Teaching and Learning Inquiry Cycle (Adapted from the TLCP)

CURRICULUM AREA:  Social Studies                        GRADE: 6                Teachers:        Randy, Tyler, Andrew                                                                 Date: May 5/2016



Overall expectations

(Link to list of specific expectations addressed)

“Big Idea”

This will be the overriding theme, question, focus for the teaching and learning inquiry.

Learning Goal (s)

(Can be overall; might change throughout inquiry)  

LINK (expanded version + cross curriculum connections)

Social Studies

Strand A- Heritage and Identity

Strand A -- A1/A2/A3 (1.2, 2.4, 2.6, 3.8)

Strand B - Canada’s Interactions w/the Global Community

STRAND B -- B1/B2/B3 (1.1, 1.2, 1.3, 2.1,2.2, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5)

Language Arts

Oral- 1.6, 2.2, 2.7
Media-  1.1, 1.3, 1.6, 2.2, 3.2

Visual Arts - D1.1, D1.2, D2.1, D3.1 

Phys Ed

Strand B- 2.1, 2.3

Data Management- Graphing

Numbers and Numeration- Addition, Subtraction, Multiplication, Division


Students will be able to answer the question:


Students will be able to:

Define what Canadian Culture is to them
Identify Canada’s involvement in international organizations/role in the global community

Create a budget to host the Olympics

Identify global issues that Canada could address by hosting the Olympics (LGBT rights, Environmental issues etc)

Determine the environmental impacts of the Olympics in Canada
Identify the parts, and create/present an Olympic Bid for Canada to host the Olympics

Diagnostic Assessment

(At the start of the cycle/unit)

Culminating Task/Project

The overall teaching should prepare students to complete this task.

Culminating Assessment Task

(At the end of the cycle/unit)

Diagnostic Assessment

Olympic Bid:

Your company has been hired to create a bid for the next Olympic games. Showcase your unit understanding by combining your findings into an advertisement or presentation of your bid. See Culminating Task for more details.

Students will be assessed through inclusion of three major components in their final task:

  1. Written
  2. Oral
  3. Visual (can be combined with oral, such as video or presentation)

These components are designed to appeal to a wide variety of learning and assessment styles.

Summary (DESCRIPTION) of the Inquiry Cycle

200-300 words


(Why it matters to student, why it matters to community, why it matters to world, how it connects to Social Studies, Geography, History VISION and GOALS)

The Inquiry Cycle/Process is ongoing and in depth within this unit. In almost every lesson in this unit students are responsible for conducting an inquiry of their own focusing on different topics. The Inquiry Cycle begins with students researching what Canadian Culture, followed by researching where Canada is in relation to other Countries in the world and the criteria by which countries are ranked (e.g what makes a country first world etc), and an NGO or international organization of their choice, that Canada is a member of. From this point, the inquiry process becomes more focused on why Canada should host the olympics, what is/how to create a budget, environmental impacts of the olympics, UN sustainability Goals, and the global reach of the Olympics. Inquiry is important in this unit plan as students will be researching their own reasons as to why Canada should host the Olympic Games. Within the process of inquiry as to why Canada should host the Olympics, students will naturally uncover reasons as to how an international event like the Olympics can affect Canada’s relationship with other countries. By conducting inquiry on global issues such as LGBT right, FNMI treatment, environmental concerns etc, and Canada’s role in addressing these issues, students will be able to further their understanding as to how the Olympics could affect Canada’s relationship with other countries. Every inquiry, is a stepping stone that students should be building upon in the process of creating their olympic bid presentation and their reflection on how international events like the Olympics can affect Canada’s relationship with other countries.

       Strand B of Social Studies for Grade 6 is People and Environments: Canada’s Interactions with the Global Community. For this unit, students will look at the big question, “How can international events, such as the Olympics, affect Canada’s relationship with the international community?”

        This unit is an excellent opportunity for students to explore a CURRENT event - the Rio Olympics in 2016 - and all the issues that surround Canada’s participation as well as an opportunity for Canada to host it. Students will explore sport and international events through various important lenses including equity issues, environmental impacts, sustainability goals, financial implications, and more. There are multiple levels of significance for the student, the community and the world. Students will become informed citizens (especially important because the Olympics are a current topic) and will develop many transferable 21st century learning skills such as collaboration. They also will learn about their Canadian identities. This unit is also important to the community. Exposing our students to the importance of Canada’s relationships in the international community will empower them to be active and hold our government accountable for its actions through informed perspectives. This unit also emphasizes the student’s and Canada’s responsibilities to the World community. For example, as hosts, Canada needs to be responsible for its environmental impact. Also, the Foundations of the Olympics uphold human principles that aim to make the Olympics a universally safe space for all people to co-exist.

Instructional Strategies & Approaches: (overall how it is brought in the class - some explicit lessons, some are throughout the entire unit - “underlying/embedded”)


(For all students)

Field Study/Trips, Experiential  Learning outside the classroom

Environmental Education

Equity & Inclusive Education

Aboriginal, First Nations, Metis, Inuit Education


Explicit teacher modeling

Graphic organizers

Extra time for assessments

Grouping with bilingual peers and purposeful pairing

Peer mentoring

Silent Sport Lesson

FNMI Land Issues

Venue and Location Selection (L 10)

Olympics & the Environment (L 9)

UN Sustainability Goals (L 11)

FNMI Seven Guiding Principles

Fundamental Olympic Principles

Olympic Village Activity (women’s rights, racism, accessibility)


What is canadian culture?

Are there any aspects of Canadian culture that can be considered FNMI?

What land is it being built on?

How can the olympics be used to support FNMI/Aboriginal values/culture?

Tech-Enabled Learning

Blended Learning

Media Literacy

Connection to Current Events & Issues 

Community Resources

Student blog

Powerpoint/Google Slides

Google Maps

Google Forms


Excel (for budgets)

Laptop/iPad (for research)



Andrew’s class blog

Student blog

YouTube Videos

Online research (Olympic.org)

Google Docs

Google Maps

Media Design (Logo creation)

Flipped Classroom (L 11)

Powerpoint (learn to present)

Excel (learn to budget)

Slogan/Brand (learn to advertise/create a brand)

Newspaper articles

Rio 2016 Summer Olympics

LGBTQ Rights (USA, Russia)


Environment and Sustainability

Students have to identify a community organization that promotes environmental sustainability 

Healthy Relationships /Mental Health

Financial Literacy

Cross-Curricular/ Integrated Learning

Collaborative Opportunities


Proper diet for athletes

Creating healthy relationships between different cultures within Canada/ globally

Olympic Village - racism, ability, gender rights

Cost of Olympics



Impact of Tourism

Overall Cross-Curricular

Mathematics (L 8)
Language: Media Literacy (L 7, 11, 12)

Visual Arts: (L 7)

Physical Education: (L 14)


Group Research

Group Presentations

Silent Sports Creation


Pitch Delivery

Slogan and Logo Creation

Map Reading

Silent Sport Lesson

Final Assessment (Drama/Video)



Professional Resources

Learning Environment


Student Blog Posts

Slogan/Poster Creations

Reflections (Google Forms)

Students may choose to work alone instead of as a group during inquiry periods/other groups work

Final assessment

Instructions for tasks

Modeling for tasks

Purposeful pairing of students

Guided questions for learning

Providing formative and summative assessment

Educational Tech Tools

Olympic Website

FNMI Seven Living Principles

Ontario Curriculums

Posting of UN Sustainability Goals

Classroom Layout

Positive classroom environment

Silent Sport Lesson Outdoors

Integrating FNMI Seven Living Principles

Student Blogs

Andrew’s Twitter

Andrew’s Teacher Blog

Tyler Teacher Blog

Teacher e-mail address/phone num.

Parents are invited to come and watch the presentations

Lesson Sequence -

Lesson #1:

Lesson #2:

Lesson #3:

Canadian Culture (Tyler)

Question: What is Canadian Culture?

The class will take part in a discussion about what Culture is, and what they personally think Canadian Culture is. Students will do an inquiry regarding Canadian Culture and what it is. In conjunction with their personal Ideas about Canadian culture, they will use this information to help develop a deeper understanding of Culture, and Canadian Culture.

Comparing Canada (Tyler)

Question: Where is Canada in Comparison to the rest of the world?

Students will take part in an inquiry as to what makes a country a 1st World country, or 2nd/3rd World Country. They will fill out a provided chart with specs of 1st, 2nd, 3rd world countries. The class will then take part in a discussion about Canada’s official ranking in the world and have a discussion as a class about the ranking system and their thoughts on the issue/ranking criteria/if Canada should be higher/lower etc.

Canada’s International Impacts - Organizations (Tyler)

Question: What is/should be Canada’s role / identity in the global community

In small groups, students will research an international organization or NGO of their choice, and collect information about it such as what they do, who is a part of the organization, Canada’s role etc. After the students have completed their inquiry have the groups describe what they have researched to the other groups. Open a discussion with the class regarding other issues that they think Canada should be taking action on etc.

Lesson #4:

Lesson #5:

Lesson #6:

Canada and the Olympics (Tyler)

Question: Why should Canada Host the olympics?

Start a class brainstorm by asking “Why should Canada host the Olympics”. Remind students to keep in mind things such as infrastructure that could support the olympics, stadiums public transportation etc, issues that could be addressed on a stage as big as the Olympics, as well as benefits that Canada would experience by hosting the olympics. Either in groups or individually have students record these ideas as to why Canada should host the olympics.

Fundamental Principles of Olympism (Randy)


Question: What makes the Olympics so universal?, In what ways do the Olympics promote humanity?

Olympic Bid Process (Randy)  

Question: What is an Olympic bid and what does an Olympic bid consist of?

Lesson #7:

Lesson #8:

Lesson #9:

Vision & Legacy (Randy)  

Question: “How can you represent the Olympics using mixed media?”

Budgeting (Randy)

Question: What is a budget? How do you create and present a budget?


The Olympics and the Environment (Andrew)

Question: How does hosting the Olympics effect the environment and how can we address these concerns?

Lesson #10:

Lesson 11:

Lesson 12:

City and Venue Selection (Andrew)

As part of the environmental impact studies, students can improve map reading skills in an effort to choose a city and venues for their Olympic bids. Students will explore and create their own Google Maps, Minecraft map, or physical city in this innovative lesson plan. This is a part of the IOC Olympic Bid Questionnaire and therefore will be addressed in their Olympic bid.

Social Studies: B2.3 analyse and construct different types of maps, both print and digital, as part of their investigations into global issues, their impact, and responses to them

The Olympics and UN Sustainability Goals (Andrew)


Question: How are the UN Sustainable Development Goals related to the Olympics and sport?

Delivering a Pitch (Andrew)

Using the UN Sustainability Goals and the Environmental Impact products we created in the previous lessons, students will now create a pitch to a UN ambassador visiting Canada. Students will be learning about oral presentation skills, working on powerpoint or Google slides, and be open to exploring other methods of audio and video presentation. These skills are essential to develop in context to the Culminating Task and to the experience of bidding.

Social Studies: B2.6 communicate the results of their inquiries, using appropriate vocabulary

Lesson #13:

Lesson #14:

Culminating Task:

The Olympic VIllage (Andrew)

Question: How do political and social issues impact the Olympic games?

Silent Sports - Experiential Learning (Andrew)

Question: How can we make sport truly accessible and universal?


Olympic Bid!


Culminating Task Work Periods and Presentations