MARGINALIZATION (Different learners in Marginalized Group
Concept Attainment Model
1.
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?