Concept Attainment Model Lesson Plan- Resources

 

Concept Attainment Model Lesson Plan

Name of the Teacher:

Name of the School:

Subject: Social Science

Unit: Resources

Sub topic: Renewable & Non-renewable Resources

Duration: 40 minutes

Standard: IX  

Division:

 Date:

   
    

 

Process Objectives

The learner constructs the concept of renewable and non-renewable resources.

The learner identifies examples of renewable and non-renewable resources.

The learner distinguishes between renewable and non-renewable resources.

The learner understands the importance of conservation of resources.

The learner develops observation and reasoning skills.

The learner analyses the uses of resources in daily life.

Definition of Concept

Renewable resources are resources that can be replenished naturally in a short period of time.
Non-renewable resources are resources that cannot be replenished quickly and take millions of years to form.

 

 

Syntax	Teacher Activity	Pupil Response
	Phase 1 — Presentation of Data and Identification of Concept Teacher presents the positive and negative examples separately. Positive Examples ·  Solar energy ·  Wind energy ·  Water ·  Forest ·  Biomass ·  Tidal energy ·  Hydropower ·  Geothermal energy   Negative Examples ·  Coal ·  Petroleum ·  Natural gas ·  Minerals ·  Gold ·  Iron ore ·  Diesel ·  Uranium
	Teacher asks the students to observe the examples presented on the chart or slide. Then asks them to find out the concept behind the positive examples. The negative examples are against what we want to find out. Teacher asks students to identify the characteristics of the positive examples and to find the major concept behind them. Attributes of Positive Examples ·  Available in nature continuously ·  Can be replenished naturally ·  Do not get exhausted quickly ·  Environment friendly Attributes of Negative Examples ·  Limited availability ·  Cannot be replaced quickly ·  Formed over millions of years ·  Get exhausted with use Hypothesis Students: These examples come from nature. Teacher: Yes, correct. Students: Some resources can be used again and again. Teacher: Very good observation. Students: Some resources may get finished after use. Teacher: Yes, that is right. Students: Are these renewable and non-renewable resources? Teacher: Excellent. Now prepare definitions using the attributes. Definition Students formulate definitions with teacher guidance: Renewable resources are resources that can be replenished naturally in a short period. Non-renewable resources are resources that cannot be replenished quickly.   Phase 2 — Testing the Attainment of Concept Teacher presents unlabeled examples with the support of a chart. Unlabeled Examples Sunlight Coal Wind Petroleum Forest Natural gas Hydropower Minerals Biomass Diesel Teacher asks students to classify them into renewable and non-renewable resources. Students classify correctly based on attributes. Phase 3 — Analysis of Thinking Strategy By the presented examples, students observe and analyse each one logically and finally reach the correct concepts as Renewable and Non-renewable Resources. Students discuss their hypothesis and clarify their assumptions. Students try to find out well-defined definitions for both concepts. Teacher asks: ·         How did you find the answer? ·         Which clues helped you? ·         What characteristics did you notice? Students explain reasoning.

Social System

Teacher adopts a child-centred approach throughout the class.

At the beginning teacher is active while presenting examples and guiding students.

Gradually the classroom becomes learner-centred with discussion and participation.

Teacher provides guidance and support whenever necessary and clarifies doubts at the appropriate time.

Principles of Reaction

·         Teacher helps students to observe and analyse the examples and guides them at appropriate times.

·         Students approach the teacher whenever they face difficulty in reaching the concept.

·         Teacher clarifies the difference between renewable and non-renewable resources.

·         During the first two phases teacher adopts a moderate role and provides maximum time for discussion and analysis.

Support System

·  Chart with positive and negative examples

·  Pictures of resources

·  Flashcards

·  Video clips related to energy resources

·  Globe / Atlas

·  Newspaper clippings

Concept attainment depends mainly on examples and non-examples for learning.

Instructional Effects

·  Students construct the concepts of renewable and non-renewable resources.

·  Students distinguish between both types.

·  Students identify examples correctly.

·  Students define the concepts clearly.

Nurturant Effects

·  Students develop environmental awareness.

·  Students develop logical thinking and reasoning ability.

·  Students improve communication skills.

·  Students develop enquiry and analytical skills.

·  Students develop conservation attitude.