Concept Attainment

Model – Physical Education

Nathan Fukuwa

Objectives

Students will understand that there are multiple types of energy systems.

Students will know what the glycolytic energy system is and when it is used.

Students will be able to determine when the glycolytic energy system is used and select activities that utilize it.

Select and Define a Concept

Through the Concept’s Essential

Characteristics Hierarchy for this lesson:

Human Energy Systems

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ATP --------------- Glycolytic --------- Aerobic

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400 run -- football play – chasing your dog – skateboarding -- tag

Develop a list of positive and negative examples

Examples: Running to catch the bus A football play Sprinting to defend an attack in soccer Lifting a light object many times 100m dash Swimming across the pool Catching a wave surfing

Nonexamples: Running a marathon Lifting a heavy object Going for a hike Sleeping Eating

Review the concept

attainment process with the

class What do the examples have in common

that the nonexamples don’t have? All of the examples are activities that last

longer than 30 seconds but not more than 2 minutes.

The nonexamples are long or short activities that don’t engage the energy system.

Yes – No – Hypotheses (column list to defend their arguments about the concept)

Present the examples

Glycolytic energy system examples: Running 400m (y) Sleeping (n) Executing a football play (y) Lifting a heavy object once (n) Chasing the bus for thirty seconds (y) Running a marathon (n)

Students will reevaluate their hypotheses based on presentation of examples.

Generate hypotheses and

continue example/hypothesis

cycle Students create hypotheses based on the

examples and nonexamples presented

All hypotheses will be examined by the group and crossed out if it does not fit the characteristics of the examples

Develop a concept label and definition

Now that hypotheses have been generated and listed out, the students will try to develop a label and definition of the concept that incorporates the remaining hypotheses.

Provide test examples to solidify

the definition Once the students generate a label and

definition for the concept they will be given more examples to test Rowing 500m (y) Sprinting down a basketball court (y) Opening a sewer (n) Kayaking across a large lake (n) Pole vaulting (y) Shot-put (n)

Discuss the process with the class

Review with the students how they came about creating the definition

What was difficult during the process?

When did they figure out the concept?

In what order would you have displayed the examples?