Reflection: Station Rotation Biosphere: Adaptations of Plants and Animals - Section 4: Explore


Station Rotation 

I chose to do this lesson through station rotations versus whole group because it allowed each student to try all of the activities.  Being in groups of three or four allowed every student the opportunity to model adaptations and see them first hand.  If I were to do each activity whole group through demonstrations, I would be calling on one or students to come up and do each activity while the others only get to watch.  This would not have been as effective for the majority of students.  Most of the students in my class learn best when experiencing it for themselves.  Having them do these activities in stations also allows for movement which helps many students, especially a large number of my ESE students.  

It is important when grouping students for station rotations that you choose groups that will set students up for success.  Do not put two students that have difficulty focusing together.   Also do not set up a group that is all ESE or ELL students.  It is important to have a higher level student in each group so they can answer questions that may come up.  

Expectations for work, transitions, voice levels, asking for help, etc. need to be set up prior to beginning station rotations for them to be successful.  This is something that I set up at the beginning of the year and practice often.  If expectations are clear and students know what is expected, there will be less issues and the rotations will run more smoothly.   

  Station Rotation
  Station Rotation: Station Rotation
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Biosphere: Adaptations of Plants and Animals

Unit 7: Earth's Systems
Lesson 12 of 14

Objective: SWBAT describe how various adaptations help plants and animals survive in different environments.

Big Idea: Students will rotate around to adaptation stations to investigate adaptations such as blubber, beaks, and camouflage.

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