It is common to see word walls displaying the vocabulary that students have learned in class. Word walls serve as visual scaffolds and are a classroom strategy used to reinforce reading and language arts instruction. Research shows a strong relationship between student word knowledge and academic achievement (Stahl and Fairbanks 1986). As a result, building academic content vocabulary is an important part of science instruction. To support vocabulary development in science, teachers use interactive science word walls that resemble graphic organizers, strategically target academic vocabulary, and are student generated. Interactive word walls are an effective instructional strategy because they present current academic vocabulary while providing visual representations that help students develop "an understanding of, and fluency in, key unit vocabulary" (Douglas et al. 2006, p. 328). Additionally, word walls that include visuals differentiate instruction for English language learners (Carr, Sexton, and Lagunoff 2007). English language learners often struggle with the academic vocabulary included in technical readings or expository texts they are exposed to in science classes. Student participation in creating and maintaining interactive word walls is crucial. In this article the authors describe a lesson in which they ask students to supply the items (realia) and assign finding objects or examples for the wall as homework. Students can prepare labels, write definitions, create illustrations, and suggest relevant connections and patterns. The lesson described in this article applies to the "Next Generation Science Standard" disciplinary core idea Matter and its interactions (5-PS1-3): "Make observations and measurements to identify materials based on their properties" (Achieve Inc. 2013, p. 38).