Reflection: Student Ownership What Happened to My Soap ? - Section 3: Jigsawing the New Vocabulary


Learning new vocabulary in a new unit can be exhausting! There are several schools of thought behind how we should do it. Should we front load? Should we let it come as they come to it? My feelings are mixed because I have seen it work both ways. In science, I think it is a process that can accompany the investigations and lessons. I think that way, it is ever present as an important part of their learning. Sometimes, if I teach vocabulary completely separately, it gets lost and is treated as just another "thing" that we do. If we jigsaw it and take responsibility for each other learning the word, teaching it to our friends, it seems to me we become more responsible for learning it ourselves. And if we learn it from our peers, we lighten the load that seems heavy sometimes if there is struggle with language. Just my thoughts. I hope it pans out to be the best route!

  Jigsawing the work
  Student Ownership: Jigsawing the work
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What Happened to My Soap ?

Unit 4: Weathering
Lesson 2 of 15

Objective: SWBAT identify and become fluent in key weathering vocabulary as students explore the meaning of erosion.

Big Idea: Using a bar of soap, students discover the meaning of erosion.

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18 teachers like this lesson
Science, erosion, weathering, metric measurement, millimeters, glaciers, engineering, soil, cross curriculum
  55 minutes
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