Canadian Industry Investigation

Overview

Lesson 7 of 10 in Economic Choices and Change. Students work in groups of five to investigate a Canadian industry and explain how products, workers, markets, supply and demand, and community impacts are connected. Groups begin a short presentation and complete portfolio evidence for use in the final lessons.

Learning intentions

Students will:

• Investigate how a Canadian industry contributes to the economy.
• Explain how supply, demand and markets influence an industry.
• Identify impacts of an industry on workers, communities and Canada.
• Select relevant evidence and communicate findings clearly.
• Work responsibly in a collaborative research group.

Success criteria

• I can describe what an industry produces and who its workers and consumers are.
• I can explain at least one influence of supply or demand on the industry.
• I can identify positive and negative impacts on a community or Canada.
• I can contribute accurate evidence to my group’s presentation and portfolio page.

Curriculum links

• Economic decision-making: examine how individuals, businesses and governments make economic choices.
• Canada’s changing economy: investigate how industries, technology, resources and markets shape economic change.
• Interdependence and globalization: explain connections between Canadian industries, consumers and national or international markets.
• Skills and processes: ask questions, gather and evaluate information, collaborate, and communicate conclusions using evidence.

Lesson structure (30 minutes)

1. 0–3 minutes – Engage: What keeps an industry going? Open with the industry hook and learning intentions. Display a striking image showing a Canadian product moving from a workplace to a shop or export market. Ask: “What people, resources and decisions are involved before this product reaches a consumer?” Invite two or three quick responses.

2. 3–6 minutes – Model the investigation Use the industry investigation model to demonstrate a possible example, such as forestry or food processing. Think aloud: identify the product, workers, consumers, supply-and-demand influences, and one community impact. Emphasize that groups need evidence, not just opinions.

3. 6–9 minutes – Organize groups and assign roles Place students in six groups of five. Distribute the industry investigation and portfolio evidence page. Students assign a facilitator, researcher, evidence checker, recorder and presentation designer. Explain that every student must contribute at least one piece of evidence or explanation.

4. 9–20 minutes – Group research and evidence gathering Groups investigate their assigned industry using teacher-prepared information packs, approved classroom texts or devices. Suggested industries include agriculture, energy, forestry, mining, fisheries, manufacturing and tourism. Students record:

• What the industry produces or provides
• Who works in it and what skills are needed
• Who buys or uses its products
• How changes in supply or demand affect it
• One positive and one challenging impact on a community or Canada Circulate and question groups: “What is your evidence?” “Who benefits?” “Who may be affected negatively?” Refer back to the research questions and evidence checklist as groups work.

5. 20–27 minutes – Begin presentation and portfolio evidence Groups complete the evidence page and begin a three-part presentation: industry overview, economic influences, and impacts. They may use a poster, speaking notes or a shared digital presentation. Require each group to include one cause-and-effect statement, such as “When demand increases…, producers may…”. Use the presentation structure and sentence starters to support planning.

6. 27–30 minutes – Share and next steps Ask each group to state its industry and one important finding. Display the plenary questions and next-lesson instructions. Students complete the final reflection on the worksheet: “The most important connection in our industry is…” Collect the evidence pages to check progress and return them next lesson for presentation development.

Resources

• the Canadian industry investigation slide deck
• the industry investigation and portfolio evidence page
• Teacher-prepared industry information packs or approved research sources
• Classroom texts, maps or internet-enabled devices
• Presentation paper, markers or shared presentation tools
• Timer and group seating plan
• Portfolio folders or digital portfolios

Assessment

• Observe group discussion and questioning to assess understanding of products, workers, markets, supply and demand, and impacts.
• Check each portfolio evidence page for relevant information, evidence, and a clear cause-and-effect explanation.
• Listen to the group share-out and note whether students can communicate one accurate industry finding.

Differentiation

• Provide structured information packs, highlighted evidence and sentence starters for students who need reading or writing support.
• Allow students to record spoken ideas, use speech-to-text, or contribute through diagrams and labelled visuals.
• Pre-teach terms such as industry, market, consumer, producer, supply, demand and impact; pair EAL learners with supportive peers and include visual examples.
• Extend confident students by asking them to compare domestic and international markets or explain how a government decision could affect the industry.