In this challenge, which might serve as a culminating activity for the inquiry, students learn about the qualities of an outstanding book and use these criteria to produce their own book(s) about the communities they have been studying. To introduce the challenge, read and display three picture books about various communities. Ask students to consider whether the pictures about the community are real or imaginary. Brainstorm the qualities/characteristics that set some books apart from the others. List the qualities of an outstanding picture book (e.g., lots of pictures, not much writing, colourful, pictures that contain information or add to the story). Ask students to work with a partner to apply the criteria and to choose one of the three as an outstanding book and design an "Outstanding Picture Book" certificate for their choice. Invite students to share their reasons for their choices. You may want to adapt the chart and strategies for Considering Options (Support Material) to structure and assess this activity.
Students will need to have access to background information and resources regarding three communities (Inuit, Acadian and prairie). Drawing on the information and pictures the students have assembled, invite the class to create either a single book for all three communities or a separate book for each community. Select one or both of two themes for the book: the diversity within the community (i.e., how the people, places, things (e.g., natural and cultural artifacts) and activities are so varied) and/or its uniqueness (i.e., the people, places, things and activities that are special or particular to that community). Encourage students to consider the previously identified qualities for a picture book when creating their own book.