This document outlines a concept attainment lesson where students are given examples and non-examples of an unknown concept and are tasked with generating a hypothesis to define the concept. Students are given three rounds of examples and non-examples that include items like soil, trees, cows, cars, and houses. They are asked to refine their tentative hypothesis with each new round. The lesson aims to have students develop a hypothesis to define the unknown concept based on analyzing the commonalities among examples and differences from non-examples.

1. WHAT ARE ________ ?
A Concept Attainment Lesson

2. What are we talking about?
 Soil
 Trees
 Cows
 Cars
 Houses
 Hamburgers
Examples – things it is Non Examples – things it is NOT

3. Questions
 How is the example group similar to the non
example group?
 How is the example group different from the
non example group?
 Tentative Hypothesis:

4. What are we talking about?
 Soil
 Trees
 Cows
 Land
 Gold
 Coffee Beans
 Cars
 Houses
 Hamburgers
 Schools
 Jewelry
 Coffee
Examples – things it is Non Examples – things it is NOT

5. New Tentative Hypothesis
 Fill in this section. If your hypothesis has not
changed, write the same thing you wrote
before.

6. What are we talking about?
 Soil
 Trees
 Cows
 Land
 Gold
 Coffee Beans
 Water
 Coal
 Sunlight
 Cars
 Houses
 Hamburgers
 Schools
 Jewelry
 Coffee Cups
 Swimming Pools
 Fireplaces
 Roads
Examples – things it is Non Examples – things it is NOT

7. Finally:
 Refine Hypothesis:
 Define what it is:
 Define what it is not:
 Create your own examples and non examples

8. Wrap it Up
 Read pages 2-3 in the Conservation
magazine.
 Complete your Skull Reflection – tape to page
35, fill in organizer based on what we have
talked about in class today and what you read
in the magazine.
 If you’ve finished the reading and the Skull
Reflection, you can flip through the rest of the
magazine until class is over