Enterprise & Innovation ☐ Information Processing ☐ Networking
to explore.)
COMMUNICATION
☐ Communication Technology ☐ Design Studies ☐ Fashion Studies
HUMAN SERVICES
☐ Community Care Services ☒ Foods ☐ Legal Studies
☐ Cosmetology ☐ Health Care Services ☐ Recreation Leadership
☐ Esthetics ☐ Human & Social Services ☐ Tourism
RESOURCES
☐ Agriculture ☐ Forestry ☐ Wildlife
☐ Environmental Stewardship ☐ Primary Resources
TECHNOLOGY
☐ Construction ☐ Fabrication ☐ Mechanics
☐ Electro-Technologies ☐ Logistics
Links Between Business – Marketing & Management and Enterprise & Innovation will be addressed in this challenge by
Occupational requiring students to write a business plan for their catering company. Students will need to put
Areas and This themselves into the mindset of a business owner and create a plan on how they would run their catering
company. Students will have to be in the mindset of an entrepreneur creating a business plan for a

Jessica Hemstreet
Challenge brand-new company and explaining how the catering company will come to be for their investors.
Human Services – Foods will be addressed in this challenge since students have to come up with sample
menus for their catering company. Students will have to decide what type of food they want their
company to serve or if they will leave this to the choice of their clients. Pretending to be a catering
company owner and manager will put students into this occupational area.
Skills, MAM – Students will explore management skills and knowledge and business technologies and
Knowledge and programs. Students will need to learn how to build and read a formal business plan before they create
one. Students will explore how to combine skills and knowledge while creating their business plan, since
Technologies they will want to consider their menus and decisions surrounding them to finish the business plan.
Related to the EAI – Students will learn the ins and outs of starting a business from nothing. Students will have to be
Occupational able to build a business plan for a brand-new company.
Areas FOD – Students will look at Canadas Food Guide, portion sizes, meal planning, preparing and evaluating
of recipes. The interrelationships between food choices, nutrients and wellness as well as nutritional
facts. Students should consider plating and presentation techniques of food when creating their menus
and business plan. A basic understanding of food culture and origins may help students depending on
their menus.
Safety and/or MAM & EAI - Copyright & other licensing concerns, protecting personal safety while online, Identifying
Environmental and minimizing security risks while online. Ergonomic Safety concerns while using computers and Safety
of using computer equipment and software
Considerations FOD – Ergonomic safety concerns and environment stewardship. Students should take food safety,
safety precautions and personal protective equipment into consideration while making sample menus.
Remember to follow your school’s and/or district’s safety and privacy of information
requirements at all times.
Facility Type This challenge can be completed in a normal classroom with computer access or a combination of a
computer lab and a classroom.
Equipment Computer Pencils

and/or Printer Pens
Desks Samples
Consumables Paper Books describing business starting basics.
Possible SUBJECTS
Interdisciplinary ☒ English Language Arts ☐ Health and Life Skills ☐ Religious Education
Connections ☐ Fine Arts ☐ Mathematics ☐ Science
(CTF challenges can ☐ French Language Arts ☐ Outdoor Education ☐ Social Studies
be stand-alone ☐ French Second Language ☐ Physical Education ☐ Other
courses or
interdisciplinary.) Learning Outcomes
ELA GLO 1 – Students will listen, speak, read, write, view and represent to explore thoughts, ideas,
feelings and experiences.
ELA GLO 3 – Students will listen, speak, read, write, view and represent to manage ideas and information.
ELA GLO 4 – Students will listen, speak, read, write, view and represent to enhance the clarity and artistry
of communication
ELA GLO 5 – Students will listen, speak, read, write, view and represent to respect, support and
collaborate with others.
CTF Learning Outcomes: Identify the learning outcomes from the CTF Program of Studies that will be
addressed in this challenge.
☒ 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.

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

☒ Critical Thinking
☒ Problem Solving
☒ Managing Information
☒ Creativity and Innovation
☒ Communication
☒ Collaboration
☒ Cultural and Global Citizenship
☒ Personal Growth and Well-being
Literacy and Numeracy: Identify how the challenge supports the development of literacy and numeracy.
“Literacy is the ability, confidence and willingness to “Numeracy is the ability, confidence and willingness to
engage with language to acquire, construct and engage with quantitative or spatial information to
communicate meaning in all aspects of daily living.” make informed decisions in all aspects of daily living.”
☒ Students recognize that literacy provides enjoyment ☒ Students recognize that numeracy enables people
and enables them to make sense of and participate in to make informed decisions in all aspects of daily living.
the world around them. ☒ Students identify what they know, are able to do
☒ Students identify what they know, are able to do and need to learn when engaging in tasks that involve
and need to learn when engaging in tasks that involve numeracy.
literacy. ☒ Students are aware of the numeracy demands
☒ Students are aware of the literacy demands within a within a task.
task. ☒ Students apply knowledge of quantitative
☒ Students use rules of language to acquire, construct information to make an informed decision.
and communicate meaning. ☐ Students apply knowledge of spatial information to
☒ Students use efficient and effective strategies to make an informed decision.
acquire, evaluate and ethically use information. ☒ Students interpret, represent and communicate in a
☒ Students use efficient and effective strategies to variety of digital and non-digital formats to support
construct meaning. decisions in situations involving numeracy.
☒ Students communicate to convey concepts, ideas ☒ Students use efficient and effective strategies and
and understandings. methods or tools to manage quantitative or spatial
information.

Jessica Hemstreet
Assessments: These should include opportunities for students to reflect on and communicate their learning.
Resources: Identify potentially useful resources for teaching and learning the challenge.
For Students:
https://canadabusiness.ca/starting/checklists-and-guides-for-starting-a-business/restaurant-and-catering-start-up-
checklist/
http://smallbusiness.chron.com/start-small-catering-business-4830.html
https://www.entrepreneur.com/article/282439
https://quickbooks.intuit.com/ca/resources/business-planning/how-to-start-catering-business-in-canada/
https://articles.bplans.com/how-to-write-a-business-plan/
https://www.musthavemenus.com/category/catering-menus.html
For Teachers:
http://www.entre-ed.net/_teach/busplan.htm
https://www.teachingkidsbusiness.com/resources/experiences/business-plan-program/business-plan-templates/
Any resources are provided as a service to identify potentially useful ideas for teaching and learning. The responsibility to
evaluate these resources rests with the user. Note: All website addresses listed were confirmed as accurate at the time of
publication and are subject to change.

Jessica Hemstreet
Books and Articles
A wide variety of books on how to write business plans will be available for students through school and public
library systems.
Creating a Business Plan for Dummies – Veechi Curtis
Business Plans for Dummies – Paul Tiffany & Steven D. Peterson
Business Start-up Mastery – Rafael Johnson
Everything Guide to Starting a Catering Company – Joyce Weinberg
Websites and Multimedia

Students will be required to do online research on business plans and catering companies.
https://canadabusiness.ca/starting/checklists-and-guides-for-starting-a-business/restaurant-and-catering-start-up-
checklist/
https://quickbooks.intuit.com/ca/resources/business-planning/how-to-start-catering-business-in-canada/
Student Handouts
Assignment overview sheet
Examples of business plans
Examples of managerial plans
Quizzes
Worksheets
Challenge Plan at a Glance: Provide a general outline that describes how the challenge unfolds.
Time Allotted: 60
Lesson #: 1 – Introduction to Course
min.
Objective Introduce students to the course and challenge, give students course outlines, let them know
what is expected of them and what they will be doing to achieve these expectations.
Learning I plan in response to challenges.
Outcomes I determine how my actions affect learning.
I use occupational area skills, knowledge and technologies
Literacy and Students are aware of the literacy demands within a task.
Students communicate to convey concepts, ideas and understandings.
Numeracy N/A
Assessment Formative Assessment - KWL Chart to show previous knowledge, what they want to learn in
this course and what they think they will learn. Observation of and discussion with students
throughout class time.
Resources Slideshow explaining CTF and the course.
Notes

Jessica Hemstreet
Time Allotted: 60
Lesson #: 2 – Business Basics – Catering Companies
min.
Objective This class will give students a broad understanding and knowledge base on businesses as a
whole, specifically, when able, a catering company. For students to start a new business they
need to know all business basics, regardless of the type of business they are starting
Students will also choose their business partner, type of business and menus during this class
Learning I plan in response to challenges
Outcomes I make decisions in response to challenges
I appraise the skills, knowledge and technologies used to respond to challenges
I communicate my learning
I determine how my actions affect learning
I develop skills that support effective relationships
I collaborate to achieve common goals
Students recognize that literacy provides enjoyment and enables them to make sense of and
participate in the world around them.
Numeracy N/A
Assessment Formative Assessment – Observation of and discussion with students throughout class time
Resources https://www.thebalance.com/restaurant-catering-101-2888617
teacher created resources (handouts, slideshows etc.)
Notes
Time Allotted: 60
Lesson #: 3 – Research Period – Catering Companies
min.
Objective This class allows for a period of student-lead learning, students are to research catering
companies. They will want to find out as much information on catering companies as possible
so that they have a base knowledge while creating their documents for this challenge. This
will also allow students a base knowledge prior to the guest speaker; this will limit the base
knowledge the speaker has to provide and will spark questions in the students for the
speaker.
Learning I develop skills that support effective relationships
Outcomes I collaborate to achieve common goals
I create products, performances or services in response to challenges
I plan in response to challenges
I make decisions in response to challenges
I adapt to change and unexpected events
I solve problems in response to challenges
Literacy and 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.

Jessica Hemstreet
Students use efficient and effective strategies to acquire, evaluate and ethically use
information.
Students use efficient and effective strategies to construct meaning.
Numeracy N/A
Assessment Formative Assessment – Observation of and discussion with students during class time.
Students will complete research sheets throughout this class time. They will record what they
learnt about catering companies during their research.
Resources Internet access for students’ research
Notes
Time Allotted: 60
Lesson #: 4 – Guest Speaker – What is a Catering Company?
min.
Objective This will give students an inside point of view of a catering company from someone who
own/manages one. Bringing someone into the classroom to talk to the students who is not
the teacher will benefit them as they will see and hear about catering companies from
another point of view and person, especially since that person works in this field every day.
This speaker may also offer insight into how to start a catering company more specifically
than the next speaker who will just speak about businesses in general.
Outcomes I determine how my actions affect learning
Literacy and Students use efficient and effective strategies to acquire, evaluate and ethically use
information.
Numeracy N/A
Assessment Formative Assessment – Observation of and discussion with students throughout class time.
Exit slips will be handed in at the end of class. Questions include: “How do you think this
guest speaker benefitted you, in regard to your catering company?” “What is one factor you
will take from this guest speaker to use in your business plan or sample menus, and why?”
and “What is one factor you will not take from this guest speaker to use in your business plan
or sample menus, and why?”
Resources Member from the community who owns or manages a catering company.
Notes Bring thank you gift for guest speaker

Jessica Hemstreet
Lesson #: 5 – Sample Menu Formatting Time Allotted: 60 min.
Objective This class will show students what is expected of them in their sample menus. The teacher
will show sample menus from local catering companies. Explaining the layout existing
companies chose to follow, why and when layouts/menus may change will help students as
well. Students need to be aware of menus changing for possibly every event, client and
venue. All of the menus they create for this challenge need to be different as such.
Numeracy N/A
Summative Assessment – students will create a short sample menu after the instruction
period of this class. This will show their knowledge, understanding and skills related to menu
planning before students get started on their menus.
Resources https://www.musthavemenus.com/category/catering-menus.html
Notes
Time Allotted: 60
Lesson #: 6 – Work Period – Sample Menus
min.
Objective This period is for students to work on their sample menus with their business partner.
Allowing students class time ensures they get the work done with their partner and the
teacher is available to answer any questions and hold discussions as common topics come
up. In class work time allows for formative observation on the students work progress and
collaboration for the teacher.

Jessica Hemstreet
information.
Numeracy N/A
Resources https://www.musthavemenus.com/category/catering-menus.html
Notes
Time Allotted: 60
Lesson #: 7 – Business Basics – Planning a Business
min.
Objective This class will be dedicated to how you plan out a business and all the different factors you
need to take into consideration. This class will focus on the more business, not financial, side
of planning a business. Concepts covered in this class will lead students into planning their
business in the following classes. This is not the business plan itself, but what students need
to decide on about their business to be able to create a business plan. If there is remaining
time students can begin to discuss with their partners.
Numeracy N/A
Resources http://www.entre-ed.net/_teach/busplan.htm
https://www.teachingkidsbusiness.com/resources/experiences/business-plan-
program/business-plan-templates/
https://canadabusiness.ca/starting/checklists-and-guides-for-starting-a-business/restaurant-
and-catering-start-up-checklist/
https://quickbooks.intuit.com/ca/resources/business-planning/how-to-start-catering-
business-in-canada/
Notes

Jessica Hemstreet
Time Allotted: 60
Lesson #: 8 – Business Plans - Overview
min.
Objective During this class period we will begin to focus on the actual business plan that students need
to create. Concepts of a business plan will be taught to students, so they are aware fully of
what they need to create in its entirety. After this class students should have enough of an
overview of a business plan that they would feel comfortable starting to build their own
Numeracy N/A
Students will complete a grouping/matching activity to demonstrate their knowledge of the
different parts of business plans and menus. They will be given cards with document parts on
them, then they will group them into ‘business plan,’ ‘menu’ or ‘neither’ and put them in
labeled envelopes to hand in for formative assessment.
business-in-canada/
Notes
Time Allotted: 60
Lesson #: 9 – Research Period – Starting a Business & Business Plans
min.
Objective This class allows for a period of student-lead learning, students are to research how to start a
business and business plans. They will want to find out as much information on new
businesses and business plans as possible so that they have a base knowledge while creating
their documents for this challenge. This will also allow students knowledge prior to the guest
speaker; therefore, limiting the basic knowledge the speaker has to provide and hopefully
spark questions in the students for the speaker.

Jessica Hemstreet
information.
N/A
Numeracy
Students will complete a research sheet during this class. They will record what they find out
from their research for the teacher to make sure they are finding the right information to put
into their business plan.
Resources Internet access for students’ research
business-in-canada/
Notes
Time Allotted: 60
Lesson #: 10 – Guest Speaker – How to Create a Business Plan
min.
Objective This will give students in depth knowledge on new businesses and business plans. Bringing
someone into the classroom to talk to the students who is not the teacher will benefit them
as they will learn about business plans from another point of view and person, especially if
that person is an expert in the task. This speaker will offer insight into how to start a business
from scratch with a business plan, how to write it, why they are required and many more
details. Students are expected to be engaged in the guest speaker and ask plenty of
questions to continue learning.

Jessica Hemstreet
information.
Numeracy N/A
Assessment Formative Assessment – Observation of and discussion with students during class time. Exit
slips will be collected at the end of this class. Questions include: “How do you think this guest
speaker benefitted you, in regard to your business plan?” “What is one factor you will take
from this guest speaker to use in your business plan, and why?” and “What is one factor you
will not take from this guest speaker to use in your business plan, and why?”
Resources Guest speaker who works with new businesses, has started a new business or is a specialist
in business plans
Time Allotted: 60
Lesson #: 11 – Work Period – Planning your Business/Business Plans
min.
Objective This period is for students to plan their business and start working on their business plan with
their business partner. Allowing students class time ensures they get the work done with
their partner and the teacher is available to answer any questions and hold discussions as
common topics come up. In class work time allows for formative observation on the students
work progress and collaboration for the teacher.
information.
N/A
Numeracy
Assessment Formative Assessment – Observation of and discussion with students during class time. At
the beginning of class students will complete an entry slip on where they are at and where
they want to be by the end of this class.

Jessica Hemstreet
Resources Internet and/or computer access
business-in-canada/
Notes
Time Allotted: 60
Lesson #: 12 – Business Plan Pitch
min.
Objective During this class period sets of business partners will come forward to the teacher and pitch
their business and business plan idea for approval. This will give students feedback to let
them know if they are on the right track with their business and planning ideas. It also
provides the teacher with formative assessment on how students are grasping the concepts
and know what is going on and expected of them.
information.
N/A
Numeracy
Assessment Formative Assessment – Discussions held with students during class time. Students will pitch
their business and business plan ideas to the teacher for formative assessment as well. This
will let the students and teacher know if they are on the right path.
Summative Assessment – Students will complete a quiz on business plan concepts at the end
of this class. The quiz will cover all business plan concepts learnt up to the point of the quiz.
Resources N/A
Notes Students will be working on their business plans and sample menus as others are presenting
Time Allotted: 60
Lesson #: 13 – Work Period – Business Plans
min.
Objective This period is for students to work on their business plan with their business partner.

Jessica Hemstreet
information.
N/A
Numeracy

business-in-canada/
Notes
Time Allotted: 60
Lesson #: 14 – Business Plans – Financial Side
min.
Objective During this class period we will focus on the financial side of a business plan and how
important it is. You need to provide the ‘facts and figures’ in a business plan so stakeholders
will know how you are getting your information and thought processes; that you aren’t just
making everything up. Finances are a huge part of running a business therefore they need to
be incorporated into the business plan.

Jessica Hemstreet
Numeracy participate in the world around them.
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 interpret, represent and communicate in a variety of digital and non-digital formats to
support decisions in situations involving numeracy.
Students apply knowledge of quantitative information to make an informed decision.
Students use efficient and effective strategies and methods or tools to manage quantitative
or spatial information.
Students will complete practice financial sheets during class time, sampling what financial
aspects they need to include in their business plans.
Notes
Time Allotted: 60
Lesson #: 15 – Guest Speaker – Working for a Catering Company
min.
Objective This will give students an inside point of view of a catering company from someone who
works for one. Bringing someone into the classroom to talk to the students who is not the
teacher will benefit them as they will see and hear about catering companies from another
point of view and person, especially since that person works in this field every day. This
speaker will give students the point of view of their potential staff, which they need to take
into consideration when planning their business. This guest speaker will also have a different
view on the business than the owner/manager speaker will have had.
information.

Jessica Hemstreet
Numeracy of daily living.
Assessment Formative Assessment – Observation of and discussion with students during class time. Exit
slips will be collected this class. Questions include: “How do you think this guest speaker
benefitted you, in regard to your catering company?” “What is one factor you will take from
this guest speaker to use in your business plan or sample menus, and why?” and “What is
one factor you will not take from this guest speaker to use in your business plan or sample
menus, and why?”
Resources Guest speaker from the community who works at a local catering company
Time Allotted: 60
Lesson #: 16 – Business Plans – Employees, Clients, Vendors etc.
min.
Objective This class will take what was covered by the last guest speaker and discuss how we can
incorporate that information into the business plans. Students need to be aware of how
important employees, clients, vendors and possible venues are for their business; without
them you do not have a business.
Numeracy N/A
Students will complete a standing rating scale activity on where they show the importance of
each topic covered in this class in their opinion with the class and have the opportunity to
explain their reasoning.
Notes

Jessica Hemstreet
Time Allotted: 60
Lesson #: 17 – Work Period – Business Plans
min.
Objective This period is for students to work on their business plan with their business partner.
information.
Students interpret, represent and communicate in a variety of digital and non-digital formats
to support decisions in situations involving numeracy.
Assessment Formative Assessment – Observation of and discussion with students during class time. At
the beginning of class students will complete an entry slip on where they are at and where
they want to be by the end of this class.
business-in-canada/

Jessica Hemstreet
Notes
Time Allotted: 60
Lesson #: 18 – Business Plans - Safety and Environmental Concerns
min.
Objective Students will learn the safety and environmental concerns related to a catering company.
They will have to incorporate these concerns into their business plan and sample menus.
While planning sample menus they will have to take into consideration these concerns
regarding what they can and cannot cook due to some circumstances.
Learning I follow safety requirements associated with occupational areas and related technologies
Outcomes I demonstrate environmental stewardship associated with occupational areas
Numeracy N/A
Summative Assessment – Students will complete a quiz on their business plan knowledge up
to this point in time at the end of the class. Covering all concepts of business plans learned
up to this classes concepts.
Notes
Time Allotted: 60
Lesson #: 19 – Visit a Catering Company at their Contracted Venue
min.
Objective The class will visit a catering company during this class period to see how it is operated when
under a contract. This will show students what actually happens during a day under normal
operations at a catering company. They will get to know the ins and outs of the company and
how it works out of their contracted venue.
information.

Jessica Hemstreet
Assessment Formative assessment – Observation of and discussion with students during class time.
Students will complete an exit slip about the visitation to a local catering company.
Exit Slip questions: “What was the most important take away for you from this visitation?”
“What is one thing you will take away from seeing this catering company to add into your
business plan or sample menus, why?” “What is one thing you would not take from seeing
this catering company to add into your business plan or sample menus, why?”
Resources Local catering company willing to have students visit
Notes Parental permission required for field trips

Bring thank you gift for manager/owner
Time Allotted: 60
Lesson #: 20 – Create Catering Company Scenarios
min.
Objective Groups of students will each be given a different issue that could occur throughout any given
day at a catering company. Students then have to create a scenario surrounding their issue
for other students to act out the following class. Students will want to address the issue,
what could have caused it and how to fix it in their scenarios.
information.

Jessica Hemstreet
Assessment Formative assessment – Observation of and discussion with students during class time.
Scenarios students create will be formatively assessed for their knowledge, concepts and
solutions to issues.
Resources teacher created resources (handouts, slideshows etc.)
Notes If students finish early they can work on their business plans and sample menus
Time Allotted: 60
Lesson #: 21 – Act out Catering Company Scenarios
min.
Objective During this class groups of students will act out each other’s scenarios for the class. They will
have to act out the issue given, what caused it and the provided solution; following the
written scenario. After each scenario the class will discuss other possible solutions for the
issue given to the group, this will ensure all students are aware of as many possible situations
as possible and multiple solutions for each. Students may want to include these in their plans
as a issues/situation recovery portion.
Assessment Formative Assessment – students will be formatively assessed on the scenarios they created
that are acted out in this class. They will also be formatively assessed on the discussion about
alternate situation solutions following each scenario. Observation of the students during
class time.
Resources teacher created resources (handouts, slideshows etc.)
Notes If students finish they can work on their business plans and sample menus

Jessica Hemstreet
Time Allotted: 60
Lesson #: 22 – Catering Job Appreciation
min.
Objective This class will allow students to think about this as a career for themselves. They will
complete a write up describing how they feel about a job in a catering company. Skills and
knowledge possessed and required will also be required in the write up. This forces students
into a career-long thinking mindset, which is key in CTF courses and challenges.
Learning I explore my interests and passions while making personal connections to career possibilities
Outcomes I use occupational area skills, knowledge and technologies
information.
N/A
Numeracy
Assessment Formative Assessment – Observation of and discussion with students during class time
Summative Assessment – Write up on job appreciation, skills, interests and knowledges
related to this career.
Resources NOC and OCCinfo websites
Computer and/or internet access
Notes Students must make a real connection between if they would or would not want a job in this
career field
Time Allotted: 60
Lesson #: 23 – Work Period – Peer Review on Business Plans & Sample Menus
min.
Objective Students should be mostly done their business plans and sample menus by this class. Peer
review of business plans and sample menus will occur in this class, this will give students
another point of view on their work outside of the partnership. Each pair will match up with
two other sets of pairs and swap work and complete peer review sheets on each other. The
remaining amount of time, if any, will be to work on business plans and sample menus taking
into consideration what peers said.

Jessica Hemstreet
information.
Assessment Formative Assessment – observation of and discussion with students during class time. Peer
review sheets will be copied and kept by the students and the teacher for formative feedback
business-in-canada/
Notes
Lesson #: 24 – Work Period – Business Plans & Sample Menus Time Allotted: 60 min.
Objective This is the final class time for students to work on their business plan and sample menus. All
documents need to be completed by both partners and be fully complete. All should be in
formal document format.

Jessica Hemstreet
information.
Assessment Formative Assessment – observation of and discussion with student during class time. At the
beginning of class students will complete an entry slip on where they are at and where they
want to be by the end of this class.
business-in-canada/
Notes
Time Allotted: 60
Lesson #: 25 – Celebration! Share Business Plans & Sample Menus
min.
Objective Celebrate being done! Partners will get up and share what they came up with as their
business plan and their sample menus. This class is a celebration of all their hard work
completed for this challenge. A discussion surrounding what was covered in this challenge
and what students learnt will be held as well, time dependent.

Jessica Hemstreet
Numeracy to support decisions in situations involving numeracy.
Assessment Summative Assessment – Students will hand in their business plans and sample menus for
summative assessment at the end of this class.
Formative Assessment – Discussion with students during class time
Resources
Notes
The challenge template is provided as a service to who may be interested in developing their own CTF challenges. The
responsibility to evaluate this resource rests with the user. Note: Website addresses are listed for reference only and were
confirmed as accurate at the time of publication. They are subject to change. Teachers are advised to review them for
appropriateness prior to using them with students.


Hemstreet Jessica CTF Challenge Plan

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Hemstreet Jessica CTF Challenge Plan

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CTF Detailed Challenge Template

Title Catering to Different Tastes Grade 9

Challenge How do you start a new business? Estimated 25 Classes

CTF Detailed Challenge Template

CTF Detailed Challenge Template

CTF Detailed Challenge Template

Equipment Computer Pencils

CTF Detailed Challenge Template

Competencies: Identify the competencies that will be addressed in this challenge.

CTF Detailed Challenge Template

CTF Detailed Challenge Template

Websites and Multimedia

CTF Detailed Challenge Template

CTF Detailed Challenge Template

Notes Bring thank you gift for guest speaker

CTF Detailed Challenge Template

CTF Detailed Challenge Template

CTF Detailed Challenge Template

CTF Detailed Challenge Template

CTF Detailed Challenge Template

CTF Detailed Challenge Template

CTF Detailed Challenge Template

Resources Internet and/or computer access

CTF Detailed Challenge Template

CTF Detailed Challenge Template

Notes Bring thank you gift for guest speaker

CTF Detailed Challenge Template

CTF Detailed Challenge Template

CTF Detailed Challenge Template

Notes Parental permission required for field trips

CTF Detailed Challenge Template

CTF Detailed Challenge Template

CTF Detailed Challenge Template

CTF Detailed Challenge Template

CTF Detailed Challenge Template

CTF Detailed Challenge Template

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