Grade

6

Subject

Social Studies

Duration

45 minutes

Class Size

24 students (including 3 Community Class students with behaviour and autism diagnoses, 3 students with IEPs working at grade 3-4 level, 4 students with ADHD, 17 typical learners)

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Unit

Exploring Global Communities Through Inquiry
Lesson 12 of 15: Starting the Inquiry Project

Ontario Curriculum Expectations

Overall Expectations:

• B1. Application of Social Studies Skills: use inquiry and communication skills to locate, gather, interpret, and present information and ideas from a variety of sources to investigate social studies issues and topics (specifically, B1.1, B1.2, B1.3)
• B2. Social Studies Inquiry: use the social studies inquiry process to answer questions and support conclusions about global communities (B2.1, B2.2)

Specific Expectations:

• B1.1 Select and organize relevant information for research and inquiry using appropriate tools and strategies
• B1.2 Use appropriate social studies vocabulary and concepts to communicate understanding
• B1.3 Communicate information and ideas in a variety of ways, using appropriate vocabulary and conventions
• B2.1 Formulate questions to guide social studies inquiries focused on global communities
• B2.2 Plan and carry out social studies inquiries individually and collaboratively, assigning and understanding roles

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Learning Goals ("I can" statements)

• I can select a culture my group will investigate for our inquiry project.
• I can understand and organise my group’s roles and responsibilities for working collaboratively.

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Success Criteria

• My group has carefully selected a culture to research.
• Each group member has a clear role with responsibilities understood.
• Our group can explain why we chose this culture and how we will work together.

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Materials

• Role cards with visual indicators (leader, recorder, researcher, presenter)
• Large chart paper or template for group charter
• Markers/pencils
• Examples of global cultures from unit (photos, brief descriptions)
• Dyslexia-friendly role cards with large font and icons
• Whiteboard to record selected cultures and group roles

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Lesson Sequence

1. Activate Prior Knowledge (5 minutes)

• Brief whole class recap of previous lessons on global communities.
• Ask students: "What cultures or communities have you found interesting so far? Why?"
• Write a few ideas on the board to prompt thinking about cultures.

2. Introduction to Today’s Task (5 minutes)

• Explain that today groups will choose a culture to explore in their inquiry project.
• Describe that they will also organise roles to help work well together.
• Show the I can… statements and success criteria on the board.

3. Forming Groups & Selecting Roles (10 minutes)

• Divide class into groups of 4-5, balancing gender, academic levels, and behavioural needs as much as possible for peer support.
• Hand out visual role cards to each group member (Leader, Recorder, Researcher, Presenter).
• Use visual icons (e.g., a crown for leader, pen for recorder) and clear, large text to support all learners, including dyslexic students.
• Read aloud role descriptions together.
• Allow time within groups to discuss and assign roles based on interest and strengths.

4. Selecting a Culture (10 minutes)

• Groups review previously learned global culture options, including photos and brief facts posted around the room or on a display board.
• Groups discuss and choose ONE culture to investigate.
• Teacher circulates to facilitate discussion, prompt quieter students, scaffold ideas for those with IEPs, and support behaviour management.

5. Group Charter Extension (12 minutes)

• Optional extension for advanced learners or extra time: groups create a brief group charter to outline expectations and goals.
• Using chart paper or template, groups write:
  • How we will work together
  • Our group rules
  • What each role will do
• Teacher models a sample charter.
• Visually supports with sentence starters (e.g., “We will listen to each other.”, “The leader will…”).

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Differentiation Strategies

• IEPs / Lower reading levels: Provide simplified role cards with pictures and fewer words; work with preferred peer or adult to assign a simpler role.
• Students with ADHD: Provide movement breaks when changing tasks; allow role choice to increase engagement.
• Autism / Behaviour: Assign clear, concrete roles with visual supports; use predictable structure; pair with calm peers.
• Dyslexia: Use dyslexia-friendly fonts, large print, and icon-based visual role cards.
• Low motivation learners: Use group work to promote responsibility and social engagement; praise effort in role selection and culture choice.

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Assessment and Feedback

• Observe groups as they assign roles and select culture—note participation of each student.
• Ask groups to explain their culture choice and roles to the class or teacher in a short oral check-in.
• Collect group charters (if done) for review of understanding and collaboration.
• Provide immediate verbal feedback praising collaboration and clear role assignment.

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Resources for Teachers

• Role card templates with visuals (Leader, Recorder, Researcher, Presenter)
• Reminders/anchor charts on collaborative norms and roles
• Examples of global cultures studied earlier in the unit (photos/descriptions)
• Sentence starters for group charter development

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Reflection / Next Steps

• Students are now prepared to begin research and data collection in Lesson 13.
• Follow up with support for roles struggling to engage or with unclear responsibilities.
• Consider peer buddying or adult support for students with behavioural challenges.

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Summary

This lesson aligns with the Ontario curriculum by incorporating social studies inquiry skills (B1, B2), collaborative learning, role assignment, and student agency. Differentiated supports ensure success for diverse learners. The lesson establishes strong teamwork foundations for the culminating inquiry project while maintaining accessibility and motivation.