The document outlines the process of using concept attainment to define the glycolytic energy system. Students are given examples and non-examples of activities and generate hypotheses about what distinguishes the two groups. Through developing and testing hypotheses, students derive a label and definition for the glycolytic energy system as activities lasting 30 seconds to 2 minutes. The lesson concludes with a discussion of the concept attainment process.

2. 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.

3. Select and Define a Concept Through the
Concept’s Essential Characteristics
 Hierarchy for this lesson:
Human Energy Systems
|
ATP --------------- Glycolytic --------- Aerobic
|
400 run -- football play – chasing your dog – skateboarding -- tag

4. 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

5. 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)

6. 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.

7. 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

8. 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.

9. 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)

10. 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?