created by Thomas Weber 

Grade Level: 2/3 

Critical Task: Students will make observations of artefacts and draw inferences based on their observations. 

Overview: After studying early Canadians for several weeks and learning about implements and wares seen in a pioneer home, students will learn to use effective questions in order to make succinct observations and reasoned inferences. Students will make a list of effective questions to ask about the nature of artefacts. Students will then use a pie chart to list effective questions, and make observations and inferences based on a single easily identifiable artefact (part of an egg beater). The students will then discuss the nature of a good inference i.e. based on observations or plausible explanations. The students make another pie chart with their list of effective questions and make observations and inferences of several artefacts. Students discuss their inferences with the class or a small group and justify their inference. 

1. Lives of pioneers-fanning, foods, home, tools, crafts and implements studied through print, stories, film, and pictures.
2. Effective questions to ask oneself about objects that are not readily identifiable.
3. Students will need to know what an observation is.
4. Identify the mark of a good inference (best guess) - i.e.. back up your conclusion based on observations or on plausible explanations. i.e. evidence
5. Go through the process of studying one artefact as a class. 

1. The students will have used a pie chart that lists the questions, observations and conclusions (best guess). The conclusion will be based on their observations and the students will write a plausible reason for their conclusion. 

1. evidence, observation, conclusion. 

1. Pie chart ( questions/ observations/ conclusions) 

1. Open-mindedness 

Gaining Background knowledge:

1. Students will explore early Canadian life through print, film, pictures, stories and crafts over the course of four weeks.
2. Students will explore implements and objects found around an early Canadian home through pictures, old catalogues, and films.
3. Discuss observations 

Learning about the technique

1. Effective questions to ask and write about little known items.
2. As a class, write up a pie chart with questions about an artefact presented and have the students make observations, and a class conclusion based on observations. Ask students to justify their answers, Discuss what a best guess or conclusion is- i.e. you can back up your conclusion with evidence from observations. 

Making Inferences Based on Observations

1. The students study several artefacts at stations, using questions generated previously, and make observations and conclusions on pie charts. Students share their conclusions and the reasons for their conclusions. Invite students to change their conclusions based on insights and strong evidence from classmates. 

• Ask students to give reasons for their conclusions- are they based on the observations or is their a clear explanation.
• Criteria: Have students used the pie chart? Have students reached a conclusion based on evidence? Have students written observations? 

Have students research the modern equivalent of the artefacts that were studied. Ask them to draw both the new and the old articles and to write about what they were used for.

Grade 2/3

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