There is always debate about when, where, and how to introduce students to vocabulary when teaching science. The authors argue that there is not necessarily a singular correct order or right time to introduce new vocabulary to students. Rather, what is important is that we support students in learning the language they need to engage in the practices of science. The ultimate goal is for students to use words as a tool to help explain phenomena. By integrating vocabulary into a series of activities that involve students in asking questions and considering driving questions, exploring scientific phenomena, reading about new information, writing down their new ideas, and discussing these ideas, students will become more prepared to use vocabulary in scientifically productive sense-making.