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Concept Attainment Lesson Plan

Identifying the limited supply of natural resources and how they can be extended through conservation, reuse, and recycling. Set a time and stick to it for how long they pretend to be 2nd graders. Make a t-chart on the board with a yes and no column. Show a positive example: Yes Can be cleaned by washing (Silverware) can be used everytime you shop or bring lunch (Fabric shopping bag, lunch bag) No Good for one meal (Plastic fork)

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823 views

Concept Attainment Lesson Plan

Identifying the limited supply of natural resources and how they can be extended through conservation, reuse, and recycling. Set a time and stick to it for how long they pretend to be 2nd graders. Make a t-chart on the board with a yes and no column. Show a positive example: Yes Can be cleaned by washing (Silverware) can be used everytime you shop or bring lunch (Fabric shopping bag, lunch bag) No Good for one meal (Plastic fork)

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api-189534742
Copyright
© Attribution Non-Commercial (BY-NC)
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602 Lesson Plan Melissa Bachmann SSSSSSSSSSSSS Jayneen Souza SSSSSSSSSSSSS Ross Uedoi SSSSSSSSSSSSS Concept Attainment Lesson

Plan Subject Area: Science Grade: 2 Benchmarks: SC.2.1.1 Develop predictions based on observations. SC.2.8.2 Identify the limited supply of natural resources and how they can be extended through conservation, reuse, and recycling. Concept: Reusable Items: Things that can be used more than once. Things you do not have to throw away after you use them. Objective: Students will be able to predict whether an item is reusable based on their observations. Students will be able to identify how natural resources can be conserved through reusing. Materials: Pictures of items on index cards, Prezi Presentation, whiteboard or poster paper for T-chart, actual items found in a lunch bag; including the bags, computer and projector to show Prezi, construction paper, crayons, paper for their own chart Instructional Phases: Phase 1- Examine the Concept and predict its definition: Set a time and stick to it for
how long they pretend to be 2nd graders.

We have learned about several ways you can make a difference in this world. Does anyone remember an example from our last class? Remember the landfill we showed when we talked about Recycling? There are plenty of ways you can make a difference in this world. Did you know that you can make a difference with what is inside your lunch bag?

Introduce the process of concept attainment. Make a t-chart on the board with a yes and no column. Show a positive example: Yes
Can be cleaned by washing (Silverware) Can be used everytime you shop or bring lunch (Fabric shopping bag, lunch bag) Can save and store different foods (Tupperware) Can bring water or drinks with you (Nalgene or Aluminum Water bottle) Cloth Napkins hard plastic drinking cup with hard plastic straw Thermos - stainless steel hard plastic coffee cup

No
Good for one meal (Plastic fork) Can break or tear the first time you use it (Paper or plastic bags)

Used for saving one meal (Styrofoam box) Used once (Soda can or plastic water bottle) Paper Napkins plastic straws

foam cup (warm) foam coffee cup

Show the item on the Prezi as we hold it up. Students say their observations (attributes) of the example and teacher lists them on the yes side of the chart. Hold up another positive example. Edit the list by crossing off the attributes that do not fit and adding new ones that do. Hold up a negative example. Record observations on the no side of the chart. Continue holding up negative and positive examples and updating the list until an accurate list is generated. Help students clarify their list of the attributes by asking them questions like, What do all the yes items have in common?, What are the differences between the yes and no items?. Guide them to develop a definition of the new concept. Have students make a prediction about the next yes item the teacher will hold up. Students complete the sentence, I think the next yes item will be a ______________________________ because _________________________________________________________..

Phase 2- Test and confirm their idea about the concept Students pair up and use their lunches to put the actual items on their own Yes/No T-chart. Confirm the concept and definition with the class. (Reusable Items: Things that can be used more than once. Things you do not have to throw away after you use them.) Have students come up with their own examples of things found in typical lunches or at picnics/bbqs that can be positive and negative examples. They can write that on their own T-Chart. Phase 3- Analysis of Thinking/Assessment Students discuss in small groups why some of their predictions about the definition of the concept were correct or incorrect. Students discuss what they learned about the many types of products we can use each day. If you were telling your cousin about what you did in class today, what would you tell them about how they can help save the environment? How does it help? Students individually create a card using words and pictures to explain it to their cousin. Play Jack Johnson song during this time. Evaluation: The card they will give to their cousin will be assessed. The rubric will be our assessment tool. Learning Styles Addressed: Visual- Pictures, Presentation, Recording examples on board Auditory- Verbal discussion and presentation Musical- Song by Jack Johnson Kinesthetic-Trying to break/destroy objects, Sorting out real objects, Making a card

Concept Attainment This lesson is for a second grade science class. It addresses two Hawaii state benchmarks (SC.2.1.1) and (SC.2.8.2). The concept is Reusable Items. The definition of reusable items is things that can be used more than once or things you do not have to throw away after you use them. Students will be able to predict whether an item is reusable based on their observations. Students will also be able to identify how natural resources can be conserved through reusing. First we will ask a question that accesses prior knowledge and stimulates thinking. Then we will introduce the process of concept attainment. We will show positive examples, list observations, and guide students to develop a definition and prediction. Students will work in pairs, small groups and individually to confirm their ideas about the concept, form a definition, and come up with their own examples.

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