Language Arts · Grade 5

Active learning ideas

Research Skills: Asking Questions

Active learning works because research questions are not abstract ideas but tools students will use immediately. By practicing with real materials in social settings, students see the direct impact of their wording choices on the quality of their research. Movement between individual reflection, pair conversation, and group sharing mirrors the recursive process of refining inquiries.

• Ontario Curriculum Expectations
• CCSS.ELA-LITERACY.W.5.7

• 25–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Think-Pair-Share
• 25 min · Pairs

Think-Pair-Share: Question Starters

Present a topic like Canadian inventors. Students think alone for 2 minutes to list three questions, pair up to share and refine them into focused versions, then share one strong question with the class. End with a class vote on the most effective question. Display winners on a chart.

Differentiate between a broad and a focused research question.

Facilitation Tip

During Think-Pair-Share, circulate and listen for students' initial struggles to phrase questions, then provide sentence stems during the pair discussion.

What to look for

Present students with three sample research questions about a familiar topic, like 'Canadian animals'. Ask them to label each question as 'Broad' or 'Focused' and provide one sentence explaining their choice for each.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 02

• Inquiry Circle
• 35 min · Small Groups

Question Sort: Broad to Focused

Prepare cards with 10 sample questions on a theme such as Ontario wildlife. In small groups, students sort them into broad, focused, or unclear piles, then rewrite one from each pile. Groups present rewrites and justify choices to the class.

Construct a set of questions that will lead to a comprehensive understanding of a topic.

Facilitation Tip

When doing Question Sort, place the broad question at the top of the chart paper so students can visually track the narrowing process.

What to look for

Provide students with a topic, such as 'The Great Lakes'. Ask them to write one broad question about the topic and then transform it into two focused research questions that could guide a research project.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 03

• Inquiry Circle
• 30 min · Pairs

Inquiry Web: Building Question Sets

Give pairs a central topic, like Indigenous contributions to Canada. Students create a web with one big question in the center and four supporting focused questions branching out. Pairs swap webs with another pair for feedback on clarity before finalizing.

Evaluate the clarity and relevance of a given research question.

Facilitation Tip

For the Inquiry Web, model how to cluster related but distinct questions under a main research focus before students work independently.

What to look for

In pairs, students share a list of three research questions they have created for a chosen topic. Their partner acts as a 'research advisor', using a simple checklist (Is it clear? Is it focused? Can it be answered with research?) to provide feedback and suggest improvements.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 04

• Gallery Walk
• 40 min · Small Groups

Gallery Walk: Question Critique

Post student-generated questions around the room by topic. Students walk in small groups, use sticky notes to rate clarity and suggest improvements. Debrief as a whole class to compile a class checklist for great questions.

Differentiate between a broad and a focused research question.

Facilitation Tip

In the Gallery Walk, assign each group a station to leave feedback on sticky notes using the 'Two Stars and a Wish' format to ensure specific, actionable responses.

What to look for

Present students with three sample research questions about a familiar topic, like 'Canadian animals'. Ask them to label each question as 'Broad' or 'Focused' and provide one sentence explaining their choice for each.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

A few notes on teaching this unit

Teachers should model the thinking process aloud, showing how to turn a vague topic into a line of inquiry. Avoid rushing to the 'right' question too quickly. Instead, let students experience the frustration of broad questions and the clarity of focused ones. Research suggests that students learn best when they articulate their own criteria for effective questions, so co-construct success criteria with them rather than providing a pre-made checklist.

Successful learning looks like students moving from vague curiosity to precise, purposeful questions. They should be able to explain why a focused question yields better information than a broad one, and use clear criteria to evaluate their peers' questions. The goal is confidence in crafting questions that lead to meaningful, manageable research.

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Watch Out for These Misconceptions

• During Question Sort: Broad to Focused, watch for students who assume all broad questions are bad and all focused questions are good without considering the research purpose.

  During Question Sort, ask students to justify their sorting choices by explaining the research scenario for each question. For example, 'A broad question might be useful for a general overview, but a focused question is better if you need to write a report on a specific aspect.' Provide examples of research scenarios (e.g., a poster vs. a detailed essay) to guide their reasoning.

• During Think-Pair-Share: Question Starters, watch for students who default to yes/no questions without realizing their limitations.

  During Think-Pair-Share, give pairs a scenario (e.g., researching endangered species) and ask them to rewrite a yes/no question into an open-ended one. Provide sentence stems like 'What factors contribute to...?' or 'How do... impact...?' to scaffold their thinking.

• During Inquiry Web: Building Question Sets, watch for students who think more questions always lead to better research.

  During Inquiry Web, model selecting only the most relevant 3-5 questions for a research project. Ask students to highlight their top questions and explain why they chose them, focusing on how each question connects to their main topic and what specific information it will provide.

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Methods used in this brief

• Think-Pair-Share
• Inquiry Circle
• Gallery Walk