Lesson #2

Catherine R. would probably agree with me that the only reason we chose to do concept attainment with our second lesson was to fulfill the models requirement for our unit. It has been hard to convince us that second graders can benefit from these intricate lesson models. I think this is because our most successful lessons last semester did not necessarily belong to a particular type or model. Nevertheless, we structured our second lesson on pyramids around a concept attainment lesson because it seemed to fit the best. We wanted the students to learn about the characteristics of pyramids so we could easily come up with example of what a pyramid was not like as well. Introducing the lesson by telling the students that we had a “game” to play with them where they were going to have to guess a mystery topic was a great idea. These kids certainly get motivated with games and competition.

I have to admit that this lesson went so much more smoothly than I had anticipated. The concept attainment lesson went exactly as planned. The students hypothesized topics according to our estimations. Some were too specific, which spurred great conversation. Other topics were too broad which also led to great discussions. A student even guessed “pyramids” right at the end like we had hoped! We were able to discuss what mummies were and why they were associated with pyramids. We were able to talk about why flashlights weren’t involved with pyramids and why ramps were. Concept attainment was a great way to present information to students without just standing there and talking. The clues and non-clues prompted much discussion which Catherine R. and I could chime in to with information about pyramids. Students were engaged with us and with each other and I noticed how this is a neat aspect to a classroom that I want to foster. I would hate for me to be the bearer of all knowledge. Children can learn so much even from each other and I want to foster that kind of classroom environment.

One of the funniest parts of this lesson was when one of the students challenged Catherine R.’s and my presentation of information. This particular student is the son of two professors and receives much instruction at home. Apparently he is reading up on ancient Egypt at home because he claimed that our non-clue of a pillow was actually a clue because sometimes mummies were propped up with their favorite pillows. I actually figured that this boy might know more than us but I didn’t want to be wrong in front of the class! Catherine R. and I froze and didn’t know what to do next. We ended up telling this boy that he is probably right but we should just move on with the next topic. Looking back on this, I think we should have addressed his inquiry a bit further. We could have told him to look it up at home and bring back some information to share with the class. We also could have looked it up ourselves and reported back to the next day instead of just dropping it. Either way, I realized that there will be times when my students (even second graders!) will know the answer when I don’t. I need to realize that I do not know all of the answers to everything and that is okay. I just need to be eager to find the answers.

One of the things I most enjoyed during this lesson was seeing the students’ excited faces when I showed them architecture books of modern day houses in the shape of pyramids. Our feeble attempt to demonstrate the ancient Egyptians’ contribution to modern architecture, the few pictures that I showed them wowed the students and I think impressed upon them the intellect and the creativity of the ancient Egyptians.

Having the students’ create their own pyramids at the end was a creative form of assessment that the students didn’t even realize was an assessment. We asked them to draw items on the inside of their paper pyramids that would have been found inside of a pyramid in ancient Egypt. We encouraged them to draw hieroglyphics, hidden tunnels and mummies with their jewels. This is a great way to evaluate whether or not each student has internalized the characteristics of pyramids.

To end our lesson, Mr. F. encouraged us to practice turning out the lights and waiting for the students to stop what they are doing to listen to further instructions. This is a great way of making sure that all students have an equal opportunity to hear the same instructions and respond (hopefully) accordingly.