Reflection: Discourse and Questioning What are Fossil Fuels? - Section 3: Explore


There are probably hundreds of ways to teach vocabulary words. In the science reading there are so many unknown words I could spend days making Frayer models, drawing pictures, and using other effective vocabulary strategies. My problem is that I don't have the time to effectively teach every unknown word. I try to take the science concept words that are used time and again and teach these words more effectively. I modify a vocabulary strategy called Frayer Model to teach petroleum.

On scratch paper students write "petroleum" in the center of the paper. In the upper left hand corner they write what, if anything they know. To share answers, I have a bandana at each table. I ask one person to grab the bandana and stand up. They share with the class what they know about the word petroleum. From this definition, students write new information on the upper right hand corner of the scratch paper. I go through each student to assess background knowledge. I typically have someone say "gas". I intervene and ask, "For what?" In the bottom right hand corner we draw a picture of how it is used, in a vehicle. Finally in the last box, I ask them to write three antonyms for the word petroleum.  The Language Arts class teaches Latin prefixes so I'll explain that in Latin "petra-" means rock and "oleum" is oil. 

Petroleum comes up several times in upcoming lessons and my time spent on teaching it helps students understand in subsequent lessons. 



  Vocabulary Development
  Discourse and Questioning: Vocabulary Development
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What are Fossil Fuels?

Unit 5: Exploring Non-Renewable Energy Sources
Lesson 1 of 9

Objective: SWBAT explain how fossil fuels were formed and how they impact climate change.

Big Idea: What's the big deal with fossil fuels? What are they and why are they so important? This lesson introduces students to the role of fossil fuels in creating new technologies.

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