Baltimore County Public Schools Department of Curriculum and Instruction

Concept
Unit Title / Develop a Research Proposal / Lesson: 7
Theme Statement/
Enduring Understandings / Elements of a Research Proposal/Limitations and Delimitations
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 describe the limitations and delimitations for their research proposal.
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 describe the limitations and delimitations of their research proposal in order to write an effective 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 describe the limitations and delimitations found in their research project in Step 2 (sections n & o) of Crafting a Research Proposal: III Methodology
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  Crafting a Research Proposal: The Introduction Proposal_Planning_Guide,_Introduction.doc
Suggested Activity Sequence: / Engage:
·  Students will review vocabulary that was previously introduced by playing the memory game with the vocabulary cards. (Teacher will need to print and cut apart the vocabulary and definitions ahead of time)
Explore:
·  Have students create a box for an egg drop. They can use the materials they think will be necessary to keep their egg intact while dropping it from a pre-determined structure.
·  After the egg drop, have students reflect on the things they could control and the things they couldn’t control; limitations and delimitations (i.e. the materials they put in are the delimitations; things like distance, wind, etc., are limitations)
Explain:
·  http://www.bcps.org/offices/lis/researchcourse/key_elements.html#budget
·  Limitations are short comings or conditions that the researcher can NOT control.
·  Use the resources found on the Independent Research Project webpage to give examples of the many different types of limitations that could be placed on a research project.
·  Delimitations are choices made by the researcher which should be mentioned. These include the boundaries that you set for the research.
·  Use resources to give specific examples of different types of delimitations that could be a part of this project.
·  Give students the attached worksheet (worksheet answer key) and have them identify which would be a limitation or a delimitation.
Evaluate:
·  Students will describe their limitations and delimitations in Section2 of Crafting a Research Proposal: III Methodology (sections n and o).
Extend:
·  REFLECTION: Answer in a two or three paragraph response in your Reflection Journal. Why is it important that a researcher considerboth limitations and delimitations when planning his or her methods? Be sure to include the definitions of the terms and specific details in yourwriting.
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Differentiation Suggestions / Components / Curriculum Resources / Brief Description
Content / · 
Process / ·  / · 
Product / ·  / · 

Unit #, Lesson # 1 Summer 2013