I created new templates to create your own vocab cut and paste worksheets. The files are located in the Google Drive Folder and were made using Google Draw.
To edit the template, you will need to select:
“File” then “Make a Copy”
Rename the copy
Make edits for your science unit
Google Drive Folder (link): I have all of my vocab sheets posted in one folder so they are easy to find and access. If I find or create any more vocab sheets, they will be included in this folder.
Below are some fun ways to incorporate vocabulary into your lesson plans:
Cut & Paste: Have students cut out the definitions and paste or tape them next to the correct word.
Flashcards: Students will cut out each vocab word and paste it to the front of an index card, then they will cut out and paste the correct definition on to the back of the index card.
Find Your Partner: Give half of the class a vocabulary word and the other half of the class a definition. They will look for their partner and record their answer. Have them come to you to pick up a new word and a new definition and find new partners.
Quiz, Quiz, Trade: Using the flashcards, give each student one vocab word. They will go around the room and quiz each other. After quizzing each other, they will trade flashcards and find a new partner.
Matching: Create a vocab set by laminating and cutting out the words and definitions. Place the words and definitions into a ziptop bag. Have each student or pair of students match the words with their definitions.
Go Fish: Using the matching set above you can play Go Fish. Deal out 3-5 cards per player (depending on the number of students and vocab words) and place the rest upside down in the center. Students will ask each other for a vocab word or a definition, if they don’t have it, they will say “Go Fish” and the student will pick a card from the pile. If they have a matching set, they will place it down. If not, they will add the card to their hand. The first person to place all their cards down wins.
Old Maid: Using the matching set above, you can remove one of the vocab words or definitions from the set. Students will deal out all the cards. Students will pick a card from the person to their right. If they have a matching set, they will set it down. The first person to place all their cards down, wins, the person left with the vocab word or definition without that doesn’t have a matching card is the “Old Maid”.
Dominoes: Using the matching set above, you can have 3-4 students shuffle the words and definitions and deal out to each student. Have one person start by placing a vocab word on the table. If the next person has the definition, have them place it on the table touching the vocab word. The next person will place a vocab word on the table touching the definition of the previous word, and so on until all the words and definitions are used. The first one to get rid of all their cards wins. If a students doesn’t have a definition or new vocab word to put down, they will skip their turn.
Stations: You can set up stations around the room with different vocabulary activities and students can rotate through the stations.
To make any of these games more challenging, you can combine 2 or 3 related sets of vocab into the mix. If you have any other fun ways to review vocabulary, please add to the comment section below.
Note: If you are having trouble seeing the handouts in ‘preview mode’ and it seems to be stuck in the loading phase, click on the boxed arrow (pop-out button) on the top right to open the pdf and view the rest of the pages.
I use this activity as an introduction to my minerals and mining unit. Students learn the 5 properties of minerals (SNIFC) and apply them to a variety of items to categorize each item as either a mineral or non-mineral.
I also have the slides in a pdf format if you would like to have the students sort the items first, then discuss each item and why they think it is or isn’t a mineral. Then, they can view the answers afterwards.
Note: I modified this lesson to add a hands-on component with the addition of task cards that students can sort at their desks. I use this lesson as a group work activity to introduce Elements, Compounds, and Mixtures.
Each group will have one set of task cards and one set of ECM? cards to hold up.
Students will sort the items pictured into 4 columns: Elements, Compounds, Mixtures, and “?”. (The “?” category is a temporary place holder for students to discuss further within their group, all items should be sorted before answers are revealed)
Once all the groups have had a chance to discuss and sort the items, we will go over the answers as a class.
Using the ppt, show the first item (Rocks). Ask each group to choose one of the E,C, or M cards.
Have them place the “?” in front of their answer. (this prevents the other groups from seeing their answer) A spokesperson for each group will stand up and hold the ECM? cards.
Ask all the groups to reveal their answer at the same time. Compare answers & discuss.
Reveal the answer and have students record the results in their notes.
If needed, have students move the card to the correct category on their desk, too.
For fun, I award a point to each group that has a correct answer, the kids enjoy a little friendly competition :).
Optional – privacy screen made of one manila folder cut in half and stapled together
View my Properties of Matter resources for related lessons (page)
This is a fun partner activity that I use as part of my Chemistry unit to get students thinking about the differences between physical and chemical changes. Each pair of students is given a set of cards with images and descriptions of either a physical change or a chemical change. (see photo above)
Each pair goes through the cards and discusses/decides where the each card will be placed. Once they have categorized the cards, students call me over verify their work – I will either say “Yes, they are all in the correct category!” or “Not quite yet, try again.” I give a small clue each time I come over. For example, I will say something along the lines of “You have 2 in the incorrect column” or “You have too many in the Physical Change category, which ones should be moved to the Chemical Change category?” or “Two cards need to be flip/flopped to the other category, all the other cards have been placed correctly” or “All of the cards that are placed in the Chemical Change group belong there, but not all of them are there quite yet, what else can you move to that category?” – I won’t tell them the specifics of what needs to be changed. This forces the students to re-evaluate their choices and make changes as needed until all of their cards in the correct category.
Every few minutes, I will give the whole class a clue. This allows them to check their progress and verify one answer at a time. One card that many students have difficulty with is the boiling water card – and that is usually the first clue I will give out once I have had a chance to check every group’s progress. Each pair of students continues working together until all the cards are placed in the correct category. Once I’ve verified their placements, they add the answers to their notes and answer the questions for the activity and we discuss our results.
We recently started our Mars Unit and I wanted to have a fun/active way to connect our unit on the Moon to our new unit on Mars. This activity can be used in a few different ways, I used the first lesson posted below.
16 facts, printed, cut apart, and glued onto index cards (in pdf above)
Whole class activity
After discussing what we know about Mars (accessing prior knowledge) and guessing how big Mars is compared to Earth (many were not really sure), I gave each student one of the sixteen facts. They were not to share their facts with the class until it was their turn to present.
They may or may not know the answer to their fact, and we discussed this first. I told them I would give them clues if they needed help and not to worry too much about getting the answer ‘wrong’.
After a minute or so to think about it, I asked the person with Fact #1 to stand and read their fact to the class. The rest of class was to think about the fact and where it might go into the Venn Diagram, but not share their answers.
The person with Fact #1 then had to guess where the fact fit into the Venn Diagram. Once they gave the right answer, I clicked on the ppt and the answer popped up on the screen.
Everyone wrote fact #1 into their notes.
Then I asked the person with Fact #2 to read their fact to the class, and so on until all 16 facts were posted.
We would discuss each fact and any questions they might have.
If you have more than 16 students, you can have them work with a partner and guess together.
Instead of each student having only one fact, you can have the class work in cooperative groups and give one set of the 16 facts to a group of 4 students. They will cut apart the facts (or you can give them the facts pre-cut) and one student will work on fact #’s 1-4, another #’s 5-8, third on #’s 9-12, and the 4th on #’s 13-16.
The students will discuss the facts within their group and place them on top of the Venn Diagram.
Once each group has had a chance to discuss their facts, you can go over the answers as a class and have each student write the facts into their notes.
Independent Seat Work, or as part of a Station/Center/Review
You can also do this activity where each student will cut out all 16 facts and work independently to figure out where each fact would go in the Venn Diagram. They will then write in the facts as each answer is discussed.
As a station/center activity/review, you can have a blank laminated Venn Diagram, a laminated answer key, and laminated facts. Students can guess where each fact goes into the diagram, then check their work with the answer key and write the answers into their worksheet