Frayer Model Vocabulary

Objectives:

Students will be able to determine the meaning of scientific vocabulary terms related to the study of plants and animals.

Students will be able to apply their knowledge of vocabulary terms to represent them in a variety of ways.

Materials:

• Building Blocks of Animals and Plants Series

• Copies of the blank Frayer Models

• A way to project or otherwise share the Frayer Model Example

Prepare Ahead of Time:

Prior to using this activity, determine whether students will participate independently, in pairs, or small groups.

Determine the vocabulary words you would like to use with this activity. A list of 40 vocabulary words related to the Building Blocks of Animals and Plants can be downloaded from the downloads section. A top ten list of vocabulary words is also included. Consider which list you would like to use with your students or create your own!

Differentiation Considerations:

Consider using strategic grouping to best support your students’ vocabulary acquisition needs.

Pre-assign specific vocabulary words for particular students or groups to build in appropriate scaffolds as well as extensions.

Procedures:

1. Download and print blank Frayer Models, the Frayer Model example, and vocabulary list from the downloads section.
2. Explain to students that they will be given specific vocabulary word(s) and will complete a Frayer Model for each. This will help them reach their goals of determining the meaning of scientific vocabulary terms as well as applying their knowledge of those terms. Explain that they will practice thinking flexibly about the terms by describing them in four ways.
3. Present the example page to students and use it to review the guidelines for each section of the Frayer Model:

   a. Definition – determine whether students should copy the definition directly from the glossary or create their own definition based on the text

   b. Characteristics, Traits, Functions – include any additional information about the term that might help someone better understand it

   c. Picture with Caption – determine whether students should sketch a quick picture, create a detailed one, or use technology to insert or print an image. Students should also create a detailed caption to accompany their picture.

   d. Used in a Sentence - students should use the vocabulary term in a sentence but in a way that lets the reader know they understand its meaning. For example, “Behavior is my vocabulary word” does not provide enough information to prove understanding, rather, students should strive for sentences such as “anything animals do from hunting for food to reading a book is considered a behavior.”

4. Review any questions from students and transition to work time. We suggest about 10 minutes per vocabulary term assigned but you know your students best!
5. 4. After students have finished, provide sharing time. Some options include:

   a. Individuals, pairs, or groups present a term to the class

   b. Discuss which vocabulary terms or which sections on the Frayer Model were easiest and most difficult to complete and why