***NOW includes QR codes***
(version without QR codes also included)
Easy, fun way to help your students learn 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 physical science units, 8 Earth science units, and 7 life science units for a total of 22 vocab units! All materials within a unit include the same terms and definitions. There are about 220 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 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 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. Most teaching points are no-prep, but please note that the physical science teaching points may include some low-prep activities. 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 terms 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 terms. (whole group)
*Use the snip-its towards the middle of the unit in a science station for students to review terms 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 term
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 about 200 pages including teacher's guides and answer keys.
*Product download is a large PDF file that includes all Physical, Earth, and Life science units. If you are interested in an editable version, please visit my TPT store.
*If you are thinking "Yikes! I can't print 200 pages per student," don't stress. The word wall cards and teaching points make up more than half of this product. There are really only 22 snip-it pages and 22 quiz pages that would need printing per student over the course of the year.
*Click HERE for LIFE SCIENCE Vocabulary Snip-its!
*Click HERE for EARTH SCIENCE Vocabulary Snip-its!
*Click HERE for PHYSICAL SCIENCE Vocabulary Snip-its!
5th GRADE SCIENCE VOCABULARY FLIPPER PUZZLES ALIGN WITH SNIP-ITS! UNITS
*PHYSICAL SCIENCE Vocabulary Flipper Puzzles
*EARTH SCIENCE Vocabulary Flipper Puzzles
*LIFE SCIENCE Vocabulary Flipper Puzzles
PHYSICAL SCIENCE VOCABULARY--5.5ABCD and 5.6ABCD
The Law of Conservation of Energy
EARTH SCIENCE VOCABULARY--5.7ABCD and 5.8ABCD
oil (petroleum) and natural gas
agents of erosion
mouth of a river
slow changes to Earth’s surface
biofuel or biomass
LIFE SCIENCE VOCABULARY--5.9ABCD and 5.10ABCD
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.***
(5) Matter and energy. The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to:
(A) classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy;
(B) identify the boiling and freezing/melting points of water on the Celsius scale;
(C) demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand; and
(D) identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water.
(6) Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems. The student is expected to:
(A) explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy;
(B) demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat, and sound;
(C) demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another and demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces and refracted such as the appearance of an object when observed through water; and
(D) design an experiment that tests the effect of force on an object.
(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.
(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 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.