Learn thinking tools to help create effective inquiry questions.
In this activity, students use criteria and a thinking strategy to develop effective questions to guide inquiry into which geological resource extraction in B.C. has the greatest impact on the environment. These thinking tools can be used by students to create effective inquiry questions in multiple contexts. While this activity uses examples related to geological resources, other examples could be used to help nurture the Curricular competency of questioning and predicting.
Think about what they already know about the topic. You might prompt student thinking by asking:
List related ideas that might be interesting or useful to answer the question.
You might prompt student thinking by asking:
In Step 4, you might want to encourage your students to clarify the task and the focus of the research project. You could use these prompts if your students need help clarifying the task.
Encourage your students to complete the research project and visually present their findings to the class.
This activity assumes a working knowledge of the types of geologic resources within B.C. including minerals, ores, fossil fuels (ex. natural gas, oil, coal), metals, and aggregates.
To learn more about geological resources in B.C. visit:
Throughout the activity consider how well students:
Guide students in using the “Assessing my ability to create effective inquiry questions” rubric during the activity.
Learn to create social media posts that effectively communicate scientific ideas.
Use what if questions to help generate promising ideas to solve problems.
What does it mean to think sustainably?
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