Concept Attainment Model: Transportation

Student Teacher Name: Carson Suntrapak Date of Lesson: 5/25/21

Grade Level(s): First Grade Subject Area(s): History Social Duration: 30 minutes
Science

Content Standard(s): HSS 1.4.2 Study transportation methods of earlier days.

Learning Objective: Students will be able to form hypotheses about the definition of “transportation” by examining
examples and nonexamples of this concept with 100% accuracy.

Materials: Transportation PowerPoint, paper, pencil

Student Readiness Levels and Prior Learning: Students have used various forms of transportation.

Student Interests and Assets: Cars, travel, planes, video games

LESSON PLAN SYNTAX

Teacher/Student Script Student Engagement

Anticipatory Set Today, we are going to play a game to learn a new
concept! A concept is a big idea. I will share
examples of the concept and there will be a green
check mark (teacher holds up green check mark
card) next to the examples. I will also share non
examples of the concept and there will be a red X
(teacher holds up red X card) next to the non
examples. Your job will be to make observations and
notice what is similar about the examples. You
should also make observations and notice why the
non examples don’t work for our big idea.
As I show you examples, which are the pictures with
the green check mark (holds up a green check mark
card), and non examples, which are pictures with the
red X (holds up red X card), you will be taking notes
on a piece of paper. You can take notes of your
observations by drawing pictures or writing words. As
you look at all the pictures I show you, try to
hypothesize, or guess, what the big idea is. You will
write your hypotheses, or predictions, in the bottom
section of the paper where it says “My hypothesis.”
Technology: Teacher will record the
lesson on Zoom and include
closed-captioning to ensure that
students with a poor connection,
audio, or absent during class can
have access at a later time.
Differentiation: Teacher is giving
audible directions as well as
modeling to support ELLs and
students who are visual and auditory
learners.
Students point to the correct sections
of the paper as the teacher asks
them to note which section they will
add notes for examples, non
examples, and hypotheses.
Connections to Theory: By sharing
the lesson objective, students will
develop schema.

CFU: Point to the section on your paper where you

will write down the examples of the concept. Point to
the section of your paper where you will write down
the non examples of the concept. Point to the section
where you will write down your hypotheses, or
guesses, about what the big idea is!

© 2018 Adapted by Jennifer Miyake-Trapp

Presentation of Present 4 examples, shown with a green check Students will watch and listen to
Examples mark: examples while taking notes on their
-person riding a camel worksheets.
-horse-drawn carriage
-boat Students will then hold up their
-train worksheets to show their
observations made.
Present 4 non examples, shown with a red X:
-tortoise Students will then engage in a brief
-snail discussion about how they drew
-bed comparisons and connections from
-candle the photos shown.

Use teacher think-aloud to review pictures of Connection to Theory: Making the

examples and non examples so far. learning academic and enjoyable
makes it seem less like work and
For the examples I see a picture of a person riding a encourages students to be excited to
camel, a horse-drawn carriage, a picture of a boat, learn for the sake of learning and
and a picture of a train. For the nonexamples I see a demonstrate their skills in meaningful
picture of a tortoise, a picture of a snail, a bed, and a ways.
picture of a candle.
Differentiation: Teacher is giving
Present 4 new examples, shown with a green check audible directions as well as
mark: modeling to support ELLs and
-car students who are visual and auditory
-plane learners.
-bus
-feet Connections to Theory: Students can
learn from their peers and check their
Present 4 new non examples, shown with a red X: own understanding of the concept as
-kite responses are shared.
-chair
-video game controller Instructional Strategy: Teacher
-book repeats and rephrases student
responses so peers can hear it a
CFU: Hold up your papers! second time and to ensure student
ideas are being valued and correctly
I love seeing some drawings and some words written understood.
down in each of the sections of your papers. That
tells me that you are making observations about
these examples and non examples.

Is there something you can tell me about these

pictures and what they have in common?

Ask students to draw connections and comparisons

between the pictures of:
-a person riding a camel and the horse-drawn
carriage
-horse-drawn carriage and boat
-plane and bus
-bus and feet

Formation and What is our big idea? Think about the examples that Students will engage in a class
Analysis of you saw. discussion about their hypotheses for
Hypotheses the big idea by drawing upon their

© 2018 Adapted by Jennifer Miyake-Trapp

 CFU: Allow several students to share their
hypotheses.
CFU: How does this picture support your hypothesis?
Are you ready to find out what our big idea is? The
concept is transportation.
Closure Now we need to come to an agreement as a class to
think of a definition of transportation. Would someone
like to share their definition?
Write the definition on the shared screen.
CFU: Give a thumbs up if you agree with this
definition.
What did you learn today? Look at all of the notes
you took on your paper. How did you learn what
transportation was? Would anyone like to share?
When did your opinion about our concept change?
What changed your mind?
Application We are going to continue playing our game! This
time I will show you pictures, but there will not be a
green check mark or red X next to it. You will have to
decide if it is an example or nonexample. Turn your
paper over and number it from 1-10. When I show
you the pictures, they will be numbered from 1-10. If
you think the picture I show you is an example of
transportation, you will put a check mark next to the
number. If you think the picture I show you is a non
example of transportation, you will put an X next to
the number.
CFU: Can someone please repeat the instructions?
What will you write next to the number for pictures of
examples and non examples? Give a thumbs up if
you agree.
After you finish, if you’d like to go above and beyond,
you can make a list of different examples of
transportation by writing their names or drawing
pictures of them.
Show pictures of: bicycle, helicopter, statue, tree,
horse, dog, sailboat, hot air balloon, skateboard, and
computer.
CFU: Collect and evaluate each student’s paper for
accuracy.
Assessment Formative Assessment - Over the course of the lesson, the teacher should be checking in
and assessing whether the students are grasping the idea of transportation by asking probing
questions and asking students to support their ideas with evidence. The teacher will be
© 2018 Adapted by Jennifer Miyake-Trapp
inferences made.
Connections to Theory: Teacher is
making connections to real-world,
personal applications for this concept
which increases motivation and
engagement.
Class as a whole will come up with a
“class definition” based on their idea
of what transportation is.
Connections to Theory: Students can
learn from their peers and check their
own understanding of the concept as
responses are shared.
Students will think critically about
whether the pictures shown are
examples or nonexamples of
transportation.
Extension: Students will create their
own list of examples of transportation
by writing the names of transportation
or drawing pictures of different
methods of transportation.
Connections to Theory: Teacher asks
students to use critical thinking and
apply their knowledge to real-world
connections. By doing this with a
partner students are able to
co-construct meaning and have more
freedom to share their thoughts in a
low-stakes environment.
looking at students’ worksheets throughout the lesson to ensure that they are taking notes
and forming their own hypotheses about the concept. The teacher will pop into breakout
rooms to listen for understanding as students form their definitions of transportation.

Summative Assessment - At the end of the lesson, the teacher will assess students’
understanding of the concept by reviewing students’ papers to see if they correctly identified
pictures as examples or nonexamples. The teacher will also assess students’ list of examples
of transportation (for those who did the extension) to see if they included correct examples.
Finally, the teacher will review each student's hypothesis that is written or drawn on their
worksheet. The teacher will follow up with students who did not have 100% accuracy when
identifying examples and non examples to review the concept.

© 2018 Adapted by Jennifer Miyake-Trapp