In all fields of biology, understanding technical terminology is a challenge for students. In many cases, this may distract them from focusing on fundamental processes and concepts. Across the biology subfields, much of the vernacular shares similar etymology and morphology. However, students lack the exposure necessary to identify these key features, which often explain the meaning of terms without requiring any context at all. Therefore, instead of encouraging students to memorize many terms independently, it could be more beneficial to show them how words are constructed. Here, I propose an activity designed to help students recognize terms that may be connected, understand how vocabulary is often constructed to reflect its idea, and develop comfortability using these terms themselves in discussions. Through a guided group activity, students will have a chance to break down terms they have previously encountered and to draw connections between novel words. If students are capable of relating words to each other before even knowing what they mean, they may learn more effectively. Without being intimidated by enigmatic vocabulary, they can focus on broader concepts. In addition, when students understand how biological terminology is constructed, they may even dissect new words without needing the context surrounding them. This activity is applicable to courses in any specialty of biology, as various molecules, tissues, and processes follow general naming principles.