Grade level: 1st Grade

Content Area: Science

Colorado Academic Standard: Physical Science Stand. 1

Evidence Outcome:
Analyze and interpret observations about solids and liquids and their unique
properties (DOK 1-3)

WIDA Standard:
English Language Learners communicate information, ideas, and concepts
necessary for academic success in content area of

Vocabulary words chosen:

Liquid- Tier Two
Solid- Tier Two
Gas- Tier Two

Materials Needed:

Posters, markers, and a model of previous Four Corners activities that the students
have already accomplished. The model will help direct their learning, and will help them
remember the steps necessary to accomplish the Four Corners activity.

Overview of Activity

Recognize that this is an activity designed to be a follow up lesson after having

already introduced the words at least once previously. In other words, students would
need to have at least some background knowledge of the vocabulary words liquid, solid,
and gas before being able to complete the Four Corners Vocabulary Activity. In other
words this activity would not be the best introduction to the vocabulary, but this is a
great activity to help solidify students understanding of the vocabulary terms.

Activity Description:
FOUR CONNERS VOCABULARY ACTIVITY

For this lesson arrange students into groups (recommended four students per
group) so that each vocabulary term is assigned to a different group. If there is a large
number of students within the classroom then you can assign a vocabulary word to
more than one group. Each group should receive a large poster size paper and
markers. Each student should have the chance to record and write down information
that the group discusses onto their corner of the poster. On the poster the students are
essentially designing a graphic organizer. The vocabulary term that the group is working
on should be placed in the center of the paper. The rest of the poster is divided up into
four different sections, or corners including: picture section, definition corner, section for
sentences using the word, and a more section. Within the picture section students are
asked to come up with any drawings, of their choice, that is an example or related to the
vocabulary word. For example, if a group is assigned liquid students could draw
pictures a pool, cup of milk, a lake etc. within the picture corner. In the definition corner
students should be asked to come up with a definition in their own words. If students are
unsure of how to define the vocabulary word ask them to write down what they think
(any guesses of what) the word might mean instead. In the sentence section students
will attempt to come up with ways to use vocabulary term in a sentence. In the more
corner students are asked to think of any other words, terms, examples, personal
experience, or questions they have over the vocabulary word. For example, with the
word liquid students may think of words related such as freely flowing, or students may
have a question over if lava is a liquid.

Take Note That:

For this lesson we are assuming that students have had previous experience
with the Four Corners Vocabulary Activity and that the students already know what is
expected of them and their groups. If a class is using such activity for the first time,
however, a teacher should model to the entire class on how to complete the Four
Corners Activity, and should call on students to have them practice working with teacher
over orally describing their thinking over newer vocabulary words. Modeling of the
teacher helps scaffolds students understanding on how they should complete the task;
thus, this is a necessary scaffolding technique that will help make this activity successful
in future uses.

Why This Activity is Beneficial for Vocabulary Development

This is an effective vocabulary activity for students get to cooperatively explore,

define, and build their own understanding of each vocabulary word. Also, this type of
activity draws on students previous knowledge, familiarities, and experiences of the
word, allowing for them to make necessary connections that help solidify their
comprehension on a vocabulary word. Furthermore, this activity challenges students to
think of a word in many different ways like visually as when students are having to draw
pictures connected to the vocabulary term. Students are further having to define the
vocabulary term using their own words/understanding of the word; this requires higher
order thinking of students. Students are also asked to use the vocabulary word in
different sentences which helps students gain a better understanding of how or when
they might here the vocabulary word being used in various contexts. Lastly, this type of
activity has students critically thinking over any other aspects that they can connect the
word to in order to make the word even more meaningful to them. Having students think
of the vocabulary word in multiple ways helps make the vocabulary word more authentic
and real to the student. By finding connections, including visual drawings, defining, and
actually using the particular word students ultimately are able to comprehend the word
and how it applies within their own life.
 Not only does this activity help concrete students understanding of vocabulary
words, but such activity further requires that students talk and cooperate together to
complete the task. While working together students can bounce ideas off of one
another, which further helps each student gain a better understanding of the vocabulary
word. Lastly, this type of activity is more engaging and more effective than simply
handing students a vocabulary work sheet for students are creating, working together,
and exploring various ideas of what a vocabulary word means.

Works Cited:

Wright, W. E. (2010). Foundations for Teaching English Language Learners:

Research, Theory. Policy and Practice. Philadelphia: Caslon Publishing

Colorado Academic Standards. (2017). Third Grade Social Studies. Retrieved

from: https://www.cde.state.co.us/sites/default/files/documents/cosocialstudies/do
cuments/socstudies_3rd_grade.pdf

WIDA Can Do Descriptors. (2014). Retrieved

from: https://www.wida.us/standards/CAN_DOs/

Below is an example of how the Four Corners Activity would look

and below that is another example using the vocabulary word
solid and what students might be able to come up with.
 FOUR CORNERS
VOCABULARY ACTIVITY

Pictures Definition (s)

Vocabulary
Word
Sentences More