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Students add pictures or illustrations to represent meanings, then extend from a basic vocabulary foldable toward a more complex Earth foldable. 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Graphic organizers can help students visualize and categorize complex concepts and information. In this example, vocabulary words associated with earthquakes were chosen:  \nplates, earthquake, seismic waves, fault line, seismograph, focus, Richter Magnitude Scale, and epicenter. Other words were found in The Restless Earth and The Magic School Bus Inside the Earth.  \nStudents create the foldable by cutting and gluing notebook paper, as illustrated. They write the vocabulary word on the outside of the flap and its definition on the inside. Then they create a picture or illustrations that will help them visualize what the word means. In doing this lesson, have students create the vocabulary foldable, and then attempt the more complex Earth foldable.  \nThe 3-D graphic organizers (called “foldables”) presented in this lesson were adapted from the work of Dinah Zike.  \nOutside front.  \nInside, some flaps open. 2  \nInside, all flaps open.  \nInstructions:  \n\n| |  |\n| --- | --- |\n|  |  |\n|  |  |\n|  |  |\n|  |  |\n|  |  |\n|  |  |\n| |  |\n|  |  |\n|  |  |\n|  |  |\n|  |  |\n|  |  |\n|  |  |\n| |  |\n|  |  |\n|  |  |\n\nStep 1.  \nStart with a sheet of lined paper for the backing.  \nTrim the left edge off two additional sheets of paper.  \nFold both sheets vertically down the center. Then cut one side of each into four even horizontal sections.  \n| | 􀀔􀀐􀀇􀀘􀀊􀀗 | |  |\n| --- | --- | --- | --- |\n|  |  |  |  |\n| \u003Cbr>|  |  |  |\n|  |  | 􀀋􀀇􀀙􀀐􀀘 􀀐􀀎􀀒􀀊 |  |\n|  |  |  |  |\n|  |  |  |  |\n|  |  |  |  |\n|  | 􀀗􀀊􀀎􀀗􀀑􀀓􀀌􀀖􀀇􀀔􀀍 |  |  |\n|  |  |  |  |\n|  |  |  |  |\n|  |  |  |  |\n|  | 􀀄􀀎􀀈􀀍􀀘􀀊􀀖 |  |  |\n| |  | 􀀊􀀔􀀎􀀈􀀊􀀒􀀘􀀊􀀖 |  |\n|  | 􀀃􀀇􀀌􀀒􀀎􀀘􀀙􀀉􀀊 |  |  |\n|  | 􀀅􀀈􀀇􀀐􀀊 |  |  |\n\nStep 5.  \nFold the eight flaps into the middle and label.  \n\n| | 􀀔􀀐􀀇􀀘􀀊􀀗 | 􀀊􀀇􀀖􀀘􀀍􀀕􀀙􀀇􀀏􀀊 |\n| --- | --- | --- |\n|  |  |  |\n|  |  |  |\n| 􀀗 |  |  |\n| 􀀖􀀉 | 􀀗􀀊􀀎􀀗􀀑􀀎􀀈 |  |\n| 􀀆􀀓 |  | 􀀋􀀇􀀙􀀐􀀘 􀀐􀀎􀀒􀀊 |\n|  | 􀀛􀀇􀀚􀀊􀀗 |  |\n| |  |  |\n|  |  |  |\n| 􀀏􀀊 |  |  |\n| 􀀙􀀇 |  |  |\n| 􀀍􀀕 | 􀀗􀀊􀀎􀀗􀀑􀀓􀀌􀀖􀀇􀀔􀀍 | 􀀋􀀓􀀈􀀙􀀗 |\n| 􀀖􀀘 |  |  |\n| 􀀂􀀇 |  |  |\n|  |  |  |\n|  | 􀀄􀀎􀀈􀀍􀀘􀀊􀀖 |  |\n| |  | 􀀊􀀔􀀎􀀈􀀊􀀒􀀘􀀊􀀖 |\n|  | 􀀃􀀇􀀌􀀒􀀎􀀘􀀙􀀉􀀊 |  |\n|  | 􀀅􀀈􀀇􀀐􀀊 |  |\n\nOutside completed view.  \n4 © 2006 WGBH Educational Foundation. All rights reserved.","cbCaicp1H04C8uvJ","https://ap.wps.com/l/cbCaicp1H04C8uvJ","pdf",681268,"English","# Exploring Earthquakes: Vocabulary Word Graphic Organizer\n## Vocabulary focus and sources\n## Foldable construction overview\n## Step-by-step instructions","[{\"question\":\"What vocabulary words are used for the earthquake activity?\",\"answer\":\"The organizer uses plates, earthquake, seismic waves, fault line, seismograph, focus, Richter Magnitude Scale, and epicenter.\"},{\"question\":\"How should students fill in each vocabulary flap?\",\"answer\":\"Students write the vocabulary word on the outside of the flap and its definition on the inside, then add a picture or illustration to show the meaning.\"},{\"question\":\"What is the purpose of using foldable 3-D graphic organizers?\",\"answer\":\"Foldables help students visualize and categorize complex science concepts while building understanding of new vocabulary.\"}]","Integrating Science Across the Curriculum - Exploring Earthquakes: Vocabulary Word Graphic Organizer | PDF",1790586038]