CONCEPT ATTAINMENT LESSON PLAN FORM

California Baptist University School of Education

Wendy Bombard
Spot the Not…destination explanation
Social Studies- geography and map skills
Introduction

Note: Clarity and ease of locating each lesson is what is needed.

1. MATERIALS/PREPLANNING (5 points)
 Materials must include examples and non examples of the concept being taught.
-picture cards around the room that are and are not associated with geography and map skills .
 Vocabulary – equator, prime meridian, continent, country, state, city, ocean, compass rose.
 Literature – TCI Social Studies Alive student interactive text

2. OBJECTIVE (10 points)

Ex. After the lesson on the concept of _geography and map skills students in grade 3_will be able to state both
orally and in writing the correct definition of equator, prime meridian, continent, country, ocean, state, city,
compass rose.

Central Focus: Comprehension – Students will be able to distinguish between examples and non-examples of
geography and map skills by figuring out with the pictures have in common and what sets them apart as
different. The students will make a t-chart within their small groups as they circle the room, assessing the
given pictures. Students will develop a hypothesis of what the big idea or main concept of the lesson-
geography and map skills. Students will classify the different pictures into separate categories based on
similarities and differences and prior knowledge of geography and map skills.

 Hist. Social Science Standard

 According to Bloom’s Taxonomy:
 Remembering- recalling information;
 Understanding- understanding meaning;
 Applying- using new information;
 Analyzing- examining and organizing information;
 Evaluating- judging the worth of the material;
 Creating- make something new of value.
 This lesson allows for students to complete Remembering, Understanding and Applying concepts to
geography and map skills.
 CCSS ELA Standard
SL.3.1,6; L3.1,6-Exchanging information and ideas with others through oral collaboration and discussions on a
range of topics.
W.3.1-6; L.3.1,3-6- Interacting with others in written English in forms of print, communication technology and
multimedia.
SL3.1-3; L3.3- Listening actively to spoken English in a range of social and academic context.
RL3.1-7,9-10; RI3.1,7,9-10- Reading closely to literary and informational text and viewing multimedia to determine
how meaning is conveyed.
W3.1,8-10; L3.1-3,6- Writing literary and informational texts to present, describe, and explain ideas and
information using appropriate technology.
 College and Career Readiness Anchor Standard CCSS
K.2: With prompting and support, identify the main topic
K.3; With prompting and support, describe the connection between two ideas and pieces of information.
3.3; Describe the relatitonship between a series of historical events or concepts.

 ELD Standard
o Emerging-Exchanging information and ideas. Contribute to conversations and express ideas by asking
and answering yes/no and wh- questions and responding using short phrases.
o Emerging- - Describe ideas and text elements in greater detail based on understanding of a variety of
grade level texts and viewing of multimedia with substantial support
o Expanding – Contribute to class, group and partner discussions including sustained dialogue by
following turn taking rules, asking relevant questions, affirming others and adding relevant information.
o Expanding- Describe ideas and text elements in greater detail based on understanding of a variety of
grade level texts and viewing of multimedia with moderate support.
o Bridging- Contribute to class, group and partner discussions including sustained dialogue by following
turn taking rules, asking relevant questions, affirming others and adding relevant information and
providing useful feedback.
o Bridging- Describe ideas and text elements in greater detail based on understanding of a variety of grade
level texts and viewing of multimedia with light support.

Language Function Statement: edTPA

What main communication language function do students need to use to communicate their understanding of this content?
Use: Student uses language to: observe and explore the environment, acquire information, self-inquire

Essential Literacy Strategy- Students will think-pair-share, 5 W’s, and chart their findings

Additional Language Demands in each area:

Academic vocabulary/symbols: equator, prime meridian, continent, ocean, country, state ,city, compass rose

Syntax: If I have understood you correctly, the main idea is…

Am I correct in assuming…
Could you expand a little more on…

Discourse Tools: Students will use KWL chart and/or t-chart to write down their findings on picture cards scattered throughout
the room. Students will also use the main idea suggestion form to try and capture the main topic of focus using prior
knowledge of social studies.

3. ASSESSMENT (10 points)

Formal Assessment:

This lesson will be assessed by the written definition in the student journal. The definition must include three
descriptors and three examples of the term concept geography, equator, continent and country. Each category
with worth a total of 5 points, making the assignment in the journal worth 20 points total.

Informal Assessment:
Students will also be assessed informally by listening to their oral definitions of the concept of map skills and
tools used to assess map skills while the students are walking/reading the room to gather information on the
main idea or focus of the lesson- geography and map skills.
 4. MOTIVATION FOR LEARNING ANTICIPATORY SET (5 points) Be creative!!!! Must motivate for learning!
Students will be grouped in small groups of 4 or 5 students and be allowed to walk around to different sides of
the classroom and discuss the pictures that are posted. Students will then try and assess what the main idea of
today’s lecture is by comparing and contrasting images given. Students will be able to collaborate together to try
and form a hypothesis for what will be discussed in today’s social studies lesson by using their prior knowledge
to facilitate learning. Suggestions for the main idea of the lesson will be given by each group to decide what the
lesson topic is. Students will get to collaborate with other groups to try and come up with an appropriate
suggestion for what the topic of today’s lesson is about.

5. PURPOSE (5 points)

Boys and girls, today we will be learning about geography and map skills It is important to understand
geography and map skills because it is helpful to understand spatial thinking, which allows you to comprehend
the idea of places and spaces around you according to actual size. Students who understand spatial thinking are
proven to be placed at an advantage in our global and technologically driven world. This means that the more
you are aware of spatial learning in our world, the better off you will be!

 LESSON BODY (35 points)

Students who are learning geography and map skills are better able to make sense of an ever-
changing world. Students will explore real and relevant cultural environments, think spatially, by
exploring the ways the features are arranged on Earth’s surface, and be well informed of how the earth
is formed and why. Students will be able to use geography vocabulary words to identify items on a
map to navigate the globe efficiently.

Prior to starting the lesson body do the following:

 Today boys and girls, we will be learning about geography and how to use a map. This is an important skill to
have because it shows you how the earth is made up and how you can use your knowledge to navigate the
world!

Step One- Definition: Geography is defined as the study of Earth- its spaces, land, water, air and people.

The teacher must introduce the concept by name and define it.
Give several key attributes of the concept that are age appropriate and scientifically correct!

Today we are going to study the concept of geography and how to find things on a map.
According to the dictionary geography means: the science dealing with the
areal differentiation of the earth’s surface through elements such as climate, elevation, population, land use,
states, etc.

Step Two - Examples:

Bullet each example and leave space between each new example.
The teacher must present (5 –6 ) examples of the new concept.

 This is a globe. It is an example of geography because it is a map of the world because it shows
continents, countries, oceans, states, the equator and the prime meridian.

 This is also an example of geography because it is a continent and it shows an important piece of the
map.

 This is a state, which is another example of geography and map skills because it is showing you another
important piece of a map and how to navigate through a map.

 This is the equator and it is important in geography because it allows you to tell one side of the world
 from the other side of the world.

 This is the prime meridian and it is another example of how the world is split into pieces to help us study
geography and map skills.

 These are oceans and they are important for the study of geography and map skills so we know where
continents start and stop on a map to assist in map skills.

Step Three - Non-examples:

Bullet each non-example and leave space between each new example.
Give, 5 or so, non-examples with reasons why they are not examples of the concept.
 This is the Eifel Tower. It is not geography or map skill because it is not a country, continent or state. .

 This is a picture of mountains and it is not geography because it does not have states, countries, or
oceans, even though it does describe an area of geography. It is not presented on a map in this manner.

 This is a picture of the Wills Tower in Chicago and it is not geography and map skills. It is not geography
and map skills because it is a picture of an exact location on our map, but it is not a country, state or
continent.

 This is a picture of Mount Rushmore and it is not geography and map skills. It is a location within our
country, but it is not a continent, country or state.

 This is a picture of the Florida everglades and it is not geography because it is a specific location on a
map, but it is not geography and map skills of the world, such as a country, continent or state.

Give 5 more examples of what is not an example of the concept and the reasons why it is not. It is very important
to go over each item and compare and contrast them so students can clearly understand the concept.

Step Four - Mixed Examples:

 Here is_Europe. Is this an example of geography and map skills It is ( or is not ) a continent because it is
one of the 7 large bodies of land that exists on Earth_.

 Is this picture of a city geography or a map skill ? It is not geography because

It is a city that exists in the United States, but it is not a key feature on a map.
 Is this picture of the Grand Canyon geography or a map skill? It is not an example of geography or
geography or a map skill because it is an exact location of a landmark, not a continent, country or
state.
 Here is a picture of the prime meridian. This is an example of geography and map skills because it shows us
how the earth is split on a map in order to navigate our globe.
 Here is a picture of a map of the world with prime meridian and the equator present. This is an example of
geography and map skills because it showcases the oceans, continents, countries, states, etc.
 Here is a picture of Sydney, Australia. This is not an example of geography and map skills because it is an
exact location on a map, and not a county, continent or state.
Continue through several more mixed examples…be sure to include the correct

Vocabulary. This is where students have a chance to develop the correct

terms/vocabulary and really own the terminology.

Step Five - Redefine Concept:

The teacher must ask students to define the concept in their own words. You should have given several clear
attributes of the concept that students can easily repeat and write in their journals. Now it is their task to write
the new term with the meaning and description in their journal under the vocabulary for this unit.

They could also illustrate the term and give various examples and non examples. Let them be creative in how
they enter the vocabulary terms. This will help them remember the vocabulary and make it useful for them.

You could say: (Word this part according to the group you are addressing)

Boys and girls, turn to your partners and say the definition of geography in your own words. This is your
chance to practice saying (rehearsing) this new term. Be sure you both state the definition and give several
good examples and state why they are good examples.

Fully script 2 or 3 student responses.

Student A- Geography is the study of the world and all of its pieces.

Student B- Geography is all of the main ideas you would find on a map.

Now, have them write the definition in their own words in their journal.
Next, please take out your journals and enter this term geography_.
Also write the definition in your own words and give several examples. Explain how geography is used in
social studies and what other components go along with it.
Complete this along with the following words: equator, primer meridian, continent, country, state, ocean.

Lesson Step Six - Student Examples:

The teacher must ask the students to find or suggest additional examples of the concept to show their
understanding.

Students, now it is your turn to own this concept. You are the experts so your task is to find more examples.
You could look in the books I have gathered in our classroom library or on the internet. You could look in
your TCI Social Studies interactive workbook or online through our TCI component or on Brain Pop Jr_.

You might find more examples on YouTube or on National Geographic Kids online_.

Step Seven – Response to Learning the Concept:

Using the EL/ELA Standards State the expected response in the four language arts areas to learning based on
the EL/ELA objectives and the Social Studies content of the lesson body.

ELD Level Emerging Response to learning:

Listening- Exchanging information and ideas. Contribute to conversations and express ideas by asking and
answering yes/no and wh- questions and responding using short phrase

Speaking- Contribute to conversations and express ideas by asking and answering yes/no and wh- questions
and responding using short phrase

Reading- Describe ideas and text elements in greater detail based on understanding of a variety of grade level
texts and viewing of multimedia with substantial support

Writing-Write very short literary texts and informational texts using familiar vocabulary collaboratively with an
adult, with peers and sometimes independently

ELD Expanding Response to learning:

Listening- Describe ideas and text elements in greater detail based on understanding of a variety of grade level
texts and viewing of multimedia with substantial support

Speaking- Describe ideas and text elements in greater detail based on understanding of a variety of grade level
texts and viewing of multimedia with moderate support.

Reading- Describe ideas and text elements in greater detail based on understanding of a variety of grade level
texts and viewing of multimedia with light support.

Writing- Write short literary texts and informational texts using familiar vocabulary collaboratively with
increasing independence.

ELD Bridging Response to learning:

Listening- Demonstrate active listening to presentations by asking and answering detailed questions with
minimal prompting and light support.

Speaking- Contribute to class, group, and partner discussions by listening attentively, following turn taking rules
and asking and answering questions.

Reading- Describe ideas and text elements using key details based on understanding of a variety of grade level
texts and viewing of multimedia with light support.

Writing-Write longer literary texts and informational texts collaborating with an adult, peers and independently.

7.CLOSURE (5 points)

 Gather students at the discussion table or on the rug. It is now the end of the day and students are
prepared to go home. Wrap up the learning with a chance for students to practice key learning once
again. In this case it will be the new concept you have introduced.

Once students are sitting around the reading chair, I would take a moment to let the students remind me what the
lesson was about today. I would ask for a volunteer to remind me what vocabulary terms we learned today and
who thought they could describe these vocabulary words on their own, or using their interactive journals.

 Provide something like the following dialogue:

Boys and girls please come to our “talking circle”. We have much to discuss.
Today we studied the concept of geography and map skills_. Now it is your turn to own this information. Lets practice
saying what we have learned about geography and map skills__. Who would like to begin?

 Continue this dialogue until students have rehearsed their learning several times.

 End with each student stating the learning to the person next to him/her.

 I will also implement the exit tickets to check for understanding of geography terms and map skills.

8. INDEPENDENT PRACTICE (5 points)

Provide a rationale/justification for your choices.

Students will complete and label a blank map for independent practice to showcase understanding of
given vocabulary and how to navigate around the globe using map skills discussed in the unit. This
will be a good summary of what was learned by allowing the students to use their prior knowledge to
help fill in the map as well as the new knowledge they attained in the lesson to further their knowledge.

 The teacher assigns the students the task of finding additional examples of the concept on their own. For
example, students can look in books, library or computer for additional examples. Students may utilize online
resources such as Brain Pop Jr and National Geographic Kids.

 The teacher clarifies what the students are to do with the additional examples of the concept that they
identify. EX. Add to word wall, write on a 3x5 card and add to the file, enter them in the social studies journal
on this theme and draw the picture and write a paragraph defending your choice.
 Students will add information they have gathered to their interactive social studies journal. Students will use
their interactive journals to study and quiz one another. Students may also use their journal to help assist
struggling students. The interactive journal provides a lesson summary of what was learned and covered in
class without the teacher being present. This is a great tool to have students study with.

9. ADAPTATIONS/ DIFFERENTIATION OF INSTRUCTION (10 points)

Provide text pages and a short description of the strategy. Explain how strategy is helpful to your focus students
and rationale for selection.

Students will use their interactive social studies journal to house their findings from their independent practice
on how to correctly set up and label a map using the geography and map skill vocabulary provided in the unit.
Students will show comprehension and check for understanding by placing all given vocabulary words in the
correct places on the given map. Students will think-pair-share with table partners to informally quiz on another
on the topic of geography and map skills by using their own interactive journals and prior knowledge of the
concepts to ensure understanding. Students in ELL will complete this same lesson with assistance from an adult
or peer. Student will be responsible for high level thinking by speaking or showing mastery of the content
verbally, written or with pictures.

Provide feedback for each of the 3 focus students on the work sample. Feedback must be
written using the assessment strategy and in 24 hours of instruction for 3 students. (See
edTPA for directions on feedback)
ELL Learner – W/Few Students in ELL will be given feedback on assignments and assessments orally. The
Words student will be given one on one feedback by the teacher to help assist in areas of
growth needed as well as praise for areas of strength.

Student with low Students with low reading ability will be given feedback through oral dictation as well
reading ability as written dictation on assignments and assessments. This allows the reader to not
rely directly on what is written, but also receive it orally to help understand where the
student needs improvement and where the student is exceling.
Student with Advanced students will be given written feedback and be given an opportunity to
advanced literacy redraft the written assignment to show understanding of improvements that need to
skills/other be made. The advanced student will also receive written feedback on areas he/she is
doing well in, to promote continued hard work in that area.

Fill in chart below with additional strategies to support the learning or extend lesson

Wright Text Description of strategy
1. Word Supply Teacher corrects or
introduces a word the
student is struggling with and
gives the child the proper
definition and use for the
unknown word
2. Assisted reading Student reads aloud while
practicee adult or accomplished reader
follows along silently. If
How strategy is helpful
Strategy is helpful for
students who struggle
with reading or who do
not speak English
comfortably.
This strategy is helpful
because it allows the
reader confidence to read
Rationale for selecting &
links to student/standards
This is a good suggestion
for students because it
allows the student the
freedom to continue
reading and to simply
pause when an unknown
word comes up. The
student is not
embarrassed or does not
lose valuable class time
explaining things.
This is a good suggestion
to use with struggling
students so the student
 student makes an error, the
teacher or accomplished
reader makes the verbal
correction.
quietly and as the teacher
or accomplished reader,
it allows them to pay
attention to what and how
things are read and
perceived. This allows
comprehension for both
struggling reader and
accomplished reader.
can grow in confidence
with reading aloud. This
can be intimidating for
students who are not
strong readers. A
minimal audience is
helpful and less
intimidating for a student
who is still learning the
language or struggling
with content.

50 Literacy Strategies
1. Clusters This is a process where the
student draws a web on a
piece of paper with a
vocabulary term inside the
center of the web. Attached
to the web center is other
clusters where the student
would put descriptive
language or pictures to
describe the center cluster.
2. Cubing Students describe their topic,
including its colors, shapes
and sizes.
50 Social Studies N/A
Strategies
1.
2.
Technology Brain Pop Jr.
Resources
This is a useful tool
because it allows readers
to use vocabulary and
break it down in a way
that is efficient and
comfortable to their level.
This allows students in
ELL to be able to
associate, analyze and
apply their thinking for
such object. The students
will differentiate between
what the object is and
what the object is not,
similarly done as the
lesson opener.
N/A
This is helpful for
students who need visual
examples and vocabulary
read to them.
This is a good suggestion
for both strong readers
and struggling readers
because it allows them to
use the vocabulary from
the text and describe it in
a way that makes it easier
for the student to
understand or remember.
This is a good suggestion
for struggling students or
students who are in ELL.
This allows for a deeper
understanding and break
down of the subject
matter by having the
student utilize their prior
knowledge and
vocabulary to reach for
understanding and
comprehension.
N/A
This website is a useful
tool for any student who
wants more hands-on
visual content of the
subject matter. This
website houses a vast
amount of knowledge at
an age appropriate level.

10. (10 points)

THEORETICAL OVERVIEW:
The idea of concept attainment learning strategy is a way to harness the scientific process used to
enhance the ideas of a particular subject in order to better understand the topic. Students are to learn logic and
contrast that logic with things that do not make sense or belong. There should be positive examples listed and
negative or non-examples listed as well to allow students to differentiate between the two to better come to a
conclusion of what the main idea is. The instructor should show students different examples and non-
examples. Students attempt to develop a definition based on all the pictures that they deemed were examples
of the main idea. Next, students will test and refine their list by looking at the mixed examples to make sure all
accounts fit into the category. Once the main idea is finally summarized, students will apply their new learning
to tasks in class. This is all completed through the concept attainment learning strategy, The standards and
objectives of each lesson can be harnessed with the ideas of concept attainment about them. Students with
ELL can also benefit from concept attainment by being given appropriate feedback and being able to closely
work with a teacher or peer that was assist that student.

This lesson is taught by using information processing theory to attain the concepts of geography and map skills.

Structure of Knowledge

Cognitive Rationale for using this Lesson Model in relationship to the cognitive level.
Level Highlight/color the cognitive levels that fit with the Lesson and provide a rationale for your
thinking.
Evaluation
Synthesis
Analysis
I used concept attainment for this lesson in order for the students to correctly apply the concepts and
Application
vocabulary taught to their interactive journals and written assessment on the map guide.
I used concept attainment on this lesson so the students could differentiate what the main idea
Comprehension was and what it was not. This allowed the students to narrow their focus and use prior
knowledge of map skills and geography to assist in learning.
I used concept attainment for this lesson so the students can decipher what the topic is and tell
Knowledge me what they know already on the topic of geography and map skills. Students will think-pair-
share to assist in learning and remembering the components of geography and map skills.

11. ATTACHED STUDENT WORK (10 points)

Attach the work you have assigned for independent practice. You must do the assignment just as if you were a
student in your class. Use the appropriate paper, print, and line size suitable for the developmental level of the class.

Lesson Summary of Instructional Preparation

Adaptation Features for Focus Students
Link all Adaptations to Lesson Objective/Standard
Select and explain only what you used in each box and why. Delete the unused ideas.
Preparation Scaffolding Grouping Adaptation
o Adaptation of Content o Modeling o Whole group o Advanced- feedback is
-ELL and Advanced -Teacher will model what -verbal instruction and written and student is
learners are differentiating the main physical examples expected to alter and fix
differentiated in idea topics looks like. shown/given written work with
instruction. o Guided Practice o Small groups corrections given.
o Background Given to students to check -paired in small groups o EL- students are mainly
Knowledge for understanding. to read the room and given verbal feedback
-Students use prior o Independent Practice collaborate ideas with pictures to enable
knowledge to assist in Given to show o Pairs understanding what
learning about map comprehension and being -used to study and quiz corrections need to be
skills and geography able to facilitate learning one another from made.
o Links to past learning with little assistance. journal entries. Used to o Other
-Prior knowledge o Comprehensible Input assist ELL students as
o Strategies Used Student has great well as give
Cubing, clusters, comprehension and can opportunity to
think-pair-share, reiterate back what the advanced learners.
feedback, lesson objective is and o Works Independently
online/technology how it was answered. - Student shows
driven components ability to work
o Resources Selected alone in content
TCI, interactive area. Student
journals displays
o E-resources understanding of
TCI, National topics covered.
Geographic Kids,
Brain Pop Jr

Integration of Processes Application Assessment Objective

o Reading- content
o Writing-vocabulary
o Speaking-vocabulary
terms
o Listening- readings
o Viewing- online portal
o Vocabulary- full
immersion
o Hands on- picture walk o Group- verbal; informal o Linked to Standard
o Meaningful- o Written- formal o Integrated with
o Linked to objectives o Oral- informal Language Arts
o Engaging o Formative- guided map o Age Appropriate
o Active Learning that should be labeled

Notes for next lesson:

o Strengths/Weaknesses of Lesson- Strength- students get to collaborate and work together to form a hypothesis of
what subject matter is. Weakness- cautious on how groups are paired to ensure all members stay on task and engaged
in walking/reading the room.
o
o Students needing more help- Strength- students who struggle are provided with a teacher and a peer to assist in
learning and understanding. Weakness- student may not feel comfortable working with another student.

o Content adaptations- strength- allows for advanced students to extend their knowledge and allows for struggling
students to be assisted in class. Weakness- advanced students can only extend learning so far within time parameters.
Struggling students can only get so much assistance without time constraints.

o Reading skills- Strength- allows advanced readers to practice their fluency and struggling readers to practice fluency
and comprehension. Weakness- vocabulary can hinder a struggling learner.

o Vocabulary clarification- Strength- allows for all students to learn true meaning of a word and for it to be written
however it is appropriate for given student. Weakness- can be time consuming and the point may not be reached
within time constraints, leaving continued questions or thoughts.