Discovery and Guided Inquiry
PRIMARY GRADES

initiating the inquiry, choosing an appropriate
and personally engaging topic, and developing
deep questions around the topic chosen.

Knowledge/Understanding

Develops a variety of questions about the topic

Thinking

uses a variety of strategies and resources to choose a relevant topic

Communication

explains answers generated about the chosen topic, using a variety of
forms

Application

applies collaborative skills to help understand the purpose and
features of the inquiry

-Brainstorming with others about possible questions
W5H, matrixes,
virtual-google docs, Mindomo,
face-to-face: partner, small groups, role play
-Virtual Space to build Inquiry
Whole Class, Group Specific
Blog, Mindomo, Docs,

- checklists to detail purpose, nature, and timeline of assignment
- rubrics to establish criteria for effective inquiry

designing a plan for inquiry, finding
sources and selecting appropriate
information, and formulating a clear and
interesting focus.

Knowledge/Understanding

identifies available sources relevant to inquiry

Thinking

uses conferencing (physical and virtual)
to discuss the topic with learning community

Communication

expresses thoughts and feelings about
the inquiry process

Application

applies knowledge of how information
is organized to help locate and select
information

- Read and discuss visual information such as
pictures, graphs and illustrations
- Take "virtual field trips" (Skype with experts)
- Conference with learning partners and teacher

- organizers and templates to plan inquiry and record
information and sources
- rubrics to establish criteria for selecting information,
and formulating a focus

analyzing the information, evaluating their
ideas and those from selected information,
and organizing and synthesizing their
findings.

Knowledge/Understanding

identifies how information and ideas
can be sorted and classified for
effective organization

Thinking

uses a variety of strategies to record
information from personal
knowledge and selected sources

Communication

expresses thoughts and feelings
about analyzing ideas

Application

makes connections between personal
knowledge and new information

Use graphic organizers (e.g. T-chart,
Venn diagram, information map) to
compare information, according to
content or validity

- exemplars of a variety of forms and presentations
- rating scales for evaluating and comparing websites

by making products that present the
results of their inquiry, assessing their
product and the process they used to
construct it, and extending and transferring
their learning to new contexts and inquiries.

Knowledge/Understanding

identifies the features of effective presentations

Thinking

uses a variety of strategies to create a product that presents findings

Communication

expresses thoughts and feelings about presentation

Application

applies knowledge of exemplary practices to make effective products
and presentations

Use the most appropriate method to support and present findings while honouring the learner’s choice (e.g. visual, oral, performance, written, multimedia, digital).

Post a presentation on an established physical or virtual space to rehearse and test its effectiveness.

anecdotal records for recording reflections about the strengths and
challenges of the inquiry process used

checklists to chart possible topics, plans, and products for extending
the inquiry and transferring learning