Baltimore County Public Schools Department of Curriculum and Instruction

Concept
Unit Title / Develop a Research Proposal / Lesson:
Theme Statement/
Enduring Understandings / Elements of a Research Proposal/Step-by-Step Procedures
Essential Question(s) / How do you write a Research Proposal?
Suggested Timeframe / One period, 45 minutes each.
Staff Teaching Responsibility / Media Specialist/Teacher
General Notes: / The purpose of lesson is to create step-by-step procedures for acquiring the data for their research.
Teacher Note: This entire course will provide many of the lesson materials through the BCPS Independent Research website. Students will need access to this website on a daily basis. See this website at: http://www.bcps.org/offices/lis/researchcourse/steps.html. This unit will focus on step one of the process. The majority of the material for this unit can be found at: http://www.bcps.org/offices/lis/researchcourse/develop.html.
The teacher should keep in mind that this lesson includes suggestions for meeting the stated objectives. The teacher should adjust the lesson based on the needs of his or her students; however, all objectives should be covered.
Objective: / Students will create step-by-step procedures in order to develop a research proposal.
Standards Alignment / AASL Standards for the 21st Century Learner:
1.1.1.  Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using the process in own life.
1.1.2.  Use prior and background knowledge as context for new learning.
1.1.6.  Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
1.1.8.  Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
MD Technology Literacy Standards for Students:
6.A.1.a. Use technology to help identify the type of problem and the data needed to answer that type of problem.
6.A.2.a. Identify possible technology tools to gather data.
Common Core Standards
CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.
CCRA.W.1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
CCRA.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Formative Assessment / ·  Students will create step-by-step procedures.
Digital Content, Tools, and Resources / ·  http://www.bcps.org/offices/lis/researchcourse/develop.html
Additional Resources that may be helpful:
·  http://dissertationrecipes.com/wp-content/uploads/2011/04/AssumptionslimitationsdelimitationsX.pdf
· 
Before Direct Instruction / ·  Review materials on Independent Research Course.
·  Materials:
o  Student computers
o  Proposal_Planning_Guide_Methodology_Qualitative.doc
o  Proposal_Planning_Guide_Methodology_Quantitative.doc
Suggested Activity Sequence: / Engage:
·  Have students create step-by-step instructions on how to do an everyday task, such as making a peanut butter and jelly, but they should not disclose what the end result will create.
Explore:
·  Have students switch their procedures with one another and see if they can figure out what the end result of the instructions would create.
Explain:
·  Explain the importance of listing the step-by-step procedures of their research within their research proposal. Here are some links to proposals with their procedures to use for examples:
o  http://search.proquest.com/socialsciences/docview/304931351/13F809F334F4835082A/1?accountid=231
o  http://search.proquest.com/socialsciences/docview/305265659/13F80A7E8BE4835082A/2?accountid=231 (includes data gathering procedures and data analysis procedures)
Evaluate:
·  Students will create the step-by-step procedures they plan to use to conduct their research.
Extend:
·  Students can peer evaluate each others procedures.
Differentiation Suggestions / Components / Curriculum Resources / Brief Description
Content / · 
Process / ·  / · 
Product / ·  / · 

Unit #, Lesson # 1 Summer 2013