***NOW includes QR codes***
(version without QR codes also included)
Easy, fun way to help your students learn Earth science vocabulary AND prepare for the 5th grade science STAAR test! This product is available in two versions so that you can choose the one that best meets your needs. They are both the same price.
*Click HERE for the product in an easy to print PDF.
*Click HERE for the product in a ZIP file that includes both the easy to print PDF and a fully editable Microsoft PowerPoint version.
If you buy the ZIP file of this product, you do not need to also buy the PDF because it is included in the ZIP.
*This product is designed to help students master academic vocabulary and can be used to supplement a well-balanced science curriculum.
*The product includes a blank fold-it template to use with all units, a snip-it activity for each unit, and a vocabulary quiz for each unit. PLUS, you get word wall cards for each unit!
*There are 8 Earth science units, and all materials within a unit include the same terms and definitions. There are about 80 terms, although a few repeat because they fit that standard.
*FOLD-ITS—Use the fold-it template to introduce terms. Copy this front/back and have students add a term and symbol to the outside flaps then write the definitions and examples in their own words on the inside boxes. A photo of a finished fold-it model is included to show you how to fold and cut the page.
*SNIP-ITS—Students cut terms out and glue them in the box that matches the definition, then add a quick symbol to help them remember the meaning of the term. QR codes are included on Snip-its (non-QR code version also included). Snip-its make great seat work or station work so you can meet with small groups! They can also be used as homework.
*QUIZZES—The quiz can be given at the end of each unit to check for mastery.
*WORD WALL CARDS—Copy on cardstock and add to word wall at the end of each unit.
*TEACHING POINTS—Teaching points are short, no-prep ways to deepen student understanding and offer ways for you to get students interested in, talking about, and making connections to new science vocabulary. They are not intended to be done all at once. Choose a few a week based on student needs and interest. They are designed to take about 3-8 minutes. While there is no prep involved, you may occasionally want to show pictures (and video clips) based on suggestions offered, so get Googling!
SUGGESTIONS FOR USING THIS PRODUCT IN A SYSTEMATIC WAY
*Begin each unit directly teaching vocabulary words by making a class anchor chart of terms, definitions, and adding illustrations and examples. Have students do the same using the vocabulary fold-it and add the vocabulary fold-it to science notebooks when finished. (whole group)
*Stop throughout the unit and hold “word chats” using 1-2 teaching points to keep kids thinking and talking about science words. (whole group)
*Use the snip-its towards the middle of the unit in a science station for students to review words and definitions, or as homework or seat work during small groups. (independent/small group)
*Assess at the end of each unit, then add vocabulary to word wall. (independent)
RESEARCH BASED VOCABULARY INSTRUCTION
Research shows us that kids need direct instruction with new academic vocabulary. Marzano recommends a 6 step process when teaching academic vocabulary that includes:
1. Providing a description, explanation, or example of new terms (including non-linguistic representations)
2. Asking students to put definitions, descriptions, explanations, and examples in their own words
3. Asking students to construct a symbol, picture, or graphic to represent the word
4. Engaging students in activities that help them add to their word knowledge, such as digging deeper into a newly learned word, making personal connections, adding examples, revising definitions, etc.
5. Getting kids talking about and using new terms with each other
6. Involving students in games and activities to review and play with terms
Teaching points are a great way to address numbers 4, 5, and 6 and raise the engagement and rigor in your classroom!
PREVIEW AND DOWNLOAD
*Preview includes ENTIRE product so you can try before you buy, however there are 4 student pages tiled on each page. Product download includes 72 pages including teacher's guides and answer keys.
*Product download is a ZIPPED file that includes both the easy to print PDF file and an editable Microsoft PowerPoint file. If you are interested in only the PDF download, please see my TPT store, but by purchasing this product you do get both!
* I offer many products in an editable version because I understand the need to make changes to match your personal students. However, please note that the editable PowerPoint file contains commercial fonts that you may not have on your personal computer, so fonts and formatting may look different when you open this document in Microsoft PowerPoint compared to what you see in the PDF version.
*If you are thinking "Yikes! I can't print 72 pages per student," don't stress. The word wall cards and teaching points make up about half of this product. There are really only 8 snip-it pages and 8 quiz pages that would need printing.
WANT MORE 5th GRADE SCIENCE VOCABULARY RESOURCES?
*PHYSICAL SCIENCE Vocabulary Snip-its!
*PHYSICAL SCIENCE Vocabulary Flipper Puzzles
*EARTH SCIENCE Vocabulary Snip-its!
*EARTH SCIENCE Vocabulary Flipper Puzzles
*LIFE SCIENCE Vocabulary Snip-its!
*LIFE SCIENCE Vocabulary Flipper Puzzles
*PHYSICAL, EARTH, and LIFE Science Vocabulary Snip-its! Bundle
oil (petroleum) & natural gas
agents of erosion
mouth of a river
slow changes to Earth’s surface
biofuel or biomass
(7) Earth and space. The student knows Earth's surface is constantly changing and consists of useful resources. The student is expected to:
(A) explore the processes that led to the formation of sedimentary rocks and fossil fuels;
(B) recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth's surface by wind, water, and ice;
(C) identify alternative energy resources such as wind, solar, hydroelectric, geothermal, and biofuels; and
(D) identify fossils as evidence of past living organisms and the nature of the environments at the time using models.
(8) Earth and space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to:
(A) differentiate between weather and climate;
(B) explain how the Sun and the ocean interact in the water cycle;
(C) demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky; and
(D) identify and compare the physical characteristics of the Sun, Earth, and Moon.
As a Texas teacher, the products I make are designed around the standards for the state of Texas, known as the Texas Essential Knowledge and Skills (TEKS) and are carefully crafted to help students be successful on the Texas STAAR test. I use the challenge of the TEKS and released STAAR assessments as models to guide me when putting together lessons and materials for students. Thus, I am careful to post products that, in my judgment, address those standards. I am not affiliated in any way with these entities and any and all claims of alignment are my claims, not those of the groups behind the TEKS or STAAR test. Please contact me if you have questions.