| Vocabulary Development |
Grade:
Fifth |
Content Area:
Technology |
Time Frame:
1 lesson (45 minutes) |
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Unit/Lesson Overview:
Students will be able to study and understand word meanings tied to a specific content area concept.
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Student Standards (TEKS)
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explanation of a TEK, click on the TEK |
| Language Arts: |
5.9(E)
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| Math: |
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| Social Studies: |
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| Science: |
5.7(B)
5.7(C)
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| Technology: |
I2
I8
G1 |
| Technology: |
G2
G3
G5 |
| Additional TEKS: |
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I Can....
... complete a graphic organizer to show understanding of a word.
... use online resources to master vocabulary. |
Assessment(s):
Did the students complete the graphic organizer with accuracy?
Could the students explain the content vocabulary word with accuracy to the class?: |
TAKS Objectives:
| Reading: |
Objective 1 |
| Writing: |
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| Math: |
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| Social Studies: |
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| Science: |
Objective 3 |
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Bloom's Taxonomy
| Yes |
Knowledge |
| Yes |
Comprehension |
| Yes |
Application |
| Yes |
Analysis |
| Not Chosen |
Synthesis |
| Not Chosen |
Evaluation |
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Big 6 Skills
| Not Chosen |
Task
Definition |
| Not Chosen |
Info. Seeking
Strategies |
| Not Chosen |
Location and
Access |
| Not Chosen |
Use of Information |
| Not Chosen |
Synthesis |
| Not Chosen |
Evaluation |
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Supplementary Resources / Materials:
Science TextbookNEISD Science Vocabulary Cards (link 1)
File: concept_word_map.kid
File:
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Internet Links:
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Accommodations:
To be determined by teacher based on student needs |
| Procedures |
Introductory Activity (Warm-Up):
Show the 6 minute section entitled Physical Changes of the KLRN streaming video Changes in the Properties of Matter: Physical and Chemical Physical Changes. Discuss some of the key vocabulary that was introduced. |
Lesson:
Step 1: Divide your class into partners or groups and save the concept_word_map (file 1) to the student server. Step 2: Reference the Science vocabulary cards--Vocabulary2 and Definitions2 tabs (link 1) created by the NEISD science speicalists. Assign one of these vocabulary words to each group of students. Step 3: Have each group open the concept_word_map (file 1) that was saved to the student server. Step 4: Using the science textbook, knowledge gained from the streaming video, and online resources found through appropriate search engines, have the groups complete the concept_word_map (file 1). Explain to students that the symbols are super groupers--which will allow them to add several pictures, as well as text boxes to type words into within each symbol. Encourage them to add pictures, symbols, and extra text boxes as needed to completely explain their word. Step 5: Have each group save their work to the server. Step 6: Have each group present their word to the class.
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Reteach:
To be determined by teacher based on student needs
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Extension:
Bookmark the Mixtures and Solutions Game (link 2). In a workstation, have the students work individually or in partners through the activities to practice understanding of the vocabulary associated with the science concepts of mixtures and solutions.
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Guiding Questions:
How do non-examples show deeper understanding of a concept?What resources did you find most useful? How can you express a concept in writing or through pictures so that someone else can understand it?
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Summary Questions:
Were you able to understand other groups' words?What part of the concept word map was the most helpful to you in understanding the word? What part of the concept word map was the most difficult to complete?
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Reflection:
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