***NOW includes QR codes***
(version without QR codes also included)
Easy, fun way to help your students learn life 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 7 life science units, and all materials within a unit include the same words and definitions. There are about 70 words, although a few words repeat because they fit that standard.
*FOLD-ITS—Use the fold-it template to introduce words. Copy this front/back and have students add a word 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 words out and glue them in the box that matches the definition, then add a quick symbol to help them remember the meaning of the word. 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 words, 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 words with each other
6. Involving students in games and activities to review and play with words
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 64 pages including teacher's guides and answer keys.
*Product download is an easy to print PDF. If you are interested in an editable version of this product, please visit my TPT store.
*If you are thinking "Yikes! I can't print 64 pages per student," don't stress. The word wall cards and teaching points make up about half of this product. There are really only 7 snip-it pages and 7 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
carbon dioxide and oxygen cycle
***A few words are included on more than one page because they fit the standard and are important for students to master.***
(9) Organisms and environments. The student knows that there are relationships, systems, and cycles within environments. The student is expected to:
(A) observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements;
(B) describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers;
(C) predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways; and
(D) identify the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals.
(10) Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environments. The student is expected to:
(A) compare the structures and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals;
(B) differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle; and
(C) describe the differences between complete and incomplete metamorphosis of insects.
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 my students. Thus, I am careful to post products that, in my judgment, align with these 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.