The Frayer model works brilliantly with more complex keywords ( rsc.li/3aOhetu). I would suggest that you don’t shoehorn links in where they don’t exist. The keyword we looked at, ‘dissolve’, comes from the Latin dissolvere, meaning ‘to loosen’ and ‘ dis-’ is the Latin prefix meaning ‘apart’. Discuss the etymology or morphology of the keywords Finally, I give the students the correct meanings. The purpose of this hand raising is to ensure that students come to understand that, although they may recognise certain words used in everyday life, these words may have a specific meaning in science or sometimes even a dual meaning. Next, I ask students to raise their hands if they know the correct scientific meaning and, generally, fewer hands go up. I then ask students to write down what they think the meaning of the word is. Another strategy I use is to ask students to raise their hands if they have heard of the word dissolve – resulting in everyone putting their hands up. The simple activity above helps the teacher to pre-empt misconceptions that students will have and to be prepared to discuss the dual meanings of certain keywords and how we use those words correctly in science. Think about keywords that are commonly confused, eg ‘dissolve’ is often confused with ‘melting’.Some keywords have more than one meaning, eg ‘solution’: when a substance is dissolved in a liquid or a method of solving a problem.What keywords would they probably not know, eg ‘solute’?.What keywords would the students probably already know, eg ‘dissolve’, ‘insoluble’, ‘soluble’ and/or ‘solution’?.So how can teachers ensure that students have a scientific understanding of key terms in a topic? Consider the keywordsĬarefully review the keywords needed to make meaning of the science in the topic. In this case, ‘know’ means recognise and understand the scientific meaning of each keyword. Looking at the list, you would assume that 11-year-olds should know the meaning of almost all the words, possibly with the exception of ‘solute’. For example, the keywords included as part of the topic of solutions, usually taught in year 7 (age 11–12), can include any or all of the following:ĭissolve - solvent - solute - soluble - insoluble - solubility - solution. I collated thousands of words into lists and realised these ‘new’ words could be overwhelming for students. This first struck me when, as young teacher, I was tasked with writing keywords lists for KS3 science (ages 11–14). Many students struggle with the vocabulary needed to make meaning of science. New sets categorized into disciplinary core ideas are now available! Each new set has around 60 cards.Help build students’ confidence with scientific vocabulary
Vinyl pockets for displaying the card and strip together are also available. Brightly colored, memory jogging words are on 5.5 x 8.5 coated cardstock.Īvailable in 4 individual sets (of 40 cards each) or get all of them for a great deal in a bargain bundle.Įarly Grades K-2 is a customized set of 82 cards which include primary appropriate terms.ĭefinition Strips, Spanish Word Translation Strips are available for these card sets. These cards are ideal for hanging on your word wall, then used as a quick daily discussion of a term a day, or as an in-depth lesson making connections or highlighting differences between terms. With such clear and carefully chosen illustrations, making a connection between the word and its meaning is rapid, aiding in acquisition and recall. Each different term is cleverly illustrated to look like its meaning. With so many terms in succession, it can be difficult for students to keep up, even with clear explanations.īased on the Science of Learning, Science Vocabulary Pictures are designed to make vocabulary learning and retention quick and easy. Carnivores feed on herbivores, and both are consumers who feed on primary producers, and…. Like math lessons, science curricula is vocabulary-dense.
0 kommentar(er)
