Lab+stations

Description
> There are several reasons for dividing a laboratory activity into smaller parts, including > • limited equipment and supplies > • discrete activities lead to a larger understanding > • classroom management > > For example, in Resource 1, the teacher assumes students are already familiar with microscope use, and each station is set up to look at a different object. Students rotate throughout the classroom, looking at each station and recording data in their notebooks. > > Another approach is the basket lab (described in //Science Scope//, February 2007, page 61): all materials required for an activity are stored in small, labeled baskets that can be delivered to students. Students remain in their seats; as the teacher distributes material he/she can check for understanding. > > Classroom management differs between the two approaches, but in each case, you need to > • write specific directions on what students should do and observe > • be clear on what information needs to be recorded.

Example
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Resources

 * 1) [|Microscope Mania] (series of activities for a middle school classroom)
 * 2) [|Ocean World Lab Stations] (description and generic station set up)
 * 3) Two examples of lab stations that have not yet been adapted for Interactive Notebooks (Newton's First Law and Evidence for Chemical Change): [[file:Lab-NewtonsFirstLaw.doc]], [[file:Lab-EvidenceForChemicalChange.doc]] and one that has (Properties of Waves): [[file:Lab-PropertiesOfWaves.doc]]