Inquiry About Traditions – Gr. 2
The students will identify a family tradition of significance to them. They will gather information about their family tradition using their own background knowledge and through interviews with primary sources (e.g., family members). The students will then devise a plan to communicate their findings with the class.
The Cosburn 2.0 Cross-Curricular Inquiry Approach Gr. 2-12
In this lesson students will be introduced to and practise the Cosburn Inquiry Approach. This leads to the development of questions that can be developed into inquiry questions and a better understanding of inquiry. This is a teaching/learning strategy useful for grades 2-12. There is a remote learning activity (Choice Board) included to consolidate learning.
Canada’s Physical Regions and Human Interrelationships with the Environment – Gr. 4
This lesson is a blended model that looks at Canada’s Physical Regions and human interrelationships with the environment. It includes a lesson meant to occur in “real time” (in the classroom or in a synchronous format) that introduces the physical regions of Canada, with a follow up choice activity meant to be completed independently which digs more deeply into the regions as well as critical thinking tasks involving those regions. The student choice model includes choice on how to learn the information (videos, maps, paragraphs, story maps, etc) as well as critical thinking tasks and choice regarding how to communicate knowledge and understanding.
Interpret and Analyze Government Responses to Problems Gr. 5
As a class, students will read about stakeholder / government opinions and facts regarding the problem/issue of “Should the Toronto Zoo elephants be moved?” They will interpret and analyze the problem/issue, then assess the effectiveness of government actions in addressing it.
In an introductory discussion, students will talk about pandemics and review important vocabulary. Then, through the inquiry process, students will investigate the roles and responsibilities of levels of government (Grade 5) / international organizations (Grade 6) through analyzing specific examples of global pandemics throughout history. This lesson is structured into two parts: Part 1 is intended to be completed as a whole-class activity (either in-class or synchronously online), while Part 2 can be completed independently/non-synchronously online).
NOTE: The intention of this activity is that it can be completed by students in a combined Grade 5/6 class. Teachers of single grade classes can make adjustments to the lessons and/or choice board accordingly.
Primary Sources and Chinese Canadian Experiences – Gr.8
This lesson is split into two parts and can be used for a hybrid teaching model. The first part is done in class or through synchronous learning. Using primary sources, students will recognize the contributions Chinese-Canadian people have made to the identity of Canada and recognize and interpret the discrimination and injustices felt by Chinese-Canadians. The second part of the lesson is independent and can be done remotely or in class and includes a Choice board where students will use primary sources to understand the experiences of Chinese-Canadians. Lastly, students will find and create their own primary sources.