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Vocabulary Notebook Template
Kayleigh Kardos
Liberty University
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Abstract
Understanding commonly used scientific vocabulary at a deeper level is vital to be an
effective educator. Each of these key concepts are essential in the majority of science lessons, as
they are very prevalent at the mechanics of all scientific materials. Being able to explain them in
a more diverse way, provides more critical thinking skills and deeper levels of engagement and
comprehension. It also can lead to more depth scientific understanding and the use of more
differentiated instruction. All of these terms are also compatible with NGSS which is the new
approach discussed towards having science lessons be more engaging and hands-on. Ultimately,
being able to master the knowledge of these concepts will lead to having students engrossed in
the content and in love with their learning process. This can ignite a passion for their science
education, and maybe even procedure the next generation of young scientists.
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VOCABULARY NOTEBOOK TEMPLATE
Vocabulary
Word
Define the word.
(Use a scholarly
source as a
reference).
Use the word in a
sentence
(Include the
definition of the
word in the
sentence).
Provide a
description,
explanation, or
illustration of the
word.
Provide an
example of
how a teacher
would use this
concept (word)
in science
class.
Scientific
literacy
Scientific
Literacy is the
understanding
and knowledge
of scientific
processing
through written,
numerical, and
digital literacy
that they allow
one to
understand
scientific
material.
(Setiawan, 2019)
The students used
Climate Times as
their scientific
literature to help
enhance their
scientific
processing or
written,
numerical, and
digital data about
the changes in
climate variations.
Scientific
literacy involves
using literature
that contains
science content,
pictures, and
experiments. Its
purpose is to
promote
engagement and
enriched scientific
content into
young students'
brains allowing
them to be
curious and want
to research the
scientific topics
given. An
example is a
children's book
about planets
which encourage
the student then
read, watch, and
study the planets
on a deeper level.
This term will
be used in
teaching when
using mentor
text on insects
with key
scientific
concepts that
will help the
students learn
to make
decisions,
promote
enrichment,
and understand
authentic
connection
with real life
insects and
their
importance.
Content
standards
Content
standards are
learning
statements that
tell what
students should
know in a
It is vital for a
teacher to
understand
appropriate
content standards
in order to direct
what students
Content standards
are the pacing
guide for a
teacher to help
them have an
iintentional and
structured
This term will
be used to
show what
science lesson
they will be
taught. An
example of
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specific content
area or
interdisciplinary
or intersection of
more or one
disciplines. (Lee,
2018)
should know in
each content area
and be able to
access which
areas they need
more concentrated
focus on.
learning plan with
their science
lessons. It
arranges content
in a
comprehensive
order which
walks them
through various
elements of each
main topic. An
example of this is
the unit of planets
which is broken
up into a,b,c,d
which look at the
order, distance,
name, and
importance all in
different
standards.
how it will be
used is when
teaching about
solids, liquids,
and gases the
teacher will
Distinguish the
differences in
properties of
solids, liquids,
and gases.
Differentiate
between
volume and
mass.
Investigate that
equal volumes
of different
substances
usually have
different
masses.
Measurable
learning
objective
Measurable
learning
objectives are
concentrated
statements of
what students
will learn from a
lesson and be
able to master
based on
assessment
results (Bakker,
2020)
Giving students
measurable
learning
objectives allows
them to have a
concentrated goal
of what they are to
learn from a
lesson and also
what they should
be able to master
on future
pre,formative, and
summative
assessments.
Measurable
learning
objectives
pinpoint specific
standards for
students to set
goals and reach
their highest
personal
potentials in
scientific learning
units. An example
of this is saying
based on a lesson
a student should
get 9/10 correct.
The 9/10 is the
measurable
benchmark
standard that the
teacher uses to
determine what
This term will
be used in the
students
objective for
their matter
lesson. It will
show that over
the span of two
weeks, the
students will be
able to create
and experiment
with their
friction
experiment and
show that it
will be
measured by a
formative and
summative
assessment if
they can get
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students need
further learning
support in each
area.
9/10 or higher
on both
assessments.
Scientific
method
Scientific
Method is a
procedure in
which a problem
is identified, data
is analyzed, a
hypothesis is
formulated, and
then all are
tested for
validity and
repeatability
(Haig, 2018)
If students can
understand the
scientific method,
they will be able
to identify,
analyze,
hypothesize,
formulate, and test
data for validity
and repeatability
to understand if it
is truly scientific.
The scientific
method allows
students to
thoroughly
examine the
scientific content
in front of them.
For example, if
they are learning
about
photosynthesis,
they can identify,
analyze,
hypothesize,
formulate, and
test data for their
plant experiment
in order to check
how valid and
repeatable it is. If
their hypothesis is
true about how
their cucumber
plant will grow,
then it is a
scientific method.
This term will
be used in a
lesson about
photosynthesis
where students
are asked to
question,
research,
hypothesis,
experiment,
observe, find
results, and
communicate
their process of
growing their
tomato plants.
Inquiry-based
learning
Inquiry-based
learning is a
branch of active
learning which
proposes
questions,
problems, and
critical thinking
which
emphasizes the
students role in
the learning
process
(Lazonder, 2016)
Having inquiry
based learning
within a
classroom, allows
for students to be
engrossed in
active learning
which allows
them to formulate
questions,
problem solve,
and take
ownership of their
role in learning.
Using injury
based learning
promotes higher
levels of
engagement
within students.It
allows them to
interact, question,
clarify, and design
their scientific
experiments to
allow for
educational
collaboration. An
example of this is
a unit on how
This term will
be used in a
lesson about
solids, liquids,
and gases
where the
students are
told they can
access strong
research
materials to
find answers
for the flip
books they are
making
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plants grow
having each
student submit
and present
journal entries in
small groups
sharing their
opinions .
Next
Generation
Science
Standards
Next Generation
Science
Standards are
new enriched
educational
science
standards which
promote
engagement,
through
differentiated
instruction and
are rich in
content and
practice in bench
marked science
standards
(Harris, 2017)
Next Generation
Science Standards
provide students
with hands-on
enriched learning
opportunities that
give them
differentiated
instruction rich in
content according
to their bench
marked science
standards.
Next Generation
Science Standards
are new
formulated
science standards
which thrive in
the 21 century.
They are much
more hands on
using STEAM
principles in
almost every
lesson. They do
away with
standardized
testings and seek
to make
assessments more
project based
testing kids more
kinesthetically
and audible with
projects, group
projects, and
audible testing
scenarios. An
example of this is
an audio test on
the water cycle
and its formations
and key vocab.
This term will
be used using
an engaging
science lesson
on NGSS
where the
students will
build marsh,
islands, and
coasts out of
paper mache
using STEAM
framework
Constructivism Constructivism
is a learning
style in which
learners bring
their personal
external
experiences to
Having
constructivism in
science lessons
about the water
cycle allows for
learners to bring
and connect their
Constructivism
really allows
students to draw
conclusions from
personal
experiences into
heir classroom.
This term will
be used when
teaching about
ecosystems and
having students
respectively
question and
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classroom
content to
prompt critical
thinking and
promote higher
levels of
collaborated
discussion
(Grant, 2016)
personal
experiences to the
classroom in order
to prompt their
critical thinking
skills and
facilitates
educational
discussions.
An example of
this is a student
who struggles
with the vocab of
the water cycle
( precipitation,
collection,
evaporation,
condensation,
being able to see
a retention pond
and pointing up
the sun showing
how he
understands the
cycle in a more
practical everyday
way.
debate each
other previous
assumptions
and formulate
educational
discussions on
the topic
Differentiated
instruction
Differentiated
instruction is an
all inclusive
teaching
framework
which provides
equal
opportunity for
visual, audible,
and kinesthetic
learners to thrive
in the enriched
and diverse
content.
(Coubergs,
2017)
Implementing
differentiated
instruction into a
science lesson
about electricity
allows for an all
inclusive approach
supporting visual,
audible, and
kinesthetic
learners equally.
Using
differentiated
instruction allows
for visual,
kinesthetic, and
audible learners
to all have the
same opportunity
to learn. An
example of how
this would be
used in a science
lesson is on a unit
of natural
disasters, the
students will
build, watch, and
listen to a volcano
experiment. They
will watch a video
on it, then build
their own, and
then listen to their
classmates each
present their
building process.
This term will
be used when
teaching the
planets and
having the
students at a
visual station
building, an
audible station
listening to a
read aloud on
planets, and a
visual station
flipping
through
magazines of
each planet.
Crosscutting
concepts
Crosscutting
concepts are key
Having
crosscutting
Crosscutting
concepts allow
This term will
be used when
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terms that branch
disciplinary core
boundaries
between all
domains of
science content
(Osborne, 2018)
concepts in a
science lesson
about planets
allows for
educators to group
disciplines and
core boundaries
between all
domain and
contents to
provide more in
depth
comprehensive
teachings.
for a teacher to
pull all elements
of science
together. An
example of this is
a teacher teaching
about planets and
how they revolve
around the sun
and then also
tying this together
with content
standards of
gravity and
motion to provide
more deep level
thinking skills.
crossing a
science and
engineering
interdisciplinar
y with a lesson
on insects and
building 3D
models of their
homes ( anthill,
beehive,
cocoon)
Cooperative
learning
Cooperative
learning
promotes
collaboration
and critical
thinking skills by
combining
classroom based
instruction with
real life practical
experiences.
(Munir, 2018)
Having
cooperative
learning in a
lesson about
matter allows for
students to have
more critical
thinking skills
therefore
combining real
life practices with
classroom based
instruction.
This is a great
way to get the
students up out of
their seat and into
the outside world
of science. After
learning about the
stages of a
butterfly they can
travel outside to a
nearby cocoon
and take notes
and recordings of
it up close and
personally to
make it truly
realistic practical
learning.
This term will
be used as
students work
in groups of
four all at
different
learning
abilities to
construct their
own specific
animal habitat
and
community.
Formative
assessment
Formative
Assessments are
a testing
procedure which
allows teachers
to conduct in
process
evaluations to
test
comprehension
and outstanding
Using a formative
assessment in a
natural disaster
lesson allows for a
teacher to conduct
an in process
evaluation testing
her students
current
comprehension
and learning
A formative
assessment is like
a checkpoint for a
teacher to use in a
science lesson. An
example of this is
having the
students write a
five sentence
journal entry on
oceans after their
This term will
be used when
students are
assessed to
draw a concept
map of the
solar system
and
characteristics
learned
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learning
demands (Reedy,
2017)
demands on the
unit.
guided practice
and independent
practice to see
how well that
lesson
comprehension is
before moving on.
Summative
Assessment
Summative
assessments are
end of unit tests
which evaluate
students learning
according to
objectives,
benchmarks, and
prior formative
assessments
( Kibble, 2017)
Adding a
summative
assessment at the
end of a natural
disaster unit,
allows for a
teacher to evaluate
students learning
according to
objectives,
benchmarks, and
prior formative
assessment scores.
This can be used
at the end of a
unit to test the
overall
comprehension of
students. An
example of this is
a planet test
which includes
multiple choice,
short answer, and
essay questions
on the order,
name, and
importance of
each of the
planets learned in
the unit.
This term will
be used as the
students are
taking a unit
test on the 8
taxonomic
ranks of living
things where
there will be
multiple
choice, short
answer, and
essay
questions..
Integrated
lesson plans
Integrated lesson
plans are
connecting skills
sets and
knowledge from
multiple content
areas and
disciplinary
domains in order
to promote a
higher level of
thinking and
draw
connections to
instill higher
retention levels
(Rubini, 2018)
Integrated lesson
plans connect skill
sets and
knowledge from
multiple content
areas allowing for
English read aloud
to connect with an
appropriate
mixtures lesson to
promote higher
thinking and
instill higher
retention levels in
students.
Integrated lesson
plans take science
content for
example and
integrate it with
LA for diversity
and higher level
thinking. An
example of this is
having a hook
read aloud on
types of clouds
before a clouds
science lesson.
This not only
helps to instill
higher levels of
thinking but also
engagement in
each lesson.
This term will
be used in an
LA lesson
when reading
aloud on living
things that is
what the
science lesson
is on that day.
The teacher can
stop and have
the students
raise their hand
every time they
see a living
thing in the
book they are
reading
together to
enhance their
knowledge on
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the integrated
content.
Science,
Technology,
Engineering
and Math
(STEM)
STEM is a set of
interdisciplinary
skills and
required skills
and is a critical
thinking process
which engages
higher level
thinking and
incorporates
differentiated
instruction,
diversity, and
engagement into
each lesson (sets
(Sias, 2017)
Using STEM in a
friction lesson to
allow students to
engage in higher
levels of thinking
where they
integrate science
using technology,
engineering, and
math activities
into the lesson.
STEM is a great
way to promote
engagement in
learning and get
students having
more hands-on
experiments. An
example of this is
having students
watch, construct,
build, and then
record their
makings of the
phases of the
moon using
OOOreos and a
partner.
This term
( acronym) will
be used when
students are
constructing
their own lava
lamp
experiment
showing how
water and oil
do not mix.
Here, they will
learn about the
substances,
watch a video
on it, build
their own lamp,
and then
measure out
how much of
each substance
to put into the
experiment.
Science,
Technology,
Engineering,
Arts and Math
(STEAM)
STEAM is the
same as STEM
but adds in the
Arts and is a
critical thinking
process which
engages higher
level thinking
and incorporates
differentiated
instruction,
diversity, and
engagement into
each lesson
( Jung, 2018)
Using STEM in a
friction lesson to
allow students to
engage in higher
levels of thinking
where they
integrate science
using technology,
art, engineering,
and math
activities into the
lesson.
STEAM is very
similar to STEM
but now adds in
the art element.
This was added to
instill a greater
level of creativity
and also
independence in
one’s learning.
The students can
now be proud of
what they are
creating and have
ownership with it.
Using the STEM
Oreo phases of
the moon
experiment, the
students would
then glue each
This term
( acronym) will
be used when
creating
recycled bird
feeders after
learning about
types of birds,
watching a
video of how
they survive.
The students
will then
construct small
houses for
them using
creativity and
color using
specific
measurements
given.
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Oreo phase on
their cardboard
which they would
then color and
frame as an art
masterpiece.
Earth science Earth science is
the physical
makeup of the
earth and its
atmosphere such
as oceanography,
meteorology, and
geology
(Mordeno, 2019)
Earth Science
understands the
physical makeup
of all living things
on the earth and
its atmosphere and
how they coexist.
Earth science
looks at things
such as
oceanography,
meteorology, and
geology. An
example of how
this is practically
implemented is a
fossil hunt. Here,
the students are
taking treasure
fossil maps and
hats outside
where they will
travel to each
station to find and
study each fossil
dig at the set up
area.
This term will
be taught in a
geology lesson
teaching
properties of a
volcano and
then creating a
mock live one
Physical
science
Physical science
is the study of
natural objects
such as
chemistry,
physics,
astronomy and
astrology
(Sloane, 2018)
If one is to
understand
physical science,
they must know
how natural
objects coexist as
non living
systems.
This can be used
in a planet lesson
as students use
mobiles to
construct their
own little solar
systems in their
galaxy. This
teaches them
about astronomy
which is a critical
component of
physical science.
This term will
be used in an
astronomy
lesson teaching
the students the
eight planets
specifically
their order and
characteristics.
Life science Life science is
the study of
living organisms
and their
relationships
with biology and
all other living
The understanding
and biology of
living organisms
and their
relationship with
one another is life
science.
This studies
things such as
animals. A trip to
a farm to analyze,
record, and then
present data on
the living things
This term will
be used in an
agricultural
lesson teaching
about what soil
produces good
crops.
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branches of
science such as
medicine and
ecology (Guzey,
2016)
seen there is an
example of how
this could be
taught.
Plant kingdom
Plant kingdom is
any member of
the Kingdom
Plantae which is
multicellular
natural objects
that includes all
living and
extinct plants
( Bouche, 2017)
The plant
kingdom looks at
multicellular items
and how they
better the
ecosystem and
sustain life as part
of the Kingdom
Plantae.
This is one of the
8 branches of
living things.
Students can
grow their own
tomato plant
where they see
the living
organism come to
life as they log
and record the
data as the plant
grows over a span
of time.
This term will
be taught in a
lesson on living
things showing
the
characteristics
and
classifications
of plants.
Animal
kingdom
Animal
Kingdom is any
member of the
Kingdom
Animalia which
is a multicellular
natural object
that includes all
living and
extinct animals
(Janicke, 2016)
The animal
kingdom is
diverse and looks
at all living
multicellular
animals and how
they coexist and
survive on the
planet.
The animal
kingdom is one of
the 8 branches of
living things
which for
example look at
bears habitat. One
can study how
they live, eat, and
hibernate and
then build little
ecosystems in
pairs of how
students think
they live after
learning all about
the animal.
This term will
be used in a
lesson teaching
students about
animal life
cycles, habitats,
and common
tendencies in
our world.
Matter
Matter is
anything that
contains mass
and takes up
some space
therefore
containing some
volume
( William, 2018)
A ball is an
example of
something that has
mass, takes up
space, and can
conform to a
space and
therefore is made
up of matter.
Matter looks at
anything that has
mass. An example
of how this can be
taught is by using
solids, liquids,
and gases. Here,
the students will
use blocks, water,
and steam to
This term will
be used in a
solids, liquids,
and gases
science lesson
where the
students learn
about all of
matter’s
different stages
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analyze all three
stages which all
have mass and are
therefore matter.
and how it
makes up the
world around
us.
Motion
Motion is the
action of
something
changing
position or place
causing
movement over a
span of time
(Coen, 2018)
A race car
demonstrates an
object in motion
as it changes
positions causing
movement over a
span of time in the
race.
Motion is
anything that is
moving in a given
space. To teach
this, a teacher can
use small race
cars the the
students will race
on a track. This
will see how they
have momentum
and speed and
stay in motion
and how they
stopn. They will
analyze this
process and
record its data.
This word will
be used in a
lesson about
Issac Newton's
law of motion
using racecars
to show how
objects that are
moving stay
moving
Energy Energy is the
captivity for
doing work
which can be
thermal, kinetic,
potential,electric,
nuclear,chemical
,etc. all from a
variety of focus
(Azzuni, 2018)
If you do not eat a
proper nutritious
breakfast your
body may not
have enough
energy to finish
the half marathon.
Energy is one of
the most crucial
scientific topics in
learning. the
students will learn
about the body
and how it
produces energy.
they will learn
about food and
how healthy food
such as fruits and
veggies helps the
body stay healthy
and have more
energy to sustain
a full day of
activity. they will
build their own
body model of
this process out of
paper mache.
This word will
be used in
teaching
students about
how their body
produces
kinetic energy.
They would
learn how
healthy foods
give their
bodies more
energy to
exercise and
have healthy
lifestyles which
allow them to
grow big and
strong.
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review. Wiley Interdisciplinary Reviews: Energy and Environment, 7(1), e268.
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perceptions about differentiated instruction: The DI-Quest instrument and model. Studies
in Educational Evaluation, 53, 41-54.
Grant, C. B. (2016). Constructivism. The International Encyclopedia of Communication Theory
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Haig, B. D. (2018). An abductive theory of scientific method. In Method matters in psychology
(pp. 35-64). Springer, Cham.
Harris, K., Sithole, A., & Kibirige, J. (2017). A needs assessment for the adoption of Next
Generation Science Standards (NGSS) in K-12 education in the United States. Journal of
Education and Training Studies, 5(9), 54-62.
Janicke, T., Häderer, I. K., Lajeunesse, M. J., & Anthes, N. (2016). Darwinian sex roles
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