The intention of the following learning experience is to share, facilitate, and develop an understanding of biodiversity through inquiry, related to the overall Science expectations, as well as some of the expectations in Language and Social Studies.  The process begins with critical questions related to students’ own lives and the impact they have on their local environment.  The purpose of the critical questions is to engage students to guide their own learning, and gain new knowledge through the triangulation of data - observation, documentation, and conversation (Watt & Colyer).  This provides a framework for investigation through inquiry.  Although this resource suggests a somewhat linear framework for learning, and learning goals are somewhat static in nature, authentic inquiry-based learning occurs in a very organic way, honouring the distinct culture of a classroom, and is always responsive to students’ needs.  Various experiences may include, but are not limited to, experiential learning, research of content (online or otherwise), and documentation.  Assessment as learning focuses on small group discussions, ongoing feedback, sharing of new knowledge, research, self-assessment, and further inquiry/questions.  Culminating learning experiences may take on various forms/formats (i.e., digital).  Students are also invited to share with others, enabling student agency in their school and local community.