Page 86 - The Ogemawahj Tribal Council
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Inquiry Project:
• Read about the inquiry process in the Ontario Social Studies
Curriculum, ensuring you understand each step: formulating
questions; gathering and organizing information, evidence, and/
or data; interpreting and analyzing information, evidence, and/or
data; evaluating information, evidence, and/or data and drawing
conclusions; communicating findings. Students will need the
process highly scaffolded if they have never completed an inquiry
project before.
• You may have students work in groups or individually.
• Use the success criteria points above as jumping-off points for the
inquiry projects. Explain to students that they will each be creating
a project that everyone in the class will learn from. Each group or
student will be responsible for presenting their information at the
end of the project.
MATERIALS Spiritual (Reflect) Consolidation and Debrief
1. BLM S5.1: Conversations
Closing Circle: Capture student voice and reflections for
and Observations Rubric
next task
2. BLM S5.2: Inquiry
Students present their inquiry projects. You may wish to use BLM S5.2:
Project Checkbrick
Inquiry Project Checkbrick.
Peer-Assessment: have students comment on another student’s
project. Ask them to point out what they like and what questions they
still have.
Extension—Media Activity: To consolidate learning, have students
write interview questions they will ask a partner about a water issue
they have learned about. If possible, ask students to create a podcast
to record their interview. (Soundtrap is one example of podcast
software you may wish to use; ensure you get parent consent.)
You might also have each student speak about one major learning they
have had from the unit. You may wish to use BLM S5.1 Conversations
and Observations Rubric to assess student learning.
84 The Ogemawahj Tribal Council
