High School Science
High School AP Environmental Science Biome Vocabulary
H. Miano DoDEA K-12 Librarian
This lesson fuses Frayer’s model of vocabulary cards, concept web graphic organizers, and RAFT writing to progress through Costa’s or Bloom’s higher order thinking/questioning skills. The students first recall the names of 10 biomes and list characteristics of each on the concept web (low level). The “unique scientific terminology/vocab” competition brings this to a higher level as students need to analyze unique characteristics of their specific biome, selecting a term that would not be able to be included in the other biomes (compare/contrast). Next, students build a deeper understanding of each vocabulary word by completing the Frayer vocab cards. Finally, through synthesis (high level), students write a RAFT essay on the uniqueness of their selected biome utilizing the specific terminology.
The lesson was a lot of fun, with groups competing to win the “unique word challenge” and individual students being quite creative with their final RAFT essays!
State Standards (CCRSL) CCR- Literacy Anchor Standards
- CCSS.ELA-LITERACY.RI.11-12.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.
- CCR.ELA-Literacy.CCRA.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- CCSS.ELA-LITERACY.W.11-12.2.D: Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
CCR- Science & Technical Subjects-Literacy
- CCR.ELA-Literacy.RST.11-12.6: Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
- CCR.ELA-Literacy.RST.11-12.9: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
Stated Objective(s) Students will:
- gather research on biomes and biodiversity on online databases
- create Frayer model vocabulary cards on the biomes and their inhabitants
- Frey, N. & Fisher, D. (2007). Reading for information in the elementary school: Content literacy strategies to build comprehension. pg 92-93. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
- Biomes. Science In Context. Gale. Retrieved from ic.galegroup.com.
- Mission:Biomes. Earth’s Observatory. NASA.gov. Retrieved from http://earthobservatory.nasa.gov/Experiments/Biome/.
- The World’s Biomes. (1996) UCBerkley Biology 1B Fall 96 Biomes Group. Retrieved from http://www.ucmp.berkeley.edu/glossary/gloss5/biome/.
Early Childhood Education: Writing
Health & Safety
Health and Safety
If you have a lesson plan you would like to share, please fill out the form below. Your lesson plan will be uploaded and credit given to you for the sharing 🙂
Science & Technology
Upper Elementary Science and Technology
Upper Elementary “The Arts”
Music, dance, visual arts, art history and etc.
Upper Elem Arithmetic
Do you have an Upper Elementary Arthmetic Lesson Plan? Leave a comment and/or email me with a PDF and I will upload it for you giving you full credit 🙂
Upper Elem Writing
Do you have an Upper Elementary Writing Lesson Plan; leave a comment and/or email me with a PDF and I will upload it for you giving you full credit 🙂
As a new teacher, I had been introduced to Word Walls, but never seemed to get around to making it happen in my classroom. Years later and 3 grades later, I pursued my Masters of Science in Education. One of my first courses was “The Building Blocks of Reading”. We were required to create an anthology of lesson plans that would support literacy in the classroom. By now I was teaching 4th grade. I saw the importance of a Word Wall for the primary grades, but I realized that they were equally important even in 4th grade. So, my first vocabulary lesson was ‘Word Walls’ in order to ‘force’ me to really follow through with this long-time desire of having an interactive Word Wall.
This is the first lesson using a Word Wall for vocabulary. The first of school I introduced the High Frequency Word Wall using the 90 High-Frequency commonly misspelled words often found on intermediate Word Walls (Cunningham, 2004). I also used words that I discovered from my students writings. By the time we got to the following lesson the class had already become familiar with the Word Wall concept.
This lesson is the first of five lessons for one week. Each week the students were introduced to two to three new vocabulary words until eight new words were mastered every month. This continued until all 50 words were introduced. The Four Blocks strategies was taken from Modifying The Four Blocks for Upper Grades and Month-By-Month Phonics for Upper Grades with the bulk of the words from the Nifty Thrifty Fifty list. (Cunningham, 1998). However, I periodically I included words from the basal reader as well as any words that students were struggling with in spelling and/or meanings.
The remaining four lessons included review of words with various activities (IE Be a Mind Reader) and a concentration on new vocabulary words (IE. concentrating on roots, prefixes, suffixes and meanings).
NB: I generally create my own Blackmaster files so that I have ready access to them. If you would like access to them, please leave a comment and I will send you what I have.