Photosynthesis, sodium bicarbonate, velocity, and metamorphic rocks; Science has a lot of vocabulary and to students it can feel like learning a foreign language. Understanding and properly using science vocabulary is important for demonstrating content mastery and often is a stumbling block for students on standardized tests. One traditional method to teaching vocabulary is to have students copy definitions from the glossary or pages of their textbook. However I have found that many students inattentively copy definitions from the glossary rather than reading the definition for understanding and committing it to memory. I have found several different approaches to introducing and reviewing science terms that I feel are more effective such as word walls.
A word wall is a display of vocabulary words on large cards attached to a designated area of the classroom. This could be a wall, bulletin board or even the door. I was familiar with the use of word walls in the primary grades and was a bit skeptical about their effectiveness for upper grades. However I have found that with a few modifications, the word wall has become a great tool for increasing my students’ use of science terminology.
One modification I do when setting up my word wall is that my students are assigned the task of creating the word strips for the wall for each unit. I give the students card stock and have them pick from a master list of vocabulary words. My requirements are the strips should have the vocabulary word written in large letters that can be seen from a distance, a student friendly definition of the word and a visual related to the word. Some students will search the wed for images and others will draw by hand (See figure 1).
Figure 1: Sample word strip for science word wall
The word wall is a reminder of science vocabulary related to the unit we are studying and I encourage my students to use the words when writing in science class. Sometimes I have my students reflect on what they have learned in science that week, and I will point to the word wall to remind them to incorporate our science terminology into their written reflections. After I began using word walls, I have seen an increase in the usage of science vocabulary in my students’ writing.
The word strips can also be used in vocabulary review activities. For example for my parts of the cell unit I have students sort the word strips into categories such as parts found in plant cells, animal cells or both. I have also challenged my students to place the names of the cell parts in order from smallest to largest.
Figure 2: Completed Interactive Word Wall
Another activity I do is called an Interactive Word Wall (IWW) where groups of students are challenged in a brainstorming session to arrange a group of vocabulary word strips that results in a semantic map (See figure 2). The card for the main idea can be placed in the center of the table (this could also be done on an interactive white board) and associated concepts are connected as branches from the main idea. The students add arrows and captions to explain their connections. Sometimes I have students use cards with images in addition to the word strips.
As an extension I pick one member of the group to stay at the table with the IWW while the rest of the group switches. The student who stayed then has to explain to the new group members the IWW they had originally created. After the presentations both groups write a summary of their observations: what were similar connections between the groups, what were different connections the groups made and if there any connections anything they disagreed with. I always find it interesting to see what associations students make between the words.
A few years ago I was told that students need to hear and use a word at least 6 times to incorporate it into their personal language so I have been collecting strategies for incorporating vocabulary instruction into science lessons. I am always looking for better ways to help my students improve their vocabulary. How do you help your students increase and improve their vocabulary?
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I teach 5th grade and I really like your idea of having the students create the word cards. I will incorporate this in our next unit by having the students make powerpoints and print out the slides. They could also be put on the web for review. Thanks for sharing!!
Great idea, I too am very dubious of having a Word Wall up in the classroom, however I am liking the Interactive Word Wall because it takes the science terms and allows the students to do something with them. I incorporate the game password to help students learn their science terms. The students are challenged and they really enjoy playing the game.
As a summative assessment I have given my students a list of 15 vocabulary words related to the unit and asked them to write me a story or journal entry that uses at least 10 of the words in a way that shows me that they understand how they are related to each other and our unit of study.
For our heredity unit I gave the example if you wrote "Pedigree is a type of dog food." you would be technically correct but that I would not accept that because you are using the vocabulary word "pedigree" in a way that does not show understanding of our unit.
It was great to see students using the word walls and vocabulary anchor charts to help them get inspiration for the assignment. On a recent assignment the vocabulary words were purebred, pedigree, hybrid, traits, homozygous and heterozygous. One of my students wrote "My dog is a purebred bulldog which I know because I have seen the pedigree that traces his family tree. My dog should be homozygous for many traits. My sister's labra-doodle is a hybrid because it is a cross between a Labrador and a poodle. Her dog should be heterozygous for many traits”
You can use the word wall to play 'splat'. Read out questions or definitions and the students have to 'splat' their hand on the word that is the answer. This often requires more than one word wall - maybe an A3 sheet of paper pre-photocopied and laminated stuck up in various positions around the room. Students can then work in teams to play 'splat'.
Wow Sarah, I really like your idea of getting students writing the science vocabulary words in stories! Great idea!