Beacon Lesson Plan Library

Ocean Vocabulary Word Scramble

Marci Greene
Colleges and Universities - Florida


Students use word processing and technology skills to create a word puzzle. Students also learn the skills of copying and pasting graphics.


The student uses language appropriate to situation and audience (including but not limited to appropriate vocabulary and examples appropriate to topic and audience).


-Chart paper
-Six computers with Internet connection
-LCD projector or teaching podium
-6 dictionaries
-Word Puzzle Worksheet (see Associated File)
-Grading Checklist (see Associated File)
-Instructions for Graphics (see associated file)
-Floppy disks - 1 per team


1.Gather materials.
2.Make list of partners.
3.Plan the computer or work area for each team.
4.Have computer ready to model the making of a word puzzle and practice cutting and pasting graphics.
5.Decide how to use word puzzles- work on 1 a day as a class, put out for choice time, or add Day 3 and share puzzles.
6. Write words on the board or on an overhead: shark, turtle, stingray, shells, starfish, seal, marlin, whale, fish, lobster, octopus, walrus, dolphin, seahorse, and barracuda.
7. Teacher should be aware that there are advertisements on the clipsahoy site and a clipart program (if available) can be substituted. Teacher may need to caution students about the ads.


1. Write COANE on the board. Ask students to unscramble.

2. Tell students they are going to learn how to make word puzzles about the vocabulary from their studies of sea animals. Tell the students they are also going to learn how to copy and paste graphics of their sea animals onto the word puzzle paper.

3. Share list of vocabulary words (either write on board or have on an overhead) that have been used in the unit. Go to and with the class makes a word scramble about sea animals. Go to a site ( that has a graphic of a word that is in the vocabulary list. Pass out instruction sheet so student scan follow the steps as you complete each step. Instruction sheet is in attached file. You may need to model how to add graphics a couple of times. Also, students who are adept at this might need to be paired with those who are having difficulty.

4. Students are assigned two to a team.

5. Explain that each team is to select five words. They must define each word they select.

6. Give out worksheet to complete (definitions.)

Day Two:

1. After teacher has corrected the worksheet with definitions , students go to and create a word puzzle.

2. Students follow instruction sheet and find 5 graphics to copy and paste at the bottom of their puzzle.

3. Students print 2 copies their word puzzles. One copy is turned in for a grade and 1 copy is put on a sharing table for use by others.


There is a Grading Checklist to use for assessing the definition worksheet and the printed puzzle. The printed puzzle will be documentation of the technology (NETS) standard. Both products, the vocabulary sheet and the puzzle are evidence of students as informational managers.


1. Students can be taught how to develop headlines.
2. Students can be taught how to develop decorative borders.
3. Allow students who are skilled at using the computer to be peer teachers to another team.
4. Allow a team that isn't used to working on a computer to sit with a skilled team and observe the steps.
5. If a teacher doesn't have access to 6 computers then use alternative activities such as reading a library book on sea life, listening to a taped book on sea life, or making a picture of a sea animal while waiting for a turn at the computer.
6. All words and definitions can be combined to make a sea animal dictionary which can be given to the library or to other classrooms.

Web Links

Web supplement for Ocean Vocabulary Word Scramble

Web supplement for Ocean Vocabulary Word Scramble

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