A Landform Study Guide

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Objective

SWBAT use glossaries to determine or clarify the precise meaning of key words.

Big Idea

Students use the glossary of the social studies and science books to find the meaning of various landforms to create a vocabulary study guide.

Do Now

15 minutes

To provide additional practice with landform vocabulary we are studying in science and social studies, students looked up the words in the glossary and created a vocabulary study guide. Students have learned how to identify the definition of vocabulary words in the text. Today, I showed them how to use the glossary in the text book. I told them a glossary is a list of unusual or difficult words and their meanings. It is usually found at the end of a book. I had them turn to the glossary in the science book. I displayed it on the document camera and explained each part of a glossary. I modeled finding a word using alphabetical order (like we do when using the dictionary) and reading the definition aloud. I pointed out it was similar to the definition given by the author in the text.

Next, I told students they were going to create a vocabulary study guide to help them learn the definitions of landforms we have been studying. (Directions can be found here.) I displayed a complete foldable I’d created beforehand on the document camera. I modeled writing the word and definition on one of the pages and drawing a picture of the landform. Drawing a picture would engage visual learners who use pictures and color to learn.

Finally, I showed students how to create one of the pages of the foldable. They would create the remaining pages on their own.

 

Independent Practice

20 minutes

Students worked in pairs to complete their vocabulary study guides. Partners were self-selected. I did not provide additional instruction as students worked independently. Students shared ideas with each other to complete the assignment. I heard some tables count the number of vocabulary words, then determine they needed that number of pages for the study guide. They created the pages and stapled them into a book before getting started. They decided they would use one student’s social studies book and the other’s science book to alleviate crowding. They took turns looking up the words, writing the definition, drawing, and coloring the pictures. I often felt I could have gone home for the day.

Assessment

10 minutes

For assessment, I flipped through student’s study guides to make sure they written the correct definitions. All students had done so with 100% accuracy.

Closure

5 minutes

Students loved the last crossword, so I did another one as a closing activity. Crosswords are fun for students. They allow them a bit of creativity as some use highlighters or markers to create patterns as the find words. They are also great for vocabulary and spelling as students work with words in a different way.