Data Collection Methods

Overview

This 60-minute lesson is Lesson 3 in a 25-lesson unit titled "Exploring Mangere Mountain" designed for Year 11 Social Sciences students in New Zealand. The focus is introducing students to various data collection methods—including surveys, interviews, and observations—and practicing creation of survey questions relevant to Mangere Mountain.

This lesson aligns closely with the refreshed New Zealand Curriculum Social Sciences learning objectives, particularly around inquiry processes, ethical data collection, and understanding societal issues through data. It also supports key competencies like thinking, using language symbols and texts, and participating and contributing.

---

Learning Objectives

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

• Identify and explain different data collection methods: surveys, interviews, and observations.
• Develop valid and ethical survey questions related to Mangere Mountain.
• Understand the importance of selecting appropriate variables and methods for data collection.
• Apply knowledge of ethical considerations in data collection, including data as taonga (treasured taonga).
• Begin the process of planning data collection for an investigative question focused on Mangere Mountain.

Curriculum References

• Social Sciences Achievement Objective, Level 6 (Year 11): Understand how to use tools and methods to gather, analyse, and interpret data related to social and environmental issues.
• Statistics strand of Mathematics and Statistics: Use appropriate methods for collecting data including designing surveys, checking for validity, and ethical considerations around data collection and use .
• Key Competencies: Thinking; Using language, symbols, and texts; Participating and contributing .

---

Lesson Resources

• Whiteboard/flip chart and markers
• Student notebooks/devices for note-taking
• Sample survey templates or software (e.g., paper forms or Google Forms)
• Case study/contextual information about Mangere Mountain (short background summary)
• Ethical guidelines summary for data collection

---

Lesson Breakdown (60 minutes)

1. Introduction (10 minutes)

• Hook: Show a photo or brief video of Mangere Mountain and ask students what kinds of questions they might want to answer about the place.
• Discussion: Briefly discuss why data collection is important for understanding places like Mangere Mountain, and how it relates to social sciences.
• Introduce the Learning Objectives and explain the focus on methods of data collection.

2. Exploring Data Collection Methods (15 minutes)

• Presentation: Introduce three key data collection methods:

  • Surveys: structured questionnaires to gather information from many people.
  • Interviews: more detailed, open-ended questions conducted one-on-one or in small groups.
  • Observations: systematic noting and recording of activities or behaviours.

• Engage students with examples of each method, using Mangere Mountain context:

  • e.g., Survey question about visitors’ experiences
  • Interview question with a local resident or historian
  • Observation note-taking on flora, fauna, or visitor behaviour

• Interactive element: Students brainstorm more specific examples of questions or observations for Mangere Mountain and share with the class.

3. Guided Activity: Designing Survey Questions (20 minutes)

• Divide students into small groups (4 groups of 5).
• Task: Each group creates 5 survey questions related to Mangere Mountain (e.g., “How often do you visit Mangere Mountain?”, “What do you enjoy most about the area?”, “Do you think Mangere Mountain needs more conservation efforts?”).
• Support groups to ensure questions are clear, focused on specific variables, and ethically sound (avoid leading or intrusive questions; respect privacy).
• Groups share one or two questions with the whole class for feedback and improvement.
• Teacher highlights the importance of question wording, variable identification, and informed consent in ethical data collection.

4. Ethical Considerations in Data Collection (10 minutes)

• Discuss key ethical practices relevant to their survey creation:
  • Informed consent: participants knowing why data is collected and how it will be used.
  • Respect for data as taonga, recognizing cultural values around information.
  • Privacy and anonymity.
• Relate these principles specifically to a place like Mangere Mountain where community and cultural values are significant.
• Invite students to reflect on how these ethics might affect their survey design.

5. Wrap-up and Reflection (5 minutes)

• Recap key learning points about data collection methods and ethical considerations.
• Highlight how in future lessons they will use the survey questions to collect actual data.
• Students write a brief exit slip: “One thing I learned about data collection today” and “One question I have about collecting data for Mangere Mountain.”

---

Assessment and Feedback

• Formative assessment of students’ survey questions during group activity: clarity, relevance, ethical soundness.
• Class discussion participation and reflection on ethics.
• Exit slips reviewed to gauge understanding and inform next lessons.

---

Extension Opportunities

• Students can pilot their survey with peers or community members and analyse early responses in subsequent classes.
• Introduce digital tools for survey creation and data collection.
• Connect to local iwi perspectives on data as taonga and engage guest speakers in later lessons.

---

This plan ensures students develop foundational skills to plan and justify data collection—a critical part of the social sciences inquiry process in the New Zealand Curriculum. It fosters awareness of ethical data practices, tailored tightly to local context with Mangere Mountain, supporting authentic and meaningful learning.

If desired, I can provide exemplar survey question templates or ethical guidelines summaries aligned with the curriculum as a follow-up resource.