Concept Attainment.docx

Concept Attainment Model of Instruction Lesson Planning Guide Name:_____Amanda Houghton, Micah Howe____ Date___October 7th 2012___ Time_45 minutes_ Grade Level: ___3rd__ Subject:______Science_____ Cooperating Teacher ______________ I.

Utah State Core Curriculum Standard(s) ●

Standard 2 Objective 1

II. Lesson Objective(s)/Goal(s) Objective: ● Students will understand how to classify living and nonliving things in an environment. Indicators: ●

III.

Students will identify characteristics of living & nonliving things.

Preparation (teacher materials, student materials, etc.)

Background for Teachers: Your students may have trouble distinguishing between living, nonliving, and once‐ living things. Children may consider everything that moves to be alive, including cars and clouds. Often children pretend that objects are alive so that they can talk to them. Children also have difficulty comparing once‐ living objects with objects that have never lived. Living and nonliving scientific terms. Children are accustomed to hearing living or dead. By exploring various objects, students will be able to distinguish between things that are living, things that were once‐ living, and things that are nonliving. Characteristics of living things are: able to grow, reproduce (make more organisms like itself), eat and drink, move, and are made of cells. To be alive, an object must do all five. Teacher Preparation: ● Select and define a concept and select the attributes. ● Develop positive and negative examples. Teacher Materials: ● Pictures (on Powerpoint) for presentation ● Worksheet for Assessment

Student materials: ● Yes/No Cards ● Pen or Pencil ● Whiteboard Target vocabulary: ● Living

● IV.

Non-Living

Technology Use: ● Powerpoint ● Projector/Smart Board to display pictures

V. Instructional Procedures: a. Engage/Hook: Present a series of pictures containing a variety of Living/NonLiving examples. Students will use their “Yes” and “No” cards to guess whether the picture is a “Yes” or a “No”. As more pictures are presented, students will begin to make more educated guesses. ● First Picture: A Butterfly Ask the students “Is this a Yes or a No?” Give them some time to think about their answer and make their hypothesis by holding up the Yes or No card. Then, you can tell them the answer. “This picture is a Yes.” ● Second Picture: A Car Ask the students “Is this a Yes or a No?” Let them guess. Give them enough time to think about their answer. Once they have shown their guess with the Yes or No card, you can tell them “This picture is a no.” Now we can make assumptions or generalizations about Yes pictures and No pictures. Ask the class to come up with a list and write them on board as they come up with them. Then move on to the next picture. ● Third Picture: A Tree Have the students guess whether this picture is a Yes or No. Have them guess by holding up their cards, then once appropriate time is given, you may tell them the answer. Students may adjust their generalization list as needed. Continue this process for all the pictures until the class has discovered that the Yes pictures are Living and No pictures are Nonliving. ● ● ● ● ●

Fourth Picture: A Cloud Fifth Picture: A Book Sixth Picture: A Flower Seventh Picture: A Clock Eighth Picture: A Person

b. Introduce the process to the students. ●

c.

Now that the students have made guesses and tested these guesses, they should have come up a generalized statement that “yes” pictures are Living and “no” pictures a Nonliving.

Present the examples and list the attributes. ●

As a class discuss the different attributes that living things have an write them on the whiteboard.

d. Develop a concept definition. ● ● ● ● ● ●

Living things are made of cells. Living things obtain and use energy. Living things grow and develop. Living things reproduce. Living things respond to their environment. Living things adapt to their environment.

If it is missing one of the characteristics listed above, it is non‐ living. e.

Give additional test examples.

Put the students final hypothesis to the test by asking:

f.

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Is a Statue living or nonliving?

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What about a Bear?

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A Pencil?

Discuss the process with the class. ●

After you have come up with the various attributes for living and nonliving things, give each student a blank piece of paper. ● Have the students use a black crayon to write the acronym CEERG at the top of their paper, in big letters. ● Have students use different colored crayons to write each of the following vertically underneath the letters: C stands for cells, the first E for Energy, the second E for Environment – respond and adapt, the R for Reproduce, and the G for Growth and development. Something must have each of these characteristics to be considered living. If it is missing one of the characteristics listed above, it is non‐ living. g. Evaluate. 1.

Ask the students to get out their whiteboard

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Have each student write a living thing that has not yet been discussed.

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Have each student write a nonliving thing that has not yet been discussed. ○

2. ●

After each run through, check each students offering to gauge for understanding.

Hand out the living/nonliving worksheet to the students. (attached) Assign students to draw a line from each item to the correct classification (Living or Non-living)

● VI.

Upon completion, collect the worksheets Accommodation(s) for Diverse Learner(s)

The photos presented transcend language barriers and allow all students to participate. VII.

Evaluation of Student Progress (also embed in instructional procedures)

a. Pre-assessment: ●

During engage/hook the teacher will gauge student knowledge of the topic as they begin to develop hypothesis and re-evaluate these guesses until they find the concept definition/rule. Since each student will be guessing for each picture the teacher can determine student understanding during this activity. The class discussion to form the rule will also help is preassessing students.

b. Formative/informal assessment: 1.

Whiteboard Response

2.

Living/NonLiving Matching worksheet

Living/Non living Worksheet:

References:

Wilkinson, A. (2011, April 2). Living and NonLiving. Retrieved October 4, 2014.