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Misty Woodland

Vocabulary Activity

Vocabulary – How can we help students learn words?
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*What does it need to include?*
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Grade level: Fourth Grade

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Content Area: Science

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Colorado Academic Standard: 

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Fourth Grade, Standard 3. Earth and Space Science

5. A variety of hazards result from natural process; humans cannot eliminate natural hazards but can reduce their impacts' effect.

Students Can:

a. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. (4-ESS3-2) (Clarification Statement: Examples of solutions could include designing an earthquake resistant building and improving monitoring of volcanic activity.) (Boundary: Limited to earthquakes, floods, tsunamis, and volcanic eruptions.)

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WIDA Can Do Descriptor: Specifically using ELP Standard 4, Expanding: 

  • Explain: To clarify the “why” or the “how” of ideas, actions, or phenomena. Example tasks for the Key Use of Explain include describing life cycles, sharing why or how things work, stating causes and effects, and sharing results of experiments.

    • Explain by giving reasons why or how something works using diagrams, charts or images

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Go to the button below to see all of the different Fourth Grade Can Do Descriptors

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Vocabulary words chosen (Identify whether they are likely Tier 1, Tier 2 or Tier 3):

All of these words fall under the category of Tier 3.​

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  • Natural Hazards

  • Earthquakes

    • Fault​

    • Focus

    • Seismic Waves

      • P Waves​

      • S Waves

    • Epicenter

    • Magnitude

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Overview of Activity (explanation/instructions) - Be detailed enough for a substitute to use this in your absence:

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Vocabulary Posters

Give each table group poster paper, and tell them to all write their names on the back. Explain to them they they will be working together to learn more about one of the many natural hazards, called an earthquake. You will give each group a word from the word bank with words associated with earthquakes. They will first brainstorm what they know on a piece of paper with their groups for 5 minutes. Tell them that they need to get out as much as they can about what they know. Words, phrases, and even pictures can be used during this time. They are not allowed to use computers during this time, because they are just getting out what they know from prior knowledge (this is so the teacher sees how much they already know about these words and topics). Then, the students will start their poster. The students will get to work in groups to come up with their own definition for the vocabulary word they are given from the research they do. They will, as a group, research on their computers and/or in the dictionary for 5 minutes on their word associated with a natural hazard. Then, they will have another 5 minutes to put their information on the poster. They will also draw pictures once they are done writing the information. Go around making sure students are on task and are understanding what they are doing. Help students who are struggling to find information or are confused. When the time of 15 minutes is up (or until you think every group is done), have each group share out what they learned about their hazard. Make sure they are taking notes in their journals of each of the group's information in their presentations.

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Artifacts: All materials and documents needed to deliver your activity (instructions for students, handouts, photographs of realia, technology, examples, etc.).

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Materials

  • Poster paper

  • Markers

  • Colored Pencils

  • Pens

  • Computers

  • Dictionaries

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Why Is This Developing Vocabulary?:

This activity allows for the students to work with group members to learn about vocabulary and then expressing what they learned on the poster. Emergent Bilinguals will use vocabulary previously, and they will be asked to write down their prior knowledge with their group members. Then, they are able to create a poster, where they will be asked to write a definition in their own words and draw picture. This allows the students to use images to help them understand the word, and they  It also has the students really collaborate, so that they can work through what the vocabulary words mean together and address any misconceptions as a group. So, this activity requires them to speak with others and then in front of the class at the very end. It also makes sure to have the students feel comfortable talking with others and also with the content that they are going over.

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Citations:

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