Exploring Key Science Words

Grade Level

9-12 Special Education (Reading Level ~5th Grade)

Class Size

10 students

Duration

60 minutes

Learning Objectives

Aligned with Next Generation Science Standards (NGSS) and Hawaii State Special Education Standards:

MS-LS1-1: Students will use simple vocabulary to describe structures and functions of living organisms.
MS-ESS2-2: Students will identify and explain Earth’s systems and natural processes using accessible vocabulary.
MS-ESS3-1: Students will understand human impacts on Earth, using basic science terms.
HS-LS2-1: Students will describe how organisms interact in their environments with vocabulary understanding.
Hawaii Special Education Standards PLO1 & PLO3: Demonstrate foundational literacy for science content and comprehension with adapted supports.

Vocabulary Words

(Selected to support broad science content: general science, marine science, earth science, biology)

Word	Simple Definition	Suggested Visual Aid/Prop
Organism	A living thing like a plant or an animal	Pictures/models of animals and plants
Habitat	The place where a plant or animal lives	Photos or diorama of different habitats
Ocean	A large body of salty water	Globe or map showing oceans
Energy	Food or power that helps living things move	Toy that moves with battery or sunlight
Rock	Hard material from the Earth	Different types of rocks to touch and see
Plant	A living thing that grows in the earth	Real plants or pictures
Climate	The usual weather in a place	Pictures showing snowy, rainy, sunny places
Food Chain	A line showing who eats who in nature	Simple printed food chain diagram
Water Cycle	How water moves from earth to air and back	Animated picture or simple model
Shelter	A place to keep safe and dry	Small model of animal shelters or caves

Materials Needed

Printed vocabulary cards with words + images
Real objects or models (rocks, plants, battery toys)
Large poster boards or whiteboard with markers
Tablet or laptop for short visual animations (water cycle etc.)
Sensory bins with natural materials (soil, water, shells)
Reward stickers or stamps

Lesson Flow

1. Introduction & Warm-up (10 minutes)

Begin by greeting the students and briefly introducing the purpose: “Today we will learn important science words that help us understand our world.”
Use a simple game: Show pictures of animals, plants, ocean, rocks, and ask students to name them if they know.
Introduce the word “organism” and explain it means “a living thing” using pictures and real plants.

2. Vocabulary Presentation (15 minutes)

Present 5 vocabulary words at a time from the list.
For each word:
- Show the printed card and image.
- Read the word aloud clearly.
- Provide the simple definition.
- Show a related prop or picture.
Invite students to repeat the word and say one sentence about it (e.g., “A rock is hard.”).
Use thumbs-up/thumbs-down to check understanding quickly.

3. Interactive Activity: Science Word Sorting (15 minutes)

Prepare three boxes or areas labeled Ocean, Land, Living Things.
Give students vocabulary cards.
Ask them to put each card in the box where it fits best and explain why with teacher support.
For example, “Ocean” cards go in ocean area (“Ocean”), “Plant” goes under living things.
Encourage peers to help each other and praise participation.

4. Movement and Role-Play (10 minutes)

Assign roles: some students are “organisms,” others “habitats,” and others “energy.”
Create a small, simple story—like a plant growing in a habitat with energy from the sun, animals finding shelter, and ocean animals swimming.
Students move around as their vocabulary words, interacting to show relationships.
This kinesthetic activity helps reinforce meanings.

5. Review and Closing (10 minutes)

Use a matching worksheet or a simple game on the whiteboard: Match words with pictures.
Flashcards review: Show word; students say the meaning or use in a short sentence.
End with positive reinforcement: handing out stickers and praising effort.
Ask students one simple question like “What is an organism?” (wait for answers).

Assessment

Informal formative assessment through observations of participation and responses during activities.
Thumbs-up/thumbs-down comprehension checks.
Matching worksheet or verbal responses.
Ability to place vocabulary cards correctly.
Verbal use of vocabulary in own words.

Differentiation

Provide vocabulary cards with pictures for non-readers.
Allow choice between verbal or nonverbal participation.
Use peer buddies for support.
Repeat and model words more for students needing extra help.
Use multi-sensory approaches: visual, auditory, tactile.

Teacher Reflection Ideas

Which words did students understand easily? Which were challenging?
Did kinesthetic activities improve retention?
How well did students connect vocabulary to real-life examples?
Adjust pacing and supports for future lessons.

Alignment Summary

Standard Code	Description	Lesson Application
NGSS MS-LS1-1	Structure, function in organisms	Vocabulary includes “organism,” “plant,” “shelter”
NGSS MS-ESS2-2	Earth’s systems and processes	Words like “rock,” “ocean,” and “climate”
NGSS MS-ESS3-1	Human impacts	Background context for “energy,” “habitat” (briefly)
NGSS HS-LS2-1	Organism interactions	Food chain and habitat vocabulary
Hawaii SPED PLO1	Foundational literacy for science	Simplified word choices, repetition, visuals
Hawaii SPED PLO3	Access and comprehension of grade level content	Multi-modal activities, peer interaction, and tailored supports

Teachers, this lesson combines visual, tactile, social, and movement-based learning to build a strong vocabulary foundation in science for special education students. The vocabulary is carefully simplified and connected across marine science, earth science, and biology to spark curiosity and confidence. Happy teaching!

Teaching Instructions