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Implementation Entry 1 – Concept Attainment July 23, 2013

Filed under: Uncategorized — lktaylor @ 1:25 pm

Classroom Context

     The students who will participate in this lesson are from an affluent community in Western Washington and attend a school that currently has 612 students enrolled. This particular school has been named one of Washington State’s High Achieving Award Winning schools and recently received the School of Distinction Award. This elementary school enjoys a high level of involvement from parents and consistently reports 100% PTSA membership.

The group of students receiving this lesson includes three pairs of siblings. All three of the younger siblings are entering first grade and all three of the older siblings are entering third grade. The third grade students will serve in a supportive role such as camera operator or materials manager.

Learning Goal Specification

Unit Focus: Individuals, families and communities have needs and wants. People make choices depending on the limits of their resources and accept the consequences.

Power Standard 2: Understands that when individuals and families make choices about meeting their needs and wants, something is gained and something is given up.

Student Learning Target: I can describe three needs and three wants for my family.

Outcomes Predicted

Students will contribute to class discussion to determine what a given list of exemplars have in common. Each hypothesis will be analyzed by class members and revised until an agreed upon hypothesis has been reached.

Students will make a T chart with the headings “Needs” and “Wants”. They then list, draw, or find pictures of 3 things under each heading that pertain to their own family.

Differentiation is accounted for in the following ways:


  • Concept Attainment activities provide opportunities for higher level students to engage in the analysis and evaluation levels of Blooms Revised Taxonomy.
  • As enrichment, students can categorize the “yes” exemplars further to reflect the 3 basic needs of food, clothing, and shelter.
  • Students who struggle with print concepts will benefit from using pictures as they complete and discuss their T-charts.
  • As students analyze the cognitive road map that has been built throughout the lesson, students with “…fewer cognitive strategies have multiple opportunities to learn from other students…” (Dell’Olio and Donk, 2007, p. 125)

Dell’Olio, J. M., Donk, T. (2007). Models of teaching. Thousand Oaks, CA: Sage.

Artifacts – The Student T-chart sample links and descriptions below show some of the different ways that students can approach this activity following the Concept Attainment strategy implementation.

Student #1 demonstrated that she mastered the learning target I can describe three needs and three wants for my family. This student likely could come up with more than 3 for each column and would benefit from a bit of nudging in that direction. She did, however, use words, drawings and pictures to convey her understanding which shows substantial effort and a deeper level of knowledge.

Student #2 also demonstrated mastery of the learning target but, again, could use encouragement to add more examples. When I asked her why she crossed out the word “glue” she said that glue was not something she wanted. I appreciated that she understood that an attribute of a “want” is that it is something that one desires. Since she did not desire glue, it did not belong in the “want” column.

Student #3 included a combination of pictures and words to convey his needs list. He also used a smiley and frown face to clarify the column headings.


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