Science Stations (Centers)

By Joe E. Hart

http://pptheaven.mvps.org/econ2012/submissions2.html

Stations

• Technology: Video, Interactive Science game, Website, InterWrite Boards

• Reading: Books, Audio Books, fiction and non-fiction

• Writing about science• Science in a bag, box, or can• Science Displays of work, posters, Word Wall

What Is a Learning Center?• A designated area within the classroom that provides students with

exciting and interesting experiences to practice,– enrich, – reteach, and – enhance their learning.

• These types of centers are filled with – manipulatives, – art materials, books, and – other instructional tools.

• Students visit the centers to complete an assignment or learn through different activities. In well-designed learning centers, students participate in activities that help them see curriculum subjects in real-time, hands-on ways.

• Working both – independently and – in small groups, students are provided with time and space to complete a

project or learn about a subject in a more in-depth fashion.

Try again

• The power of learning centers lies in the fact that students who "didn't get it the first time" or need information presented in a different light receive a more individualized lesson than a whole-class lesson could ever provide. Centers provide time for you as the teacher to spend time with students individually or in small groups, helping students learn curriculum materials in their own way and style.

Why have Centers?

• A Science Center gives students opportunities to revisit or extend the concepts presented in science lessons, using their own initiative and working at their own pace. Often children learn more by returning to explore an idea, rather than being expected to plumb its depths at first exposure. These opportunities for independent study offer children a foundation for lifelong appreciation and pursuit of science.

• I use learning stations/centers in my classroom to serve a variety of purposes. Often time I use this tool to encourage my scholars to take more responsibility for their own thinking and learning, and to promote inquiry skills.

Multiple Intelligence and Differentiated Instruction

• Station One- Tasty Solutions (auditory/visual)Discovery Channel Video with Blackline Masters- The video clearly outlines the differences among solutions, colloids, and suspensions; and the scholars have a guided worksheet to accompany the video. At the conclusion of the activity, the scholars will classify items on a cart as a solution, colloid, or suspension (items: muddy river water, milk, window cleaner, shaving cream, and pepper/water mixture).

Station Two- Acrostic Poem (verbal-linguistic/self-expressive/spatial)Scholars will select a term (solutions, colloids, or suspensions), and create an acrostic poem. In addition, the scholars must provide an illustration representing the term, and 3-5 sentences explaining how their words (poem) and the illustration fit the term selected (works synergistically to convey an accurate meaning of the term selected).

Station Three- Experiment: Mixtures, Solutions, and Reactions (tactile/kinesthetic)Scholars will complete an investigation to discover what happens when they create mixtures and solutions.

Station Four- Radio Commercial: Thirty Seconds of Fame and Glory (auditory-interdependent/collaboration/musical)Scholars will write and perform a 30 second radio commercial advertising the assigned concept: Understanding Solutions.

Station Five- Concept Bookmark (self-expressive)Scholars will create a bookmark with an illustration representing the assigned concept, a slogan advertising the concept, and a description of how the slogan and picture relate to the concept.

No Time for Science?

• Make Science part of your literacy center (Reading and writing.)

Scientist of the Week

• Let the children run the center. Assign a scientist of the week and have them research a science topic they are interested in. Encourage them to gather resources to share with the class and make them available to be explored.

Science Tools

• Include scientific tools: magnifying glasses, microscopes, etc.

Internet-based learning centers• There are several steps I use in developing Internet-based learning centers. These

include:• Decide how many centers to create. How many Internet and how many real?

Where will the centers be located? • Determine what you want students to learn or be able to do through center

activities. • Find Web sites that enhance what you want students to learn. Bookmark these

sites. • Write a description of the center, providing students with information on what they

are expected to do, learn, and produce. Place this near the computer. Give the center a name.

• Decide how long center time will be and how many weeks the center will be open. • Share center rules with students on a regular basis. Reward students who obey

these rules. • Clearly describe what each center entails and expectations for student learning and

work.

Internet-based learning centers rules

• Do your very best work. • Use your quiet, inside voice. • Share the mouse with your classmates, allowing everyone to have equal

"mouse time." • If you get up to retrieve materials, be courteous of others and don't disturb

other groups. • If you have a question, ask everyone in your group before you ask an adult. • When you complete your work, find something quiet to do at the center or in

your seat. • If we rotate centers, quietly walk straight to your next center and start your

work. • The number one priority is to complete the assignment at each center before

finding other activities to do (i.e., surfing the Web, graphics programs, etc.).

The Basics

Each learning center needs to be set up so that the students have all the materials and direction they need. This could include: • a sign or label for the center –

Simple Machines: Lever• clear directions or a stated goal for

the center project • all the materials needed in order to

complete the activity

Comparing Earth and Moon Mass

Mission Objective: To determine how many Moons equals the Earth’s mass (weight).

Materials Needed:

Balance Scale

Model of the Earth

Bag of Marbles (Moons)Directions:

1. Put the Earth on one side of the scale.

2. Predict how many Moons (marbles) it will take to equal the Earth’s mass. Record this estimation on your Moon Data Sheet.

3. Place marbles in the scale tray until the balance is equal.

4. Record on your Moon Data Sheet how many marbles (Moons) it took to equal the Earth’s mass.

5. Put the marbles back in the bag for the next person.

Preparation: Take time to present each center.

• Explain the purpose of each center. • Show the materials the students will be

using. • Go over the directions; show them where

the directions will be posted. • Review any reporting system or checklists

that should be completed. • Show where materials are stored between

sessions (this could be folders, baskets, computer files...).

• Schedule help for younger students. Recruit students from upper grades, parents, seniors, high school co-op students, and so on for help.

Preparation (Continued): Take time to present the rules.

• Present the behavior expectations for each center. • Demonstrate the expected behavior, and have students practice modeling the behavior. Examples of this might be:

practicing voice levels; practicing walking from center to �

center; practicing the appropriate handling of �

materials.

• Announce a planned signal that you will use to get the attention of your entire class.

Records and Assessments: How you assess the students will naturally vary with your teaching methods and types of learning centers you choose. I have found that even young students can self-assess and keep track of their work with help. Here are some ideas: • checklists: Provide checklists for

students to self-check the activities completed.

• Goal Sheets/Portfolio Assessments • How did I do today? • What would I like to do tomorrow?

Centers

• Kindergarten• 1st Grade• 2nd Grade• 3rd Grade• 4th Grade• 5th Grade

Kindergarten - Animals• SKL2. Students will compare the similarities and

differences in groups of organisms. – a. Explain the similarities and differences in animals. (color,

size, appearance, etc.) • Creature Sort• Frog match• Insects

– c. Recognize the similarities and differences between a parent and a baby.

– d. Match pictures of animal parents and their offspring explaining your reasoning. (Example: dog/puppy; cat/kitten; cow/calf; duck/ducklings, etc.)

• Animal babies Memory

– e. Recognize that you are similar and different from other students. (senses, appearance)

First Grade Sound

• S1P1: Students will investigate light and sound.• c. Investigate how vibrations produce sound.

• Sound Stick• Sound Unit Centers• The Haunted House – Magic School Bus

• d. Differentiate between various sounds in terms of pitch (high or low) and volume (loud and soft).

• b. Identify emergency sounds and sounds that helps keep us safe.

S4P2 Students will demonstrate how sound is produced by vibrating objects and how sound can be varied by changing the rate of vibration.

a. Investigate how sound is produced.

b. Recognize the conditions that cause pitch to vary.

4th Grade Sound

Basic Cognitive Processes Sounds

Day 4A: Chapter 7: Cognitive Development: Cognitive Processes

Sound StickJoe E. Hart

0 1 2 3 4 5 6 7 8 9 10

0 6.7cm 12.7cm 15.4cm 20.6cm 25.1cm 27.2cm 31.0cm 34.4cm 37.3cm 38.7cm

Mary Had A Little Lamb

5, 4, 3, 4, 5, 5, 5, 4, 4, 4, 5, 7, 7, 5, 4, 3, 4, 5, 5, 5, 5, 4, 4, 5, 4, 3

Happy Birthday0,0,1,0,3,2, 0,0,1,0,4,3, 0,0,7,5,3,2,1, 6,6,5,3,4,3

0,0,4,4,5,5,4, 3,3,2,2,1,1,0 4,4,3,3,2,2,1 4,4,3,3,2,2,1 0,0,4,4,5,5,4, 3,3,2,2,1,1,0

Twinkle, Twinkle, Little Star

Jingle Bells5,5,5,5,5,5,5,7,3,4,5 6,6,6,6,6,5,5,5,5,4,4,5,4,7 5,5,5,5,5,5,5,7,3,4,5 6,6,6,6,6,5,5,5,7,7,6,4,3

We Wish You A Merry Christmas0, 3, 3, 4, 3, 2, 1, 1, 1, 4, 4, 5, 4, 3, 2, 0, 0 0, 5, 5, 6, 5, 4, 3, 1 0, 0, 1, 4, 2, 3,

Yankee Doodle3,3,4,5,3,5,4,0, 3,3,4,5,3,2, 3,3,4,5,6,5,4,3,2,0,1,2,3,3

Joy to the World10,9,8,7,6,5,4,3 7,8,8,9,9,10, 10,10,9,8,7,7,6,,5, Repeat 5,5,5,5,5,6,7 6,5,4,4,4,4,5,6, 5,4,3,10,8,7,6,5,6,5, 4,3

Name: ____________________

Directions for Making Sound Stick1. Write name on stick.2. Cut fishing wire about 36 inches long.3. Use metric tape and pencils to make marks for the frets. Begin measuring from the top

Bridge. (6.7 cm means 6 whole centimeters plus 7 millimeters.)

4. Place glue at each measurement.5. Place frets (match sticks) on the glue.6. Begin to screw the eye screw into the pilot hole. Turn eye screw until it can stand without

holding it.7. Run fishing wire through the hole at the cup end.8. Tie the fishing wire into three knots.9. Run the other end of the fishing wire through the eye (circle) of the eye screw and tie three

knots.10. Turn eye screw to the right to tighten the fishing wire. You may need a screw driver to turn

it.11. Write numbers on your stick according to the diagram above. 12. Attach cup in the slots.

0 1 2 3 4 5 6 7 8 9 10

0 6.7cm 12.7cm 15.4cm 20.6cm 25.1cm 27.2cm 31.0cm 34.4cm 37.3cm 38.7

Pilo

t H

ole To

p B

ridge

2nd Grade - Life Cycles

• S2L1. Students will investigate the life cycles of different living organisms.

• a. Determine the sequence of the life cycle of common animals in your area: a mammal such as a cat or dog or classroom pet, a bird such as a chicken, an amphibian such as a frog, and an insect such as a butterfly.

• Make transforming frog• Butterfly

• b. Relate seasonal changes to observations of how a tree changes throughout a school year.

• d. Identify fungi (mushroom) as living organisms.• Look at Fungi with Motic Eco Microscope

3rd Grade Fossils• S3E2. Students will investigate fossils as

evidence of organisms that lived long ago• a. Investigate fossils by observing authentic fossils

or models of fossils or view information resources about fossils as evidence of organisms that lived long ago.

• Models• Digging out fossils

• b. Describe how a fossil is formed.• Dino Days PowerPoint• Fossils Activities in Flash

3rd Grade Effects of Pollution

• S3L2. Students will recognize the effects of pollution and humans on the environment.

• a. Explain the effects of pollution (such as littering) to the habitats of plants and animals.

• Little Willie’s Wetlands (Make a Frog)

• b. Identify ways to protect the environment.

5th Grade - Electricity

• S5P3: Students will investigate the electricity, magnetism, and their relationship.

• e. Investigate static electricity.• Salt and Pepper

• f. Determine the necessary components for completing an electric circuit.

• Using students to complete circuit.

• g. Investigate common materials to determine if they are insulators or conductors of electricity.

• h. Compare a bar magnet to an electromagnet.