Name: Jillian Harding

Lesson Plan
Lesson Title: ___Research Methods___ Grade: _11__ Date: __Oct 6, 2016__

Subject: Sociology, Anthropology, Psychology Strand: ___Sociology___ Time: (length in minutes): _75_

Lesson Plan Description (one/two paragraphs with general details about what you will do and how you will do it)
During this lesson I hope to have students work on their research skills to answer a series of
questions in regards to different research methods used in the field of sociology. Students will
use the research they have compiled to then teach the class about their type of research. This
will be beneficial to students later in the semester, as it be applied to their final research
project in which they have to choose their method of conducting research for their chosen
topic.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
Strand: Sociology
Overall expectation: D1 Theories, perspectives, and methodologies: demonstrate an understanding of major
theories, perspectives and research methods in sociology
Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the
Ont. Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to
3) have expectations that match assessment
D1.3
Identify and explain the main research methods that are used for conducting sociological research
Ex: Surveys, case studies, observations, secondary analysis of statistical results, content analysis, focus groups
Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to
know and be able to do, in language that students can readily understand)

Today I will learn

How to navigate an online database to collect information that is relevant to my area of
study
The strengths in using different research methods in sociology
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the
criteria to assess students learning, as well as what evidence of learning students will provide to demonstrate their knowledge,
skills and thinking, in language that students can readily understand)
I can: navigate the ProQuest database efficiently
I can: Find strengths and weaknesses in my form of research
Assessment how will I know students have learned what I intended?
I will assess students learning by listening to their contribution to the group discussion and their teaching about their
research method to their other group members. I will also ask students to email me a copy of their research handout
so I will be able to assess their quality of work
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
* had a chance to discuss that there are different ways people conduct research depending on the situation
* been made aware that they are going to be doing a final research paper in which they will have to adopt one of
these methods to use in their own research
* Students will have a basic understanding about how to properly cite sources using APA format
Differentiation: Content, Process, Product, Assessment/Accommodations,
Modifications
- Students that require extra time to complete their sheet as informed on their IEP will
present their information at a later date to the teacher. They will also receive a written
summary of each of the other research methods.
Learning Skills/Work Habits
Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative,
self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-
regulation

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Vocabulary (for word wall and/or to develop schema)
- Methodology
- Social norms
- Cultural differences
- Ethical practice
- Peer reviewed
- Scholarly
- Database
Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson.
Include any attachments of student worksheets used and teacher support material that will support communication of instruction.
Include the use of Information Technology (ICT) in your lesson plan where appropriate.
Laptops or IPads
Handout with questions they will be using to guide their research (see
attached handout)
Use of a projector to show students a video on how to navigate around the
ProQuest database
https://www.youtube.com/watch?v=UXxn-Q780Y8 will be shown to kids to
give them a visual tour of how to navigate ProQuest efficiently
3-2-1 exit card slips
Learning Environment (grouping; transitions; physical set up)
- Students will be numbered off 1-5, giving room for 6 people to be in each group (class size is estimated for 25)
- Students will get up and get a form of technology, whether it be a laptop or an I pad and sit with other students
with their number. The class will have desks set up in a horseshoe shape, so students can sit on each side of the
desks, and collaborate with one another while the teacher is still able to walk around and monitor student work
and productivity
- Students will then be numbered off 1-5 within each research method group. They will then go and join their new
group which will contain one student from each research method that was researched during the class.
- Following their sharing circle, students will complete a 3-2-1 exit card for the teachers knowledge as to anything
that may need to be touched on and reviewed in the next class
- Prior to transitions taking place, students will be instructed where they will be going according to the number
that they are
Cross Curricular Links
- Research and inquiry working on research skills with the use of scholarly
sources

Lesson Delivery Format

Write the lesson description with enough detail that another teacher could replicate the
lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to
guide lesson
Time: 9:00_- 9:15_ (Indicate time breakdown of instructional - Students will be taking notes on ways to
elements)
refine a search, and how to use a
- Teacher will be showing a YouTube clip
database effectively.
on how to navigate the ProQuest
- They will then move to sit with their
database in which students will be
group in a designated area around the
using to conduct their research
U shaped desks and will sign out one
- The teacher will answer any questions
laptop per student
have regarding how to use the
database and refine their search down
to what they are looking for
- After the introduction is finished, the
teacher will put the students into
groups no bigger than 6 to do their
research. This will be done by
numbering the kids off 1-5. Each group
of 5 will be assigned one research

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 method (Surveys, case studies,
observations, content analysis, focus
groups) and work together to do
research to complete the online
handout that will be available via
google drive (see attached handout)

Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
Time: _9:15_-_9:55 (Indicate time breakdown of instructional - (40 minutes)
elements)
- Students will work through a handout
- (40 minutes)
given to them with questions they are
- Students will have access to laptops, so
trying to research, such as the pros/cons
the teacher will monitor the room to
of the method, what type of situation
make sure everyone is on task, and not
would it be used in, is it an effective
on websites that may not be
method for the use in the end of term
appropriate for school.
research project?
- If a group is struggling to navigate the
- Students will ensure they are
database, suggest ways to help them
knowledgeable with their groups
refine their search so they are left with
information about their research
several articles that pertain to their
method to teach that to another group
given topic.
of students
- Answer any questions that students
- Students will then share their completed
may have as there are working on their
work sheet with the teacher via e-mail
research.
- Students will take the new number
- Will remind students that they are to
between 1-5 and sit with their new
share their work with me via e-mail so I
group in the designated area assigned
will be able to use it as a form of
by the teacher
informative assessment
- Give students within a number between
1-5 and instruct them to sit with their
new group (will instruct where around
the horseshoe each number will meet)

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: _9:55_-_10:15_ (Indicate time breakdown of instructional - Students will briefly share in 2 minutes
elements)
their findings about their assigned
- Ensure students are sharing their
research method
knowledge in an appropriate manner
- Upon finishing the sharing circle,
- Listen to student discussions and
students will plug their laptops back into
mentally note students understanding
the cart and complete a 3-2-1 exit card
of their research method
- 3 things they learned
- Give students a slip of paper for a 3-2-1
- 2 things they found interesting
exit card and write the following on the
- 1 thing they still would like to know
board:
3 things they learned
2 things they found interesting
1 thing they would still like to know
- Ensure that all laptops are plugged in
and the cart is ready to be returned
following class
- Collect 3-2-1 exit cards at the end of
the class as students are leaving

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Extension Activities/Next Steps (where will this lesson lead to next)

The next step from this lesson is for the teacher to make a handout with a summary
of all the different research methods that were discussed during class. The following
lesson will begin to look at different fields of sociological research and then it will be
tied back to what possible research methods each of these different fields may sue
to assist them with their research

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this
subject/topic)
The Lesson:

The Teacher:

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013