Inquiry Project Launch

Year Level

Year 9 (Ages 13-14)

Duration

60 minutes

Class Size

25 students

---

Unit Context

Unit 3: Understanding Our Government
Lesson 9 of 15: Inquiry Project Introduction

---

Learning Objectives (New Zealand Curriculum Aligned)

Social Sciences Learning Area (Level 5; Year 9-10)

Students will be enabled to:

• Understand how government operates in New Zealand through inquiry and exploration of key functions and structures (Social Sciences Level 5 Achievement Objectives) .
• Develop skills to research and critically analyse aspects of New Zealand's government (Thinking competency) .
• Formulate relevant research questions and plan an inquiry to explore a governmental topic, cultivating managing self competency by setting goals and plans .
• Use language, symbols, and texts effectively by documenting inquiry questions and planning, employing literacy skills to communicate meaning .
• Collaborate and relate to others through sharing ideas and negotiating inquiry topic selection and approaches .

---

Key Competencies Focus

• Thinking — Develop critical, creative, and metacognitive thinking while formulating inquiry questions and strategising research.
• Using Language, Symbols, and Texts — Articulate and organise thoughts through written and oral ways.
• Managing Self — Plan and manage time and tasks for the inquiry project.
• Relating to Others — Work collaboratively in class discussions.
• Participating and Contributing — Engage actively in learning community during inquiry setup.

---

Lesson Overview

This lesson introduces students to their culminating inquiry project on New Zealand's government. Students will begin by understanding the project expectations and identifying specific topics of interest within the government system. They will formulate guiding questions and outline a plan on how to research their topics effectively. This foundational session sets the tone for independent and collaborative inquiry aligned with curriculum goals.

---

Resources Needed

• Inquiry project guideline handout (copies for each student)
• NZ Government overview fact sheets
• Project planning template worksheets
• Whiteboard and markers
• Devices for digital research (computers/tablets) or library access
• Sticky notes and pens for brainstorming

---

Lesson Plan Breakdown

Time	Activity Description	Teacher Actions	Student Actions	NZ Curriculum Links
0-10 min	Hook & Context Setting: Start with a brief recap of previous lessons on NZ government structure and roles. Present the inquiry project intro: What is to be researched and why it matters.	Present clear overview, motivate engagement by linking to students' lives. Use questioning to activate prior knowledge.	Listen actively, contribute ideas about government knowledge and why it's important to inquire.	Social Sciences AO: Understand how government operates ; Thinking Competency
10-20 min	Inquiry Project Overview: Explain the purpose, expectations, and timeline of the project. Distribute guideline handouts and planning templates. Highlight assessment criteria linked to understanding NZ government.	Clearly explain project, highlight success criteria and New Zealand Curriculum links. Model examples of good inquiry question and project outline.	Read handouts, ask clarifying questions, engage with examples.	Managing Self (goal setting) ; Using Language, Symbols & Texts
20-35 min	Brainstorming Topics and Questions: Facilitate class brainstorming session about possible topics in NZ government (e.g., branches of government, electoral process, Treaty of Waitangi and government, law-making, role of the Prime Minister, local government). Students use sticky notes to write topics/questions.	Guide brainstorming, write main ideas on whiteboard, encourage thinking about issues relevant to NZ society.	Write and share potential inquiry topics/questions via sticky notes; group similar ideas.	Thinking (creative, critical questioning) ; Participating and Contributing
35-50 min	Formulating Inquiry Questions and Project Plan: Students choose one topic and develop 2-3 focused research questions. Use project documentation template to outline what they intend to investigate, possible sources, and steps they’ll take over the coming weeks. Teacher circulates offering formative feedback and scaffolding questioning skills.	Support students in refining questions to be clear, manageable and inquiry-focused. Prompt with inquiry question starters (“How does…?”, “Why is…?”, “What effects does…?”). Assist in planning steps.	Independently or with peer help, write inquiry questions and complete project planning template.	Managing Self; Using Language, Symbols and Texts; Thinking
50-60 min	Reflection and Sharing: Volunteer students share their inquiry questions and plans briefly with the class. Provide positive reinforcement and constructive feedback. Set homework to begin preliminary research or discuss with whānau for ideas.	Facilitate sharing, provide feedback focused on clarity and focus of inquiry. Encourage peer respect and active listening.	Engage in sharing and listening. Note any helpful feedback. Reflect on project scope and interest.	Relating to Others; Participating and Contributing

---

Assessment

• Formative:

  • Observation of participation and questioning during brainstorming and discussion
  • Review of inquiry questions and project plan for clarity, feasibility, and relevance to NZ government topics
  • Teacher feedback with suggestions for refinement

• Summative (in future lessons):

  • Completed inquiry project based on student's plan, demonstrating understanding of NZ government, aligned with Social Sciences Achievement Objectives.

---

Differentiation

• Provide sentence stems for inquiry question formation to support students requiring language scaffolds.
• Allow choice of inquiry topics to cater for diverse interests and cultural backgrounds, including Tikanga Māori perspectives on government where appropriate.
• Encourage collaboration for students who benefit from peer support, while providing independent planning time for more confident learners.

---

Reflection and Next Steps

• After students submit their inquiry questions and plans, teachers will review to ensure alignment with curriculum standards and suitability.
• Adjust upcoming lessons to include research skills, data analysis, using sources critically (aligned with Social Sciences and English curriculum) .
• Plan for digital literacy instruction and ethical research use in following lessons.

---

This lesson plan fully integrates the New Zealand Curriculum's Social Sciences learning area Achievement Objectives for Year 9, focusing on inquiry, competencies, and active participation in understanding government structure and function, laying a strong foundation for the five-part inquiry project to follow【5:6,14†New Zealand Curriculum.html】. The inclusion of key competencies ensures students develop essential lifelong skills beyond content knowledge.

---

If you would like, I can also provide supporting worksheets or inquiry question starters aligned with this lesson.