Reflection: Connection to Prior Knowledge Separating Mixtures- Pre-Requisite - Section 4: Important Prior Concepts


I use more and more vocabulary strategies in the classroom.  As a student I HATED vocabulary...probably because it was done so poorly and was totally boring.  But now I realize how important a fluid working vocabulary is to students when they are forming their understanding of science.  We really do NEED the words to be able to hook the ideas onto.  Without the right words all we have are vague ideas that commonly become misconceptions.  

My go-to vocabulary strategy is the collaborative word discussion with roles, pictures, word clues, sentences, and definitions.  I am still tweaking this strategy.  I think my next step is going to be to add a 5th role which will be questioner and have a person come up with a question about the word.

That said, sometimes a word is MORE important than other words.  In that case, I like to do a FRAYER of the word.  My favorite part of the frayer is the example and non -example section.  Over and over again, I see students solidify their understanding of a word by telling me what it is NOT.  I also like Frayers because of the opportunity to use smaller vocabulary words in the characteristic section.  This is when you know you are developing true fluency, when a student can describe a term to you using other science terms they have learned in class.  

  Why Frayers?
  Connection to Prior Knowledge: Why Frayers?
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Separating Mixtures- Pre-Requisite

Unit 9: Mixtures: Separating Mixtures
Lesson 2 of 7

Objective: Students will be able to understand the vocabulary that describes the process used to separate mixtures.

Big Idea: What types of processes do scientists and engineers us to separate mixtures?

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