Lesson overview

Junior-level students will think about their class as a community and will consider how they are similar to other small groups of people who live in Canada. They will learn how data can be used to make sure people in communities have services to support their needs. They will make decisions for their class community, using survey data to inform those decisions.

Curriculum connections

• Mathematics
  • Collect data by conducting a survey about themselves or their community.
  • Demonstrate an understanding of how datasets can be samples of larger populations.
  • Read, interpret and draw conclusions from primary data.
• Social studies
  • Gain a basic understanding of the roles and responsibilities of local governments.
  • Begin to discuss how needs are met in communities.

Objectives

• Draw connections between the types of information gathered in a survey and how that information can be used to make decisions for the benefit of a community.
• Make decisions about allocating resources by using survey data to inform decisions.

Materials needed

• Board or poster paper
• Chalk or marker
• Handouts:
  • Classroom community questions
  • Take-home activity: Our Canadian class (optional)

Vocabulary

Census

A collection of information from every household in a country, on topics that are important to that country, that is used to help all levels of government, businesses, associations, community organizations and many others make decisions.

Census of Population

An enumeration of every household and person in Canada, conducted once every five years. Topics include age, marital status, household members and languages spoken.

Census reference day

The point in time relative to which census information is recorded. The reference day for the 2021 Census is May 11, 2021.

Data

Facts that can be studied and considered to form ideas or make decisions.

Population

The total number of people living in a given area.

Statistics

Numerical facts.

Survey

An activity where a specific group of people is asked a series of questions to find out information.

Lesson procedure:

Part 1: Getting started (15 to 30 minutes)

1. Write the following definition of "community" on the board or on a large piece of poster paper.

Community: A group of people who live in one particular area or who are considered as a unit because of their common interests, social group or nationality.

To explain the concept of community in a more visual way, you can also draw a simple diagram.

2. As a class, briefly discuss the definition.

If time allows, encourage students to add words or phrases to the definition. You can ask students to write their own words, phrases or definitions of community on the board, or provide them with sticky notes (Post-its) if you are using poster paper.

Guiding questions:

• Do you think our definition and this definition are similar or different? How?
• What kinds of things bring people together into a community? Is community just about where you live, or do community members share other things?
• Who is part of your community? How far does it extend?
• Is our class a community? Is it also part of another community?
• What other communities do you know? For example, can you name any First Nations or Métis settlements?

Part 2: Activity (30 to 45 minutes)

3. Tell students that the Government of Canada conducts a Census of Population every five years. Most households receive the short-form questionnaire, but a sample of households receive the long-form questionnaire, which also includes the questions from the short form. The census is conducted to get an overall picture of who lives in Canada at one specific point in time. This information is used to make decisions about the types of services and support that communities need.

The census asks questions about all people living in Canada on a specific day (census reference day), and topics include

• people's age
• marital status and relationships of people living in a household
• number of people living in a household
• languages spoken.

4. Ask students to work with a neighbour and think about some of the services that they have heard of or used and that are provided by the Canadian government.

Services may include

• schools and daycares
• emergency services, such as fire protection, police or medical services
• roads and public transit
• community services, such as health care, education or employment.

5. Ask students to think about their class as a small community within the larger community of their school. Tell students that they are going to answer a few questions inspired by the census. This will allow them to gather some information (statistics) about their class and class resources so that they can make decisions about services or resources that their class needs.

6. Distribute the Classroom community questions handout and read all of the questions aloud to the class before answering them. Ensure that students know that they should select only one answer for each question.

Alternatively, if time and classroom resources allow, you can input the questions from the Classroom community questions handout into a free online survey tool so that the survey can be completed on a computer or mobile device.

7. Read each question aloud and ask students to raise their hands when the answer applies to them. Count the number of raised hands, tally the student responses on the board and ask students to record the numbers on their handouts.

Alternatively, if time allows, divide students into groups to complete smaller tallies, and then add all the results together. Create class statistics or investigate small group survey results with the class as a whole.

Part 3: Consolidation of learning (15 to 30 minutes)

8. When the information has been collected and recorded, have students work in pairs or small groups to discuss and propose one service that their class needs.

Allow students to choose their own service, or provide groups with an assigned service category. (See below for survey category suggestions.)

Possible categories and proposed services

• Health
  "Most students take the bus or are driven to school in a car. We should have a longer recess, more gym time, or do yoga in class so we can get more exercise."
• Education
  "Seven out of 30 students in the class speak a language other than English or French. We should add some books written in those languages to the library or allocate time in class to learn more about their languages and cultures."

Modifications

If students require additional support, try the following:

• Reduce the number of topics or questions in the survey, or focus on a different topic every day for several days.

If students require an additional challenge, try the following:

• Encourage students to represent the data in different ways by calculating percentages, or by creating graphs, diagrams or infographics using online illustration tools.
• Ask students to consider how these data might change if the same students were asked the same questions in five years—what information would stay the same (e.g., birthdays) and what information would likely change (e.g., fewer people preferring to use a pen as technology advances)?
• Encourage students to create their own questions to learn more about their class, and include these questions in the discussion.

Next steps

To continue this activity, try the following:

• Ask another class (or several classes) in the school to complete the same activity, and compare the data.
• Have students read a book such as If the World Were a Village by David J. Smith and Shelagh Armstrong (ISBN-10: 1554535956, ISBN-13: 978-1554535958) or visit websites with a similar theme to further investigate how the characteristics and composition of a community (including a global one) may be represented numerically.
• Have students work together to select the top three proposals for services for the class; establish evaluation criteria, such as interest level in the class, long-term benefit, feasibility and cost to implement. When a single service has been selected, have students write a letter to the principal, school council or parent groups asking for support in implementing the service.

Optional take-home activity: Our Canadian class

Use the information students have gathered about their class to create a visual "snapshot" of their class as a Canadian classroom. Encourage students to represent details about their class in different ways (e.g., illustrations, written facts, graphs or charts, infographics) within a maple leaf outline. Once complete, the leaves can be cut out and posted in the school community, or scanned and shared on a class website or social media page.

Lesson overview

This lesson introduces students to the Census of Population and its importance in shaping communities across the country. Using an interactive Kahoot quiz, comic strips featuring diverse Canadian communities, and a reflective writing activity, students will explore how census data is used to make decisions that affect different regions and populations.

Curriculum connections

• Social Studies / Geography / Civics and Citizenship: Understand the purpose of the census and its role in shaping Canadian communities; explore regional differences in living conditions; develop awareness of civic responsibility.
• Language Arts: Interpret visual texts (e.g., comic strips); make inferences and draw conclusions from written and visual information; express ideas and understanding through reflective writing.

Learning objectives

By the end of this lesson, students should be able to:

• Explain the purpose and importance of the Census of Population.
• Recognize how census data reflects the diversity of Canadian communities, including urban, rural, and communities where many languages are spoken.
• Analyze and reflect on how census data informs government policies and community planning.

Materials needed

• Internet-connected device for Kahoot quiz (personal phones or computers)
• Census of Population quiz
  • Census of Population Quiz on Kahoot
  • Census of Population quiz questions (student version)
  • Census of Population quiz questions (answer key)
• Comic strips
  • Comic Strip 1: The Newcomer Family
  • Comic Strip 2: The Rural Household
  • Comic Strip 3: The Urban Apartment
• Pens or pencils
• Paper or sticky notes for exit tickets

Lesson procedure

Part 1: Kahoot quiz (15–20 minutes)

• Students play a Kahoot quiz covering the basics of the Census of Population — what it is, why it matters, and who participates.
• This activity activates prior knowledge and encourages students to discover key facts through gameplay.

Part 2: Comic strips and discussion (30–45 minutes)

• Distribute printed comic strips featuring 3 different Canadian communities.
• Each comic is followed by comprehension and reflection questions.
• Students can work individually, in pairs, or in small groups to explore the comics and answer the questions.
• Facilitate a class discussion to review answers and highlight how census data helps different communities in different ways.

Part 3: Exit ticket reflection (optional, 5–10 minutes)

• Students write a short response to one of the following prompts:
  • "One new thing I learned about the census is…"
  • "The census is important because…"
• Teachers may collect responses as an informal assessment or to check for understanding.

Opportunities for assessment

• Student participation and engagement during the Kahoot quiz and class discussions
• Completion and thoughtfulness of responses to comic strip questions
• Clarity and insight in exit ticket reflections

Adaptations and differentiation

• To simplify: Allow students to work in pairs or small groups to answer the reflection questions together.
• To extend: Challenge students with a class debate on privacy and data collection. For example: Was the person right to hesitate about filling out the census questionnaire?
• For multilingual learners (students whose first language is not English): Offer the option to give oral or typed responses. Allow students to discuss their ideas with a partner before writing to build confidence and understanding.

Lesson overview

In this lesson, students will become farm data detectives, just like the experts who support the Census of Agriculture. They will design agriculture-related questions, survey their classmates, and organize their data to create a simple bar graph that represents their findings.

While students will conduct their own mini-survey in class, they'll also learn that in Canada, agricultural data aren't collected in person— farmers across the country complete the Census of Agriculture themselves by completing their census questionnaire.

This activity introduces students to key concepts in data collection and analysis, reflecting how real agricultural data are gathered.

Curriculum connections

• Social Studies: Explore the role of agriculture and food production in Canada; understand how data support community planning and decision-making; develop awareness of Canadian identity.
• Math: Practice collecting data, creating simple graphs, and interpreting results.
• Language Arts: Develop oral communication skills and practice forming clear, purposeful questions.
• Science: Learn about food systems, agricultural practices, and how humans interact with the environment (e.g., through farming and land use).

Learning objectives

By the end of this lesson, students should be able to:

• Understand the purpose of the Census of Agriculture and how it helps support agriculture in Canada
• Develop and ask simple survey questions related to agriculture
• Collect, organize, and tally data from their classmates
• Create a basic bar graph to show their findings
• Interpret their results and make connections to how agricultural data are used at the national level.

Materials needed

• Chart or graphing paper (or an online graphing tool)
• Survey worksheet (see Appendix A)
• Clipboards (optional)
• Markers, rulers, pencils

Lesson procedure

1. Hook (10 minutes):

• Begin with asking the class the following question: "If you went to visit a farm, what questions would you like to ask the farmers?"
• Introduce the idea of the census, focusing on the Census of Agriculture, which takes place every 5 years in Canada.
• Explain that students will become "farm data detectives" for the day.

2. Model the activity (10 minutes):

• Share sample questions students could use for their classroom "Census of Agriculture":
  • What's your favourite fruit or vegetable?
  • Have you ever visited a farm? (Yes/No)
  • What would you grow if you had your own farm?
  • Which farm animal do you think we have the most of in Canada?
• Demonstrate how to collect answers using tally marks on a chart.
• Show how to turn tally data into a simple bar graph.

3. Student activity - conducting the survey (20 to 30 minutes):

• Each student chooses or is assigned one agriculture-related question.
• Students survey their classmates and record responses using tally marks.
• Once complete, students count and total their results.

4. Graphing and analyzing data (20 minutes):

• Students use their data to create a bar graph.
• As a class, display and discuss some of the graphs:
  • "What does this tell us about our class?"
  • "How might this kind of data help real farmers or the government make decisions?"

Opportunities for assessment

• Observe student engagement and accuracy during the survey process.
• Monitor participation in class discussions and question development.
• Review completed survey worksheets, including tally charts and bar graphs.
• Evaluate responses to the reflection question: "What did I learn about how collecting data helps us understand agriculture in Canada?"

Adaptations and differentiation

• To simplify: Encourage students to use yes/no questions and create bar graphs with support from a teacher or buddy.
• To extend: Challenge students to create a double bar graph, comparing responses between two groups (e.g., morning class vs. afternoon class, or students who like fruit vs. students who like vegetables).
• For multilingual learners: Show a finished example using one of the sample questions, give students sentence starters to help them talk or write, and pair them with a classmate who can help.

Teacher tips

• Remind students that the Census of Agriculture is more than just collecting numbers — it helps support farmers and the agricultural community.
• Use this lesson to highlight how important agriculture is in everyday life; from the food we eat to the jobs it supports and its role in Canada's economy.

Appendix A

Name:

Date:

My survey question:

Tally chart (keep track of how many people vote for each answer here)

Graph your results here:

Lesson overview

Kindergarteners and Grade 1 students will practise their counting skills while colouring. Just as the census counts people, they will count objects in a picture. They will also be introduced to concepts specific to First Nations, Métis and Inuit communities. Three themes are available: Counting Canada, Living in the North and Berry Counting.

Curriculum connections

• Mathematics
  • Demonstrate an understanding of basic numbers.
• Arts
  • Develop fine motor skills and consolidate understanding of colours.
  • Explore images from different cultures.
  • Identify basic forms.
• Geography
  • Identify Canada and its basic provincial and territorial boundaries.
  • Identify differences within Canadian landscapes and agriculture.

Learning objectives

• Gain a basic understanding of the census.
• Gain a basic understanding of Canadian geography.
• Be introduced to concepts specific to First Nations, Métis and Inuit communities

Materials needed

• Coloured pencils, markers or crayons
• Handouts:
  • Living in the North
  • Berry counting across Canada
  • Counting Canada

Status

This variant of the North American Product Classification System (NAPCS) Canada 2022 V1.0 was approved as a departmental standard on January 22, 2026. It replaces the NAPCS 2022 Version 1.0 - Manufacturing and Logging variant. This is the first update of the current variant, and it’s named “Variant of NAPCS Canada 2022 version 1.0 – Manufacturing and Logging - Update 1”.

The Annual Survey of Manufacturing and Logging Industries (ASML) is a survey of the manufacturing and logging industries in Canada. It is intended to cover all establishments primarily engaged in manufacturing and logging activities as well as some sales offices and warehouses which support these establishments.

The details collected include principal industrial statistics (such as revenue, salaries and wages, cost of materials and supplies used, cost of energy and water utility, inventories, etc.), as well as information about the commodities produced and consumed. Data collected by the ASML industries help measure the production of Canada's industrial and primary resource sectors, as well as provide an indication of the well-being of each industry covered by the survey and its contribution to the Canadian and Provincial economy.

Within Statistics Canada, the data are used by the Canadian System of National Accounts, the Monthly Survey of Manufacturing and Prices programs. The data are also used by the business community, trade associations, federal and provincial departments, as well as international organizations and associations to profile the manufacturing and logging industries, undertake market studies, forecast demand and develop trade and tariff policies. The manufacturing variant was created to capture additional details on products that NAPCS Canada 2022 Version 1.0 would otherwise not have collected. By adding an extra (eighth) digit to the classification, additional detail can be collected.

Detail changes to the standard classification are described in the introduction of each new version of NAPCS Canada.

To simplify the presentation of this variant, only the part of the standard classification (NAPCS Canada) directly related to ‘manufacturing’ (manufactured goods) is kept, and the rest of NAPCS Canada categories (non-manufactured goods, and services, except manufacturing services are excluded from the structure of this variant (these are NAPCS Canada groups 511 to 871).

Changes to the Variant of NAPCS Canada 2022 Version 1.0 - Manufacturing and Logging

The Variant of NAPCS Canada 2022 version 1.0 – Manufacturing and Logging has been updated as of January 22, 2026 to help the Annual Survey of Manufacturing and Logging Industries (ASML) program with improving the measurement of the production and use of manufactured homes  and components thereof, vaccines for human use, and Helium. The updated variant is named Variant of NAPCS Canada 2022 version 1.0 – Manufacturing and Logging - Update 1. There are six (6) variant codes that have been expanded to fourteen (14) codes as shown in the Code Changes table below:

Old ASML variant Code	Old ASML variant English Title	Updated ASML variant Code	Updated ASML variant English Title	GSIM Type of Change
27111170	Other industrial gases, n.e.c.	27111171	Helium	RC4.2 - Split off
27111170	Other industrial gases, n.e.c.	27111179	Other industrial gases, n.e.c.	RC4.2 - Split off
27311920	Blood and blood derivatives, vaccines, toxoids, and other biologics, for human use	27311921	Vaccines (except allergens for immunization), for human use	RC4.1 - Breakdown
27311920	Blood and blood derivatives, vaccines, toxoids, and other biologics, for human use	27311922	Blood and blood derivatives, toxoids, and other biologics, for human use	RC4.1 - Breakdown
47111120	Prefabricated metal residential and farm service buildings, and components thereof	47111121	Prefabricated metal residential buildings, and components thereof	RC4.1 - Breakdown
47111120	Prefabricated metal residential and farm service buildings, and components thereof	47111122	Prefabricated metal farm service buildings, and components thereof	RC4.1 - Breakdown
47112110	Prefabricated wood buildings	47112111	Panelized homes and unassembled prefabricated wood homes	RC4.1 - Breakdown
47112110	Prefabricated wood buildings	47112112	Non-residential unassembled prefabricated wood buildings	RC4.1 - Breakdown
47112210	Components for prefabricated wood buildings	47112211	Wall panels, partitions, studs and structural components for prefabricated wood buildings	RC4.1 - Breakdown
47112210	Components for prefabricated wood buildings	47112212	Wooden floor panels and floor joists for prefabricated buildings	RC4.1 - Breakdown
47112210	Components for prefabricated wood buildings	47112213	Wooden roof panels and roof trusses for prefabricated buildings	RC4.1 - Breakdown
47112210	Components for prefabricated wood buildings	47112219	Other structural or non-structural components for prefabricated wood buildings	RC4.1 - Breakdown
47113110	Manufactured (mobile) homes	47113111	Manufactured and modular homes	RC4.1 - Breakdown
47113110	Manufactured (mobile) homes	47113112	Mobile homes	RC4.1 - Breakdown

Description of changes in the classification, including Codes, Titles, Classes, Subclasses and Detailed categories (Based on GSIM)

Hierarchical structure

The structure of the NAPCS Canada 2017 variant for Manufacturing and Logging is hierarchical. It is composed of five levels.

level 1: group (three- digit standard codes)
level 2: class (five-digit standard codes)
level 3: subclass (six-digit standard codes)
level 4: detail (seven-digit standard codes)
level 5: detail (eight-digit variant codes)

The 2026 Census Teacher's Kit has been developed for K-12 teachers across Canada to help them incorporate information about the census into their teaching programs.

This kit is designed to:

• provide you with ready-to-use activities that make subjects like mathematics and social studies come to life in a fun and dynamic way,
• give you and your students access to valuable census data tools for your research projects, and
• help your students relate to an important part of our Canadian heritage and gain a new perspective on their community.

If you have questions or comments about the 2026 Census Teacher's Kit, please contact Census Communications.

Note: A separate 2026 Census Adult Education Kit is available for educators who teach English or French as a second language (ESL or FSL) classes.

Planning

The best time to incorporate the Teacher's Kit into your curriculum is early April to May 2026. This will coincide with Statistics Canada's national census awareness campaigns and with the arrival of census information in households across Canada. Teachers are also encouraged to use these activities and concepts, and statistics obtained through the census, throughout the school year.

Note: these activities are intended as a suggestion or a source of inspiration; educators should feel free to adapt activities to their program and student needs.

Each activity plan includes the following:

• Overview: A short paragraph outlining what the students will be doing in the activity.
• Estimated completion time: An estimate of how long the three-part activity should take to complete with a group of students. Activities range from 50 to 100 minutes of total in-class time, with suggestions for "next steps" to follow. Teachers are encouraged to add or omit sections to meet their classroom needs.
• Suggested grade level: A recommended grade range for the activity.
• Learning objectives: A set of cross-curricular learning goals for each activity.
• Curriculum connections: A list of curriculum expectations that are related to the activity.
• Materials needed: A list of general classroom supplies, online resources and handouts to support each activity.
• Lesson procedure: A suggested road map for the lesson, including a hook/mind on activity, the activity itself, and a way to wrap up the lesson.
• Opportunities for assessment: Aspects of the lesson that can be used to assess students' knowledge or progress regarding certain topics and skills.
• Adaptations and differentiation: A short list of simplification, extension, and support strategies to help teachers accommodate a range of student needs.
• Teacher tips: Context or references for teachers to aid them in leading the activity.

Quick census facts

What is the census?

The Census of Population provides a statistical picture of Canada and its people. Almost every country in the world conducts a census on a regular basis.

The Census of Population collects information, in five-year intervals, on every person living in Canada, with some exceptions. For more details, refer to the section "Who will be included in the census?"

The Census of Agriculture is conducted every 5 years, at the same time as the Census of Population. The Census of Agriculture collects information on every agricultural operation in Canada. It provides a comprehensive profile of the physical, economic, social and environmental characteristics of Canada's agriculture industry.

When will the next census be held?

The next census will take place in May 2026 throughout the country, except for select Northern and remote communities where collection begins in February 2026.

Why conduct the census?

The census collects important information that is used for making informed decisions. Census information is used to plan programs and services that support employment, schools, public transportation and hospitals.

It is the primary source of sociodemographic data for specific population groups, such as lone-parent families, Indigenous Peoples, immigrants, seniors and language groups.

According to the Statistics Act, a census must be conducted every 5 years, and every household in Canada must participate.

Privacy and confidentiality

In Canada, great care is taken to ensure that information collected in the census is clearly in the public interest and cannot be obtained effectively from other sources.

Statistics Canada places the highest priority on maintaining the privacy and confidentiality of individuals and their questionnaires. Stringent instructions and procedures have been implemented to ensure that confidentiality is maintained at all times. For instance, census data are processed and stored on a highly restricted internal network and cannot be accessed by anyone who has not taken the Statistics Canada oath of secrecy.

Who will be included in the census?

Canadian citizens, landed immigrants (permanent residents), people who have claimed refugee status (asylum seekers), and people from another country with a work or study permit and family members living here with them are included in the census.

How can I complete the questionnaire?

Most households will receive a letter in the mail or hand-delivered by a census employee, that invites them to complete the census questionnaire online.

Completing the questionnaire online helps to improve data quality, saves time for respondents and reduces paper waste. Instructions on other methods of completion, for those unable to complete their census online, are outlined in the census invitation letter.

Who uses census data?

All levels of governments, Indigenous leadership, businesses, associations, community organizations and many others use census data. The following are some examples:

• Demographic data from the census are used to produce population estimates. In turn, these population estimates are used to determine representation in Parliament, to calculate transfer payments between levels of government and to support various government programs across the country.
• Government departments use census data to determine population age trends to estimate future demand for child tax benefits and Old Age Security pensions.
• Indigenous leadership uses census information on Indigenous languages to assess the need for services in traditional languages and to create programs to support the learning and growth of these languages in their community.
• Communities use census information on population growth and movement to plan services such as schools, daycares, police services and fire protection services.
• Town planners, social welfare workers and other government agencies use census information on families.
• Life insurance companies base their premium tables on census age data.
• Businesses determine new factory, store and office locations based largely on the size and distribution of the population in different areas, which are determined through census data.
• Manufacturers of household and farm equipment use census data in determining the best market locations for their products. They can also assess the benefits of developing specific products by knowing the characteristics of the population in particular areas.

Resources

• The Census of Population on the Statistics Canada website provides information on past Census of Populations as well as the upcoming 2026 Census of Population.
• The Census of Agriculture on the Statistics Canada website provides information on past Census of Agricultures as well as the upcoming 2026 Census of Agriculture.
• A brief history of the Canadian census is a Statistics Canada resource on the history of the census from the first one conducted in North America 1666 to our most recent one in 2021. It also has information regarding how historical census records can be obtained.
• Library and Archives Canada collections database contain information provided by Library and Archives Canada. Educators can search and access images, videos, articles, statistics and other featured resources about Canada and its history.
• Statistics Canada's data repository is an online socioeconomic database of statistics obtained through various Canadian surveys and census questionnaires. Statistics Canada encourages people to download and reuse its data.
• The Census of Agriculture survey is an online resource for both general and specific information about the Census of Agriculture, including archived versions of census questionnaires and data from previous years.
• The Census of Population survey is an online resource for both general and specific information about the Census of Population, including data sources, methods used by the census and archived versions of census questionnaires.
• The Indigenous Liaison Program serves as a bridge between Statistics Canada and First Nations, Métis and Inuit communities, and Indigenous organizations. Program objectives include increasing understanding of and access to Statistics Canada's data, products and services, and helping to build the statistical capacity of Indigenous peoples and organizations.

2026 February – Reservation wage

2026 January – Intentions to leave job

2025 December - Digital Platform Employment

2025 November – Employability and job security

2025 October – Financial difficulty / Job satisfaction

2025 September - Skills match

2025 August - Reasons for multiple jobholding / Labour underutilisation

2025 July - Student work experience / Insecurity towards employment prospects

2025 June - Retirement / Actions taken to improve employment prospects

2025 May - Work Location / Commuting / Work Location Flexibility

2025 April - Flexible Work Schedules / Job Security

2025 March - Paid Leave / Benefits of self-employed workers

2025 February - Work Location / Remote work location / Willingness to move

2025 January - Intentions to leave job

2024 December – Digital Platform Employment

2024 November – Work location / Upskilling

2024 October - Financial difficulty / Access to care leave / Job satisfaction

2024 September - Skills match

2024 August - Work Location / Pay Satisfaction

2024 July - Childcare and career progression

2024 June - Work Location / Remote work location

2024 May - Work Location / Commuting / Work location flexibility

2024 April - Scheduling and work-life spillover / Occupation or industry change

2024 March - Career prospects / Reservation wage

2024 February - Work Location / Work Location Flexibility / Reservation Wage

2024 January - Intentions to leave job

2023 December - Digital Platform Employment

2023 November - Work location / Employability and job security / Immigrants' education and labour market experience

2023 October - Financial difficulty / Job satisfaction / Types of payment and unpaid wages

2023 August - Work location / Reasons for multiple jobholding

2023 July - Student work experience

2023 June - Retirement

2023 May - Work Location / Commuting

2023 April - Work stress and mental health absences

2022 December - Work location / Digital platform employment

2022 November - Work location / Upskilling

2022 October - Work location / Financial difficulty / Inflation responses

2022 September - Work location / Childcare and career progression

2022 August - Work location / Work values / Work ethic / Intentions to leave job

2022 July - Work location

2022 June - Work Location / Remote work location / COVID-19 Benefits

2022 May - Work Location / Commuting / Work location flexibility / COVID-19 Benefits

2022 April - Work location / Telework / Work schedules / COVID-19 Benefits

2022 March - Work location / Reservation wage / Career prospects / COVID-19 Benefits

2022 February - Work location / Reservation wage / Willingness to move / COVID-19 Benefits

2022 January - Work location / Intentions to leave job / COVID-19 Benefits

Questionnaires for the Monthly Supplement to the Labour Force Survey can be found at the following link: Other versions of the questionnaire - Labour Market Indicators

Why are we conducting this survey?

The purpose of this survey is to produce statistics on production and stocks of various dairy products and sales of fluid milk and cream from dairy processors in Canada.

The information is grouped with other dairy statistics to provide valuable information for milk marketing agencies, farmers and processor associations, and government departments.

Your information may also be used by Statistics Canada for other statistical and research purposes.

Your participation in this survey is required under the authority of the Statistics Act.

Other important information

Authorization to collect this information

Data are collected under the authority of the Statistics Act, Revised Statutes of Canada, 1985, Chapter S-19.

Confidentiality

By law, Statistics Canada is prohibited from releasing any information it collects that could identify any person, business, or organization, unless consent has been given by the respondent, or as permitted by the Statistics Act. Statistics Canada will use the information from this survey for statistical purposes only.

Record linkages

To enhance the data from this survey and to reduce the response burden, Statistics Canada may combine the acquired data with information from other surveys or from administrative sources.

Data-sharing agreements

To reduce the response burden, Statistics Canada has entered into data sharing agreements with provincial and territorial statistical agencies and other government organizations, which have agreed to keep the data confidential and use them only for statistical purposes. Statistics Canada will only share data from this survey with those organizations that have demonstrated a requirement to use the data.

Section 11 of the Statistics Act provides for the sharing of information with provincial and territorial statistical agencies that meet certain conditions. These agencies must have the legislative authority to collect the same information, on a mandatory basis, and the legislation must provide substantially the same provisions for confidentiality and penalties for disclosure of confidential information as the Statistics Act. Because these agencies have the legal authority to compel businesses to provide the same information, consent is not requested and businesses may not object to the sharing of the data.

For this survey, there are Section 11 agreements with the provincial statistical agencies of Newfoundland and Labrador, Nova Scotia, New Brunswick, Quebec, Ontario, Manitoba, Saskatchewan, Alberta and British Columbia.

The shared data will be limited to information pertaining to business establishments located within the jurisdiction of the respective province.

Section 12 of the Statistics Act provides for the sharing of information with federal, provincial or territorial government organizations. Under Section 12, you may refuse to share your information with any of these organizations by writing a letter of objection to the Chief Statistician, specifying the organizations with which you do not want Statistics Canada to share your data and mailing it to the following address:

Chief Statistician of Canada
Statistics Canada
Attention of Director, Enterprise Statistics Division
150 Tunney's Pasture Driveway
Ottawa, Ontario K1A 0T6

You may also contact us by email at infostats or by fax at 1-514-496-4879.

For this survey, there are Section 12 agreements with the statistical agency of Prince Edward Island, as well as with Agriculture and Agri-Food Canada.

For agreements with provincial government organizations, the shared data will be limited to information pertaining to business establishments located within the jurisdiction of the respective province.

Reporting instructions

• Report production values for the entire quarter.
• Report stock values at the end of business on the last day of the quarter.

Include all manufacturer’s stocks owned whether they are stored in your storage room, a public warehouse, a cheese grading station or ready for shipment.

Exclude stocks held on Canadian Dairy Commission accounts.

Business or organization and contact information

1. Verify or provide the business or organization's legal and operating name and correct information if needed.

Note: Legal name should only be modified to correct a spelling error or typo.

Legal Name

The legal name is one recognized by law, thus it is the name liable for pursuit or for debts incurred by the business or organization. In the case of a corporation, it is the legal name as fixed by its charter or the statute by which the corporation was created.

Modifications to the legal name should only be done to correct a spelling error or typo.

To indicate a legal name of another legal entity you should instead indicate it in question 3 by selecting 'Not currently operational' and then choosing the applicable reason and providing the legal name of this other entity along with any other requested information.

Operating Name

The operating name, which is different from the legal name, is a name the business or organization is commonly known as for day-to-day activities, and which is used to advertise and promote itself. The operating name is synonymous with trade name.

• Legal name
• Operating name (if applicable)

2. Verify or provide the contact information for the designated contact person for the business or organization, and correct information if needed.

Note: The designated contact person is the person who should receive this questionnaire. The designated contact person may not always be the one who actually completes the questionnaire.

• First name
• Last name
• Title
• Preferred language of communication
  • English
  • French
• Mailing address (number and street)
• City
• Province, territory or state
• Postal code or ZIP code
• Country
  • Canada
  • United States
• Email address
• Telephone number (including area code)
• Extension number (if applicable)
• Fax number (including area code)

3. Verify or provide the current operational status of the business or organization identified by the legal and operating name above.

• Operational
• Not currently operational (e.g., temporarily or permanently closed, change of ownership)
  Why is this business or organization not currently operational?
  • Seasonal operations
    • When did this business or organization close for the season?
      • Date
    • When does this business or organization expect to resume operations?
      • Date
  • Ceased operations
    • When did this business or organization cease operations?
      • Date
    • Why did this business or organization cease operations?
      • Bankruptcy
      • Liquidation
      • Dissolution
      • Other - Specify the other reasons why the operations ceased
  • Sold operations
    • When was this business or organization sold?
      • Date
    • What is the legal name of the buyer?
  • Amalgamated with other businesses or organizations
    • When did this business or organization amalgamate?
      • Date
    • What is the legal name of the resulting or continuing business or organization?
    • What are the legal names of the other amalgamated businesses or organizations?
  • Temporarily inactive but will re-open
    • When did this business or organization become temporarily inactive?
      • Date
    • When does this business or organization expect to resume operations?
      • Date
    • Why is this business or organization temporarily inactive?
  • No longer operating due to other reasons
    • When did this business or organization cease operations?
      • Date
    • Why did this business or organization cease operations?

4. Verify or provide the current main activity of the business or organization identified by the legal and operating name above.

Note: The described activity was assigned using the North American Industry Classification System (NAICS).

This question verifies the business or organization's current main activity as classified by the North American Industry Classification System (NAICS). The NAICS is an industry classification system developed by the statistical agencies of Canada, Mexico and the United States. Created against the background of the North American Free Trade Agreement, it is designed to provide common definitions of the industrial structure of the three countries and a common statistical framework to facilitate the analysis of the three economies. NAICS is based on supply-side or production-oriented principles, to ensure that industrial data, classified to NAICS, are suitable for the analysis of production-related issues such as industrial performance.

The target entity for which NAICS is designed are businesses and other organizations engaged in the production of goods and services. They include farms, incorporated and unincorporated businesses and government business enterprises. They also include government institutions and agencies engaged in the production of marketed and non-marketed services, as well as organizations such as professional associations and unions and charitable or non-profit organizations and the employees of households.

The associated NAICS should reflect those activities conducted by the business or organizational units targeted by this questionnaire only, as identified in the 'Answering this questionnaire' section and which can be identified by the specified legal and operating name. The main activity is the activity which most defines the targeted business or organization's main purpose or reason for existence. For a business or organization that is for-profit, it is normally the activity that generates the majority of the revenue for the entity.

The NAICS classification contains a limited number of activity classes; the associated classification might be applicable for this business or organization even if it is not exactly how you would describe this business or organization's main activity.

Please note that any modifications to the main activity through your response to this question might not necessarily be reflected prior to the transmitting of subsequent questionnaires and as a result they may not contain this updated information.

The following is the detailed description including any applicable examples or exclusions for the classification currently associated with this business or organization.

[Assigned NAICS]

Description and examples

• This is the current main activity.
• This is not the current main activity.

Please provide a brief but precise description of this business or organization's main activity.

e.g., breakfast cereal manufacturing, shoe store, software development

Main activity

5. You indicated that [Assigned NAICS] is not the current main activity.

Was this business or organization's main activity ever classified as [Assigned NAICS]?

• Yes
  When did the main activity change?
  • Date

• No

6.  Search and select the industry classification code that best corresponds to this business or organization's main activity.

Select this business or organization's activity sector (optional)

• Farming or logging operation
• Construction company or general contractor
• Manufacturer
• Wholesaler
• Retailer
• Provider of passenger or freight transportation
• Provider of investment, savings or insurance products
• Real estate agency, real estate brokerage or leasing company
• Provider of professional, scientific or technical services
• Provider of health care or social services
• Restaurant, bar, hotel, motel or other lodging establishment
• Other sector

Dairy products and by-products

1. Which of the following products did this location manufacture or stock in [quarter]?

Include all manufacturer’s stocks owned whether they are stored in your storage room, a public warehouse, a cheese grading station or ready for shipment.

Exclude stocks held on Canadian Dairy Commission accounts.

Select all that apply.

• Butter and butter oil (creamery butter, whey butter, butter oil or ghee)
• Cheddar cheese
• Mozzarella cheese
• Other varieties of cheeses
  e.g., Brick, Colby, Gouda
  Exclude cheddar and mozzarella.
• Processed cheese products
• Cottage cheese, yogurt or sour cream
  Include both spoonable and drinkable yogurt, and kefir.
• Concentrated products
  e.g., concentrated milks, milk powders
• Frozen products
  e.g., ice cream, frozen yogurt, milkshake mix
  OR
• None of the above

2. In [quarter], did this location process and sell any fluid milk or cream in [Province/Territory]?

Milk and Cream Sales

This question covers all fluid milk and cream processed and packaged in your plant and sold in your province.

Exclude bulk cream sent to other processing plants for packaging into fluid creams.

• Yes
• No

Butter and butter oil

3. What were the total production and stocks in kilograms (kg) for the following butter and butter oil products?

Butter and butter oil

Include:

• production for the entire quarter
• stocks on the last day of the quarter
• all manufacturer's stocks owned whether they are stored in your storage room, a public warehouse, a cheese grading station or ready for shipment.

Exclude stocks held on Canadian Dairy Commission accounts.

Butter oil and ghee

Butter oil and ghee is the pure butterfat left after milk solids and water are removed from the butter.

Table summary
This is an empty data table used by respondents to provide data to Statistics Canada. This table contains no data.

	Total production for [quarter] (kg)	Total stocks on the last day of [quarter] (kg)
a. Creamery butter Include salted, unsalted, whipped, light, cultured, sweet, calorie-reduced butter and dairy spread. Exclude reworked butter and manufacturing cream.
b. Whey butter
c. Butter oil and ghee

Cheddar cheese

4. What were the total production and stocks in kilograms (kg) for cheddar cheese?

Include all sizes: block, stirred curd, curd and cheddar cheese used to make processed cheese.

Cheddar cheese

Include:

• 'light' or 'lite' varieties of cheddar cheeses
• production for the entire quarter
• stocks on the last day of the quarter
• all manufacturer's stocks owned whether they are stored in your storage room, a public warehouse, a cheese grading station or ready for shipment.

Exclude stocks held on Canadian Dairy Commission accounts.

Table summary
This is an empty data table used by respondents to provide data to Statistics Canada. This table contains no data.

Total production for [quarter] (kg)	Total stocks on the last day of [quarter] (kg)

5. Of the total cheddar cheese stocks reported above, what was the total stocks in kilograms (kg) for the following types of cheddar cheese?

Cheddar cheese

Include:

• 'light' or 'lite' varieties of cheddar cheeses
• stocks on the last day of the quarter
• all manufacturer's stocks owned whether they are stored in your storage room, a public warehouse, a cheese grading station or ready for shipment.

Exclude stocks held on Canadian Dairy Commission accounts.

Table summary
This is an empty data table used by respondents to provide data to Statistics Canada. This table contains no data.

	Total stocks on the last day of [quarter] (kg)
a. Mild cheddar Include stocks of cheddar cheese matured for less than 3 months or processed, sold and labeled as 'mild' cheddar cheese.
b. Medium cheddar Include stocks of cheddar cheese matured for 3 to 9 months or processed, sold and labeled as 'medium' cheddar cheese.
c. Old, strong, extra-old cheddar Include stocks of cheddar cheese matured for more than 9 months or processed, sold and labeled as 'old', 'strong', 'extra-old' cheddar cheese.
Total stocks for [quarter] for cheddar cheese

Mozzarella cheese

6. What were the total production and stocks in kilograms (kg) for the following types of mozzarella cheese?

Mozzarella cheese

Include:

• production for the entire quarter
• stocks on the last day of the quarter
• all manufacturer's stocks owned whether they are stored in your storage room, a public warehouse, a cheese grading station or ready for shipment.

Exclude stocks held on Canadian Dairy Commission accounts.

Table summary
This is an empty data table used by respondents to provide data to Statistics Canada. This table contains no data.

	Total production for [quarter] (kg)	Total stocks on the last day of [quarter] (kg)
a. Mozzarella American full fat 27% to 28% Butter fat
b. Mozzarella American low fat 17% to 20% Butter fat
c. Mozzarella Italian full fat 22% to 24% Butter fat
d. Mozzarella Italian low fat 15% Butter fat
e. All other mozzarella cheese
Total production and stocks for mozzarella cheese

Other varieties of cheeses other than cheddar and mozzarella

7. What was the total production in kilograms (kg) for the following other varieties of cheeses?

Other varieties of cheeses other than cheddar and mozzarella

Report varieties of 'light' or 'lite' cheeses with the respective category of cheese, for example: report 'light' feta cheese at question m. Feta.

Include production for the entire quarter.

Exclude:

• cheddar and mozzarella
• stocks held on Canadian Dairy Commission accounts.

Table summary
This is an empty data table used by respondents to provide data to Statistics Canada. This table contains no data.

	Total production for [quarter] (kg)
a. Bakers
b. Bocconcini
c. Brie
d. Brick
e. Caciocavallo
f. Camembert
g. Casata
h. Colby
i. Cream cheese
j. Edam
k. Emmental
l. Farmer's
m. Feta
n. Friulano
o. Gouda
p. Havarti
q. Marble
r. Monterey Jack
s. Parmesan
t. Pizza Include cheeses other than mozzarella cheese that are used as topping for pizza.
u. Provolone
v. Ricotta
w. Romano
x. Skim milk
y. Swiss
z. Curd cheese Include cheese curd other than cheddar curd.
aa. Other - specify other variety of cheese 1:
ab. Other - specify other variety of cheese 2:
ac. Other - specify other variety of cheese 3:
ad. Other - specify other variety of cheese 4:
ae. Other - specify other variety of cheese 5:
af. Other - specify other variety of cheese 6:
ag. Other - specify other variety of cheese 7:
ah. Other - specify other variety of cheese 8:
ai. Other - specify other variety of cheese 9:
aj. Other - specify other variety of cheese 10:
Total production for [quarter] for other varieties of cheeses

8. What was the total stocks in kilograms (kg) for other varieties of cheeses?

Exclude cheddar and mozzarella.

Table summary
This is an empty data table used by respondents to provide data to Statistics Canada. This table contains no data.

Total stocks on the last day of [quarter] : (kg)

Processed cheese products

9. What were the total production and stocks in kilograms (kg) for processed cheese products?

Include processed cheese, processed cheese food, processed cheese spread made from cheddar cheese or other cheeses.

Processed cheese products

Include:

• production for the entire quarter
• stocks on the last day of the quarter
• all manufacturer's stocks owned whether they are stored in your storage room, a public warehouse, a cheese grading station or ready for shipment.

Exclude stocks held on Canadian Dairy Commission accounts.

Table summary
This is an empty data table used by respondents to provide data to Statistics Canada. This table contains no data.

Total production for [quarter]: (kg)	Total stocks on the last day of [quarter]: (kg)

Cottage cheese, yogurt and sour cream

10. What was the total production in kilograms (kg) for the following products?

Cottage cheese, yogurt and sour cream

Include production for the entire quarter.

Table summary
This is an empty data table used by respondents to provide data to Statistics Canada. This table contains no data.

	Total production for [quarter] (kg)
a. Cottage cheese Include curds and creamed cottage cheeses.
b. Yogurt Include both spoonable and drinkable yogurt, and kefir. Exclude volumes of fruits and additives.
c. Sour cream Include regular and light sour cream.

Concentrated products

11. What were the total production and stocks in kilograms (kg) for the following concentrated products?

Concentrated products

Include:

• production for the entire quarter
• stocks on the last day of the quarter
• all manufacturer's stocks owned whether they are stored in your storage room, a public warehouse, a cheese grading station or ready for shipment.

Exclude stocks held on Canadian Dairy Commission accounts.

Table summary
This is an empty data table used by respondents to provide data to Statistics Canada. This table contains no data.

	Total production for [quarter] (kg)	Total stocks on the last day of [quarter] (kg)
a. Concentrated milk (evaporated whole milk)
b. Sweetened concentrated milk (condensed whole milk)
c. Concentrated skim milk (evaporated skim milk)
d. Sweetened concentrated skim milk (condensed skim milk)
e. Concentrated partly skimmed milk - 2% (evaporated partly skimmed milk - 2%)
f. Skim milk powder Include instantized.
g. Whole milk powder
h. Buttermilk powder
i. Whey powder
j. Other - specify other concentrated product 1:
k. Other - specify other concentrated product 2:
l. Other - specify other concentrated product 3:
m. Other - specify other concentrated product 4:
n. Other - specify other concentrated product 5:

Frozen products

12. What was the total production in litres (L) for the following frozen products?

Frozen products

Include production for the entire quarter.

Table summary
This is an empty data table used by respondents to provide data to Statistics Canada. This table contains no data.

	Production mix for [quarter] (L)	Production frozen for [quarter]  (L)
a. Soft ice cream Over 5% Butter fat
b. Hard ice cream Over 5% Butter fat
Total ice cream mix
c. Soft frozen yogurt mix
d. Hard frozen yogurt mix
e. Ice milk mix Less than 5% Butter fat.
f. Milkshake mix
g. Sherbet
h. Water ices
i. Other - specify all other frozen products:

Milk and cream sales

13. What was the total volume in litres (L) sold for the following milk and cream products?

Include all fluid milk and cream processed and packaged in your plant and sold in [Province/Territory].

Exclude bulk cream sent to other processing plants for packaging into fluid creams.

Table summary
This is an empty data table used by respondents to provide data to Statistics Canada. This table contains no data.

	Total volume of sales for [quarter]  (L)
a. Standard milk 3.25% Butter fat and over
b. 2% partly skimmed milk 1.9% to 2.1% Butter fat
c. 1% partly skimmed milk 0.9% to 1.1% Butter fat
d. Skim milk Under 0.3% Butter fat
e. Buttermilk
f. Chocolate milk and other flavoured milk
g. Light cream 5.0% to 9.9% Butter fat
h. Cereal cream 10.0% to 15.9% Butter fat
i. Table cream 16.0% to 31.9% Butter fat
j. Whipping cream 32.0% Butter fat and over
k. Eggnog
l. Other - specify other milk or cream product 1:
m. Other - specify other milk or cream product 2:
n. Other - specify other milk or cream product 3:
o. Other - specify other milk or cream product 4:
p. Other - specify other milk or cream product 5:

Changes or events

14. Indicate any changes or events that affected the reported values for this business or organization, compared with the last reporting period.

Select all that apply.

• Strike or lock-out
• Exchange rate impact
• Price changes in goods or services sold
• Contracting out
• Organizational change
• Price changes in labour or raw materials
• Natural disaster
• Recession
• Change in product line
• Sold business or business units
• Expansion
• New or lost contract
• Plant closures
• Acquisition of business or business units
• Equipment failure
• Seasonal operations
• Increased market demand
• Decreased market demand
• Other - Specify the other change or event
• No changes or events

Contact person

15. Statistics Canada may need to contact the person who completed this questionnaire for further information.

Is Provided Given Names, Provided Family Name the best person to contact?

• Yes
• No

Who is the best person to contact about this questionnaire?

• First name
• Last name
• Title
• Email address
• Telephone number (including area code)
• Extension number (if applicable)
• Fax number (including area code)

Feedback

16. How long did it take to complete this questionnaire?

Include the time spent gathering the necessary information.

• Hours
• Minutes

17. Do you have any comments about this questionnaire?