Nathan Fukuwa

CONCEPT ATTAINMENT MODELPHYSICAL EDUCATION

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.

SELECT AND DEFINE A CONCEPT THROUGH THE CONCEPT’S ESSENTIAL CHARACTERISTICS

• Hierarchy for this lesson:

Classes of Nutrients

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Carbs – Fats – Fiber – Minerals – Protein – Vitamins – Water

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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.

DEVELOP A LIST OF POSITIVE AND NEGATIVE EXAMPLES• Examples:

• Milk

• Chicken

• Beef

• Fish

• Peanuts

• Almonds

• Nonexamples:

• Lettuce

• Potato Chips

• Apples

• Oranges

• Water

• Gummy Bears

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)

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.

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.

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.

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)

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?