Concept Attainment Model

1. Nathan Fukuwa
CONCEPT ATTAINMENT MODEL
PHYSICAL EDUCATION

2. OBJECTIVES
• Students will understand that protein is a type of nutrient.
• Students will know what protein is and why it is beneficial.
• Students will be able to determine what foods are healthy and contain an abundant
amount of protein.

3. SELECT AND DEFINE A CONCEPT THROUGH THE
CONCEPT’S ESSENTIAL CHARACTERISTICS
• Hierarchy for this lesson:
Classes of Nutrients
|
Carbs – Fats – Fiber – Minerals – Protein – Vitamins – Water
|
Chicken – Beef – Pork – Fish – Yogurt – Nuts – Seeds – Beans – Milk
• Definition: Proteins are large biological molecules, or macromolecules, consisting of one
or more long chains of amino acid residues. Protein from animal sources, such as meat
and milk, is called complete, because it contains all nine of the essential amino acids.
Most vegetable protein is considered incomplete because it lacks one or more of the
essential amino acids.

4. DEVELOP A LIST OF POSITIVE AND NEGATIVE
EXAMPLES
• Examples:
• Milk
• Chicken
• Beef
• Fish
• Peanuts
• Almonds
• Nonexamples:
• Lettuce
• Potato Chips
• Apples
• Oranges
• Water
• Gummy Bears

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 can be classified as meats, nuts, or dairy. The non-examples are
fruits, junk food, or starches.
• Yes – No – Hypotheses (column list to defend students arguments about the concept)

6. PRESENT THE EXAMPLES
• Milk (y)
• Potato Chips (n)
• Chicken (y)
• Apples (n)
• Fish (y)
• Beef (y)
• Turkey (y)
• Oranges (n)
• Gummy Bears (n)
• Pineapple (n)
• Students can begin to develop their hypotheses based on the examples presented.

7. GENERATE HYPOTHESES AND CONTINUE
EXAMPLE/HYPOTHESIS CYCLE
• Students create hypotheses based on the example sand nonexamples presented
• All hypotheses will be examined by the group and crossed out if it does not fit the
characteristics of the examples
• Students will begin to hypothesize that high protein foods are meats and dairy. Junk food
is not really high in protein.

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.
• Students will be able to label foods that contain high amounts of protein and those that do
not. This will allow students to gain the knowledge necessary to make decisions when
shopping at the grocery store or out at dinner.

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.
• Almonds (y)
• Yogurt (y)
• Lettuce (n)
• Carrots (n)
• Pears (n)
• Salmon (y)

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?
• How did this help them understand the concept?