Why do we conduct this survey?

This survey is conducted by Statistics Canada in order to collect the necessary information to support the Integrated Business Statistics Program (IBSP). This program combines various survey and administrative data to develop comprehensive measures of the Canadian economy.

The automotive industry plays a prominent role in the Canadian economy. This survey provides information on the sales of new motor vehicles in Canada by North American and overseas automobile manufacturers. This information serves as a very important indicator of Canadian economic performance and is required by government in establishing informed economic policies. The business community uses this information to analyze market performance and developments.

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 reporting burden, Statistics Canada may combine the acquired data with information from other surveys or from administrative sources.

Data-sharing agreements

To reduce respondent 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 and territorial statistical agencies of Newfoundland and Labrador, Nova Scotia, New Brunswick, Quebec, Ontario, Manitoba, Saskatchewan, Alberta, British Columbia and the Yukon. The shared data will be limited to information pertaining to business establishments located within the jurisdiction of the respective province or territory.

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

Section 12 of the Statistics Act provides for the sharing of information with federal, provincial or territorial government organizations. Under, 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@statcan.gc.ca or by fax at 1-514-496-4879.

For this survey, there are Section 12 agreements with the statistical agencies of Prince Edward Island, the Northwest Territories and Nunavut, as well as with Environment and Climate Change Canada.

Please be advised that the information provided in this and future questionnaires, including any data and details related to the new motor vehicle sales survey, will be shared with Environment and Climate Change Canada (ECCC).

This information will be shared for internal purposes only, under the strict understanding that it will be used in accordance with Statistics Canada relevant data privacy policies and regulations.

The recipient(s), ECCC, is expected to maintain the confidentiality of this information, ensuring that it is not disclosed to unauthorized parties. The information should be used solely for the purposes of gaining a deeper understanding of the quantities of refrigerants imported pre-charged into vehicle air-conditioners and for producing reliable, unbiased and accurate information and analysis in support of ECCC mandate.

By accessing this data, the recipient(s) acknowledge(s) their responsibility to protect the confidentiality and integrity of the information, and to comply with all applicable regulations stated in the “Request to enter into data-sharing agreement” form and the “Memorandum of Understanding” between Statistics Canada and ECCC.

Furthermore, if the respondent does not agree with the sharing of their data as outlined above, they are required to notify Statistics Canada in writing within one month from the date of receiving this notice. Upon receipt of such notification, appropriate measures will be taken to address the manufacturer’s concerns.

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

Business or organization and contact information

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

Note: Legal name modifications should only be done 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 is a name the business or organization is commonly known as if different from its legal name. The operating name is synonymous with trade name.

• Legal name
• Operating name (if applicable)

2. Verify or provide the contact information of the designated business or organization contact person for this questionnaire and correct where 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). The maximum number of characters is 10.
• 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
  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?

Method of collection

1. For [Month], 2026, this survey collects information on the following:

• the type of vehicle sold, i.e., passenger cars, minivans, passenger vans and SUVs, light trucks (e.g.,, classes 1, 2, 3) heavy trucks (e.g., classes 4, 5, 6, 7, 8), and buses and coaches;
• for each type of vehicle sold, the fuel type, i.e., zero-emission and all other fuel types
• for each type of vehicle sold, the number and dollar value sold by province and territory.

You have the option of completing the electronic questionnaire, which involves filling out one worksheet for each type of vehicle sold, or attaching files containing the required information.

Please indicate your preferred method of completion.

• Answering the remaining questions
• Attaching files

Attach files

2. Please attach up to five files that provide the information required for this survey, that is, the total number and dollar value of vehicles sold, broken down by province, fuel type (e.g., zero-emission and all other fuel types) and type of vehicle (e.g., passenger cars, minivans, passenger vans and SUVs, light trucks, heavy trucks and buses/coaches).

To attach files

• Press the Attach files button.
• Choose the file to attach. Multiple files can be attached.

Note:

• Each file must not exceed 5 MB.
• All attachments combined must not exceed 50 MB.
• The name and size of each file attached will be displayed on the page.

Type of vehicle

3. Indicate the type of vehicles sold.

Select all that apply.

• New passenger automobiles
  Include all new automobiles sold whose primary function is to carry passengers.
• New minivans, passenger vans and SUVs (including crossovers)
  Include all new minivans, passenger vans and SUVs (including crossovers) sold regardless of the intended use.
• New light trucks and commercial vans
  Include all new light pickup trucks and commercial vans (e.g., classes 1, 2, 3) GVWR ranges from 0-14000lb, sold regardless of the intended use.
• New medium or heavy trucks
  Include all new medium and heavy trucks (e.g., classes 4, 5, 6, 7, 8) GVWR exceeding 14000lb, sold regardless of the intended use.
• New buses
  Include all large motor vehicles designed primarily for public transit on city streets or for conveying travellers on trips or tours to other destinations.

New passenger automobile sales

4. Report the number and value of new passenger vehicles sold by fuel type.

Zero-emission vehicles include electric and plug-in hybrid vehicles and must have the potential to produce zero tailpipe emissions.

Include:

• all automobiles sold for the primary purpose of carrying passengers, including those used for commercial purposes (e.g., taxis, auto rentals and any other fleets)
• demonstrator automobiles sold to the consumers

Exclude sales tax.

New minivan, passenger van and sport utility vehicle (including crossovers) sales

5. Report the number and value of new minivans, passenger vans and sport utility vehicles (including crossovers) sold by fuel type

Zero-emission vehicles include electric and plug-in hybrid vehicles and must have the potential to produce zero tailpipe emissions.

Include:

• all new minivans, passenger vans, and sport utility vehicles (including crossovers) sold regardless of the intended use
• demonstrator minivans, passenger vans and sport utility vehicles (including crossovers) sold to consumers.

Exclude sales tax.

New light pickup truck and commercial van sales

6. Report the number and value of new light pickup trucks and commercial vans sold, by fuel type.

Zero-emission vehicles include electric and plug-in hybrid vehicles and must have the potential to produce zero tailpipe emissions.

Include:

• all new light pickup trucks and commercial vans sold for the primary purpose of carrying passengers, including those used for commercial purposes (e.g., taxis, auto rentals and any other fleets)
• demonstrator pickup trucks and commercial vans sold to consumers

Exclude sales tax.

New medium or heavy truck sales

7. Report the number and value of new medium or heavy trucks (e.g., classes 4, 5, 6, 7, 8) sold, by fuel type.

Zero-emission vehicles include electric and plug-in hybrid vehicles and must have the potential to produce zero tailpipe emissions.

Include all new medium or heavy trucks sold regardless of the intended use.

Exclude sales tax.

New bus sales

8. Report the number and value of new buses sold, by fuel type.

Zero-emission vehicles include electric and plug-in hybrid vehicles and must have the potential to produce zero tailpipe emissions.

Include all large motor vehicles designed primarily for public transit on city streets or for conveying travellers on trips or tours to other destinations.

Exclude sales tax.

Changes or events

16. 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
• Acquisition of business or business units
• Merger of business or business units
• Other
  OR
• No changes or events

Contact person

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

Is the respondents given names and respondent family names 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)
  The maximum number of characters is 5.
• Fax number (including area code)

Feedback

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

Include the time spent gathering the necessary information.

• Hours
• Minutes

2. Do you have any comments about this questionnaire?

Reference day (the day you are answering these questions)

How many students are present on this day?

This table displays a list of questions under the Topic heading and a corresponding blank cell for each question under the Result heading.

1. Which statistics are the most interesting to you?
2. Which topic do you think is the most important for your class? Why?
3. What is one way you think these data might be different if you asked these questions to another class at your school?
4. Which topic do you think is the most important for making your class a better place to learn?
5. Write one idea for a service that would make your classroom a better place to learn.

Lesson overview

This lesson introduces students to the concept and purpose of the census. Through class discussions and collaborative activities, students will explore why the government collects population data and considers what types of questions best reflect a diverse society. They will then create their own census questions, compare them to those in an official census, and reflect on the importance of inclusive and representative data collection

Curriculum connections

• Social Studies / Civics and Citizenship / Geography: Explore the responsibilities of citizenship, evaluate how data collection informs equitable decision-making, and examine how various factors (social, economic, environmental, etc.) influence quality of life.
• Mathematics: Understand how data is collected and analyzed; assess the effectiveness and inclusivity of survey questions.
• Language Arts: Develop clear and inclusive survey questions; express and support opinions using evidence and logical reasoning.

Learning objectives

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

• Understand the purpose and function of the census.
• Identify key types of demographics, social, and economic information that are important for governments to collect.
• Explain how census data can support communities and inform public policy decisions.

Materials needed

• Whiteboard and markers, or a smartboard
• The 2026 Census of Population long-form questionnaire (2A-L)
• Census of Population quiz
  • Census of Population quiz on Kahoot
  • Census of Population quiz questions (student version)
  • Census of Population quiz questions (questions with answer key)
• Paper and pens/pencils for the exit ticket or poster activity
• Optional: Word cloud generator

Lesson procedure

1. Class discussion (15–20 minutes)

Prompt:
"If you were in charge of your city, province, territory or country, what information would you want to know about the people who live there?"

• Facilitate an open class discussion using the prompt.
• Encourage students to consider the needs of a community—such as education, health care, transportation, housing, and employment.
• Highlight how collecting this information helps ensure equitable policymaking and fair resource distribution.
• Discuss how data collection supports decision-making at both the local and national levels, particularly in addressing the needs of vulnerable populations.
• Use examples to illustrate real-world impact—for instance, if a community sees a significant rise in families with school-aged children, more schools or classrooms may be needed to meet demand.

2. Census question creation (15 to 20 minutes)

Instructions:

• In pairs or small groups, have students brainstorm 3 to 5 questions they believe a government should ask its citizens in a national census. Examples:
  • "What is your yearly income?"
  • "What are the ages of the people in your household?"
  • "What is your highest level of education?"
• Emphasize the importance of inclusivity and equity in question design.
  • Encourage students to consider factors that may vary across populations, such as access to healthcare, reliable transportation, internet availability, housing, or programs and services in languages other than English and French.

Wrap-up:

• Collect and display all student-generated questions, either by writing them on the board, projecting them, or using a word cloud generator to visualize common themes.
• Facilitate a short discussion:
  • Are there repeated topics or themes?
  • Which questions do students think are most important for informing public policy?
  • Are there any gaps—important topics that may have been overlooked?
  • How do these student-created questions compare to those asked in the official census?

3. Compare with the official census (15 to 20 minutes)

Instructions:

• Provide students with access to the 2026 Census of Population long-form questionnaire (2A-L).
• In small groups or as a class, have students compare their own questions with those from the official census.

Discussion questions:

• Which questions appear on both lists?
• What themes or priorities did students identify that are also reflected in the official census?
•  What topics did students suggest that are missing from the actual census?
• Why do students believe their question(s) should be included? How could it benefit Canadians or lead to better decision-making?

4. Kahoot quiz (10 to 15 minutes)

Activity:

• Play a Kahoot quiz to reinforce key concepts related to the census and its role in governance, policymaking, and community services.
• This activity serves as a fun and interactive review of what students have learned throughout the lesson.

5. What did you learn? (Optional – 10–15 minutes)

Option A:

• Have students complete an exit ticket by responding to a reflection prompt, such as: "What is one thing you learned about the census that surprised you?"
  This encourages personal reflection and helps reinforce key takeaways.

Option B:

• Have students create a mini poster that highlights their favourite question from the brainstorming activity.
• Posters should include the question, a brief explanation of its importance, and how it could help improve life for Canadians if added to the census.
• This option allows for creativity and deeper thinking about the impact of inclusive data.

Opportunities for assessment

• Participation in class discussion and group work
• Quality and thoughtfulness of student-generated questions
• Comparison and reflection on census questions
• Exit ticket or poster demonstrating understanding
• Follow-up research projects that use census data

Adaptations and differentiation

• Simplification: Group students into slightly larger teams to promote peer support. This allows the teacher to circulate more easily and provide targeted assistance where needed.
• Extension/Challenge: Encourage students to connect one of their census questions to a current event or issue in Canada. Ask them to cite a relevant news article or study and explain how the data could be used to address the issue.
• Support for Multilingual Learners: Incorporate visual supports such as word clouds, whiteboard brainstorming, and projected key terms. These tools give students more time to process vocabulary and understand key concepts through contextual cues.

Teacher tips

• Emphasize that Statistics Canada collects and shares census data to support decision-making by a wide range of groups, including Indigenous communities and organizations, governments, local and national businesses, community groups, and farm organizations.
• Use this lesson as an opportunity to discuss career planning, especially with older students. Census data can help individuals explore employment trends and career opportunities across different regions of Canada.
  • Consider showing this video: Video - Here's Why You Should Use Census Data to highlight real-world applications.

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: