Concept Development/ Concept Attainment

Concept Development Model

The concept development model helps students build on existing knowledge and help refine their understanding. 

1) Standard 1 

Students will understand how the exploration and colonization of North America transformed human history.

For this lesson I would begin by using answer garden and have students answer the question:

What characteristics do explorers have?

After creating the answer garden and having it displayed on the board; students would begin to group ideas that are similar using Padlet. While creating those groups, students would begin to find labels for their ideas. After creating one Padlet (and submitting it), students will create an alternative Padlet utilizing different labels and categories. At the end of the lesson students will synthesize the information by creating a definition for the word “explorer”.

2) b. 

Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

I would use this lesson to help students see how they can classify words according to Greek and Latin affixes and roots. Students would be given a list of words with different roots and affixes. Students would then sort them and being to label. 

I would use PowerPoint to display the different affixes and roots. I could then create animations that showed where these affixes and roots are found in words we use everyday. Using Powerpoint would also allow me to move the words and annotate in front of the class.

3) 5.NBT.B 

Perform operations with multi-digit whole numbers and with decimals to hundredths.

For this lesson I would use the term “multiplication” to ask students in what circumstances would you utilize this skill. Students would use Padlet in pairs to think of all the instances they would use multiplication. Students would then label their ideas and categorize them. They would see how the math is relatable to them. This would be a Beginning lesson to introduce multiplication of decimals. 

Concept Attainment Model

1) Standard 2

The Earth’s surface is constantly changing. Some changes happen very slowly over long periods of time, such as weathering, erosion, and uplift. Other changes happen abruptly, such as landslides, volcanic eruptions, and earthquakes. All around us, we see the visible effects of the building up and breaking down of the Earth’s surface.

For this lesson I would utilize Keynote to make a presentation with pictures. I would have pictures of “slow” changes that happen to the earth and “fast” changes that happen to the earth. This would be a great way to introduce the concept of how the “Earth is constantly changing”.

Students would hypothesize what the pictures mean and how it relates to what we are studying. In the closure phase of the lesson, students would develop a definition based on the critical attributes. Students would then apply this knowledge by creating other examples and non-examples. 

2) Standard 2

The Earth’s surface is constantly changing. Some changes happen very slowly over long periods of time, such as weathering, erosion, and uplift. Other changes happen abruptly, such as landslides, volcanic eruptions, and earthquakes. All around us, we see the visible effects of the building up and breaking down of the Earth’s surface.

For this lesson I would start to make a list of examples of “erosion” versus examples of “weathering”.  Students would then begin to see the differences between the two science terms. They would hypothesize which attributes have to do with each term. Students would then be able to develop a definition of the two science terms which are some of the main themes of Standard 2.

Technology use for this lesson would incorporate the web tool "Gliffy".  I would use this concept mapping tool show examples of the two science terms. 

3) Objective 3 

Distinguish between the rights and responsibilities held by different groups of people during the colonial period.

For this lesson I would address the sub standard : 

Compare the varying degrees of freedom held by different groups (e.g. American Indians, landowners, women, indentured servants, enslaved people).

 I would take two groups of people and make lists of their individual rights and responsibilities. Students would then hypothesize from the list (American Indians, landowners, women, indentured servants, enslaved people) which group of people identify with attributes listed. They would then develop definitions for each group. 

Another way to do this would be to make a column for every group and have students hypothesize which group belonged to each column. 

I would then have students use an infographic tool like "easel.ly" to create infographics that students could print and display in the classroom.