Baltimore County Public Schools
Concept
Unit Title
Theme Statement/
Enduring
Understandings
Department of Curriculum and Instruction
Develop a Research Proposal
Lesson: 6
Elements of a Research Proposal/Questions vs. Hypothesis
Essential
Question(s)
Suggested
Timeframe
Staff Teaching
Responsibility
How do you write a Research Proposal?
General Notes:
The purpose of lesson is to write questions and/or hypothesis for the research proposal.
One period, 45 minutes each.
Media Specialist/Teacher
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.
Objective:
Standards
Alignment
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.
Students will craft their research questions or hypotheses in order to write their research proposal.
AASL Standards for the 21st Century Learner:
1.1.1. Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the realworld 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.
Unit #, Lesson #
1
Summer 2013
Baltimore County Public Schools
Department of Curriculum and Instruction
Formative
 Students will craft their research questions or hypotheses in the organizer Crafting a
Assessment
Research Proposal: I The Introduction
Digital Content,
Tools, and
Resources
 http://www.bcps.org/offices/lis/researchcourse/develop.html
Additional Resources that may be helpful:
 http://www.theresearchassistant.com/tutorial/2-1.asp
 http://dev.elc.polyu.edu.hk/smproject/hypothesis.html

Before Direct
Instruction


Suggested Activity
Sequence:
Engage:
Review materials on Independent Research Course.
Materials:
o Student computers

http://quizlet.com/12479519/research-problems-questions-hypothesis-flashcards/

Pull up the attached website and have students take the “Scatter” quiz. This will serve as a
review for the proposal statement.
Explore:
 Give students questions and hypotheses and have them sort in a T-chart without identifying
labels. They should easily be able to discern that some are questions and some are statements.
 Make sure they see the relationship between each.
Explain:
 http://www.bcps.org/offices/lis/researchcourse/develop_write_introduction_hypothesis.html
 Review BCPS page on the independent research site. Go through the PowerPoint and other
resources available there.
Evaluate:
 Have students create their questions or hypothesis in their organizer: Crafting a Research
Proposal: I. The Introduction section j.Questions or Hypothesis
Extend:
REFLECTION: Identify some of the Questions or Hypothesis within studies you have read in
your Literature Review. How do you think that the researchers were able to determine these
were sound propositions to make? Are there things that you disagreed with in the questions or
hypothesis, or that you would do differently? What did you learn from reviewing your
literature review that might be helpful when you write your own paper? Record your response
in your Reflective Journal.
Differentiation
Suggestions
Unit #, Lesson #
Components
Content
Process
Product
Curriculum Resources
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Brief Description
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1
Summer 2013