Ideas for Working in the Classroom: Stations
Tips: Whether you have 5 computers, 3, or even 1 computer in your classroom, I’ve found that:
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a centers approach to teaching allows the most success for integrating the
computer within your lesson plan
My students learn best in heterogeneous groups.
I can appoint a student "helper" for each group. If a student struggles while at a
center, they are to ask for help from someone within their group rather than
interrupting me.
For a centers approach to learning to be successful, good discipline within your
classroom must be established.
How do stations work? An example:
Students rotate through the three cluster classrooms for instruction in each basic subject. Each
classroom is set up with six learning stations: 1. a Computer Station for learning with
instructional software; 2. a Teacher Station for small-group tutorials; 3. a Textbook Station for
written work; 4. a Challenge Station for learning in a game-like format; 5. an Exploration Station
for hands-on activities and projects; and 6. an Imagination Station for creative expression.
After a brief whole-group lesson, students work at the stations to practice and apply the lesson
content. The teacher assigns students to their beginning stations, but they move independently at
their own pace as they finish the assigned task.
Rotating through the stations. An example:
Each child carries with him a pencil pouch like this. Our school makes these
available for purchase and the students keep them from year to year. Along with
the pencil pouch, each child has a folder like this with his/her computer login
name on top and password on the bottom. The folder also has a symbol on it to
indicate which group that student belongs in.
Both of these items are carried from station to station. Inside the folder there is a
green dot on one side and a red dot on the other. The children are responsible for
placing their daily papers in the green side after explanation in whole group
instruction. When students complete their papers they move them to the red side.
The teacher then knows the papers are ready to be graded.
Understand all of the students are not expected to complete all the work given during whole
group instruction the first day. The work they finish will depend on which stations they visit that
day. It takes two days to complete the rotation.
Ideas for the Computer Station:
 Writing activities:
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o they'll spend 1-2 days thinking up the elements for their story; on the third and fourth
day, they'll revise and write their story; the fifth day the children will illustrate their
story. Another writing activity that students are doing is writing their keypals (e-mail
partners) in another state.
o use Read-Write-Think activities (MarcoPolo site)
Language Arts:
o Word processing Software
 Use one computer in the front of the classroom to brainstorm a story or paper
together. Model how to gather facts and information. Write the sentences and
paragraphs together, and then print the story or paper for students to look at when
writing their own. If students are very reluctant to write, write a story as a class,
and then have them write in a group or in pairs. After they have had this success,
then have them write their own story.
 Use a computer in the front of the classroom to model the critiquing and editing
process on student or teacher writing. Students love to see the teacher's writing.
o Spreadsheet and Database Software
 Integrate language arts and math and create a publishing business. Have students
keep careful records of employees in a spreadsheet or database program, create
pay scales, pay the taxes, keep track of benefits, and expenses. Get as detailed as
you wish. You could publish posters and signs for the school, create newsletters,
create business cards, and more!
o Desktop Publishing and Graphic/Paint/Draw Software
 Create a school or class newspaper or literary publication.
o Multimedia software such as PowerPoint, HyperStudio, or Web pages
 Have students create a multimedia story on their family or themselves.
 Have students create a presentation explaining why another student should read a
book or books by a particular author (multimedia book reports).
 Students present reports using presentation software such as PowerPoint to
improve their presentation.
 Have students create a branching story in HyperStudio. You create the
introduction, with two choices. Two students create those next two cards with two
choices on each one. Four other students create the next four cards with two
choices on each one, etc. Then you will have a class story that everyone can read
at the computer by choosing their middle and ending to the story.
 Use video and TV commercials to analyze persuasion and the difference between
fact and opinion. Have students create their own commercial with video.
 Have students select literature that best depicts conditions of an era (Industrial
Revolution, World War II, etc.) and defend choice in a multimedia presentation.
 Have students create and present a video and/or multimedia presentation on a
current events or issue.
 Video students' oral presentations as an assessment and improvement tool. Have
them assess their own performance by writing a reaction paper to their speech.
o Other Ideas
 When using CD-ROM books, assign young students to read until they can read
the book themselves without the computer voice.
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Math:
o use activities recommended by Math Their Way (www.center.edu). Math Their Way
activities give children an opportunity to build math skills beginning at the concept
level and works them into the abstract level.
o use Illuminations activities (MarcoPolo site)
o Word processing Software
 Use a word processor to have students keep a journal of the math concepts they
understand and have learned.
o Spreadsheet and Database Software
 Use a spreadsheet to create a graph of various information such as heart rates,
surveys, etc.
 Use a spreadsheet or database to solve problems, collect and examine data, and
report on findings.
 Use graphing tools as a bridge between the concrete and abstract. Have students
compare information, such as bedtimes, pets, favorite books, TV shows, weather
data they've collected, and more. Teach algebraic formulas from real-life
numbers, for example, show how the average monthly rainfall resembles a
parabola.
 Use spreadsheets to show math relationships, set up banks, or a telephone
company, a refreshment business, or keep track of finances.
 In algebra, have students figure out how much money they could make at a car
wash by manipulating the variables. Create a table of info and have students
create the formulas.
 Set up a publishing business or other kind of business. Have students keep careful
records of employees, pay scales, taxes, benefits, expenses, etc.
o Desktop Publishing and Graphic/Paint/Draw Software
 Use a desktop publishing program to create a banner or poster about a math
concept or advertising something using a math concept.
o Multimedia software such as PowerPoint, HyperStudio, or Web pages
 Have students create a multimedia portfolio of math concepts they understand,
including video clips of them using manipulatives, photographs of projects, and
explanations of concepts.
 Students research the application of a specific math skill in real life (or a
mathematician and what they do) and create a multimedia presentation about their
topic. All the stacks could be combined to make a class report.
 Students use a multimedia program such as HyperStudio to explain a math
concept and provide a little quiz/review at the end.
o Other Ideas
 When using the simulations and real-life stories to teach problem-solving, be sure
to include pre-activities and post-activities to reinforce the skills and concepts
they are learning.
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Social Studies:
o Xpeditions geography activities (MarcoPolo site)
o EdSitement history and culture activities (MarcoPolo site)
o Word processing Software
 Students write stories or essays from the perspective you are studying.
 Students write at least 5 arguments for an issue you are studying. Have some
students prepare at least 5 arguments for the other side. Then using the printed
argument lists, stage a debate.
 Have students research a major battle and create a short skit using a wordprocessing program to perform for the class.
 Students research a famous person and write a news article in a word processing
program about how this person's choices or actions affected the war. Then
compile the news articles to make a newspaper.
 Have students research the development of the atomic bomb, its force, the results
of its destruction and other interesting information. Then have the students write a
report about the atomic bomb using a word processing program, and draw a
picture of the bomb to import into the report.
 Have students write fictional autobiographies from the different perspectives of an
historical event.
o Spreadsheet and Database Software
 Create a spreadsheet or database comparing information such as literacy rate,
mortality rate, per capita income, etc. Use print, online databases, CD-ROM
encyclopedias to find the information. Enter the population growth rate and
predict future growth rates. Create and answer questions about the information
gathered.
 Students chronologically order events from the historical period you are studying.
 Students use a database program to chronologically order the states as the entered
the Union. Then have students generate trivia questions based on the information.
 Students compare the land area or other numerical data of countries or states.
Have them create a bar graph of the data, and then write a summary report of their
findings.
 Using a spreadsheet program, have students compare the land areas of various
states. Have them create a bar graph of the data, and then write a summary report
of their findings.
o Desktop Publishing and Graphic/Paint/Draw Software
 Students create a poster related to the topic you're studying.
 Students create a "wanted" poster of a fictitious or real-life outlaw.
 Students create posters advertising jobs for women to work in factories. Discuss
the history of women taking over men's jobs in the factories.
 Students design a poster supporting or opposing an event in history. Have
students debate the issues.
 Students create a newspaper from the time period you are studying.
 Students draw a map of an area or place. Be sure students include a map key.
Another classmate can follow the directions and mark the spot.
 Have students create a business card for themselves from a certain time period.
 Students make invitations encouraging people to join in a protest or historical
event. Then stage a play of the event. Have the student write the scripts as well.
 Have students create ration coupons for classroom supplies, paper product (TP
and paper towels), water supplies (drinking fountain and bathroom). Then use
them sparingly to help students understand the idea of rations.
 Students write articles and feature stories to make a newspaper from a historical
event or place.
 Students use what they know about tall tales to create a legend about a historical
landmark to explain how it got its name.
o Multimedia software such as PowerPoint, HyperStudio, or Web pages
 Students create a collection of literature (their own or from the time period) that
represents the topic you're studying. For example, have students select literature
(stories, poems, etc.) that best depicts conditions during a certain historical period
and their defend choice in a multimedia presentation.
 Create presentations on points of view of historical period by different people, or
of a different subject area from the historical period (need to give students ample
resources to do this).
 Create a multimedia and/or video presentation on current events and issues.
 Make a travel guide for an area of the world, country or state. Include things like
supplies needed, perils, benefits, an advertisement for certain areas, etc.
 Students research and report on one of the many ways people traveled during a
historical period. (i.e. wagons, canal boats, stagecoaches, trains, etc.). Gather
these together to make one stack as a class report.
 Students create a two-card stack explaining actions and reactions or causes and
effects. Then put the stacks all together and you have a class report!
 Divide up the class to research the importance of naval, air, and ground weaponry
in the Allied and Axis countries. Have students present their research in a
multimedia program such as HyperStudio.
 Students create multimedia presentations on points of view of the historical period
by different people, or of a different subject area from the historical period. Be
sure you give students ample resources to do this.
 Students research one of the original thirteen Colonies and report their
information in a multimedia program such as HyperStudio.
 Science
o use Science NetLinks activities (MarcoPolo site)
o Word processing Software
 Students create vocabulary word games (such as a word scramble) and then have
them exchange with a friend and practice the vocabulary.
 Have students create an ocean vocabulary word scramble and then have them
exchange with a friend and practice vocabulary.
 Have students keep a daily log of their nutrition, exercise, daily weather, or other
data.
o Spreadsheet and Database Software
 Create a line graph of the ocean floor depths or other scientific data and then
import the graph into a word processing program to write a report about that data.
 Use a spreadsheet or database to solve problems, collect and examine data, and
report on findings.
 Have students time their heart rates and plot them on a graph in a spreadsheet
program.
o Desktop Publishing and Graphic/Paint/Draw Software
 Use a desktop publishing or word processing program to write an essay, story, or
newspaper report about the topic you're studying.
 Use a desktop publishing or word processing program to write a story about the
sea.
 Use a desktop publishing program to create a banner or poster about pollution, or
other health or science issues.
 Students use a paint, draw, or graphics program to draw and label germs, parts of
animals, plants, or other scientific objects.
o Multimedia software such as PowerPoint, HyperStudio, or Web pages
 Students use a multimedia program such as HyperStudio to report on an animal
and play a frame animation of the animal in its environment.
 Divide the class into teams to research specific topics about the general topic
you're studying. Each team creates a stack about their topic and then all the stacks
are combined to make a class report.
 Have students create a multimedia portfolio of their research, including video
clips of the experiment, photographs of insect collections, inventions, or other
science projects.
 Art
o Word processing Software
 Have students write essays, stories, or reports about artists and their work.
o Spreadsheet and Database Software
 Integrate Art and Math: Have students create and use a database to keep track of
their art supplies. Have students start an Art business, such as a sign making
shop, and use spreadsheet and database to run the business finances.
 Along those same lines...Students can create a database of their CDs or stereo
equipment. Have them start a music business.
o Desktop Publishing and Graphic/Paint/Draw Software
 Have the students create a self portrait and then use computer software such as
PhotoShop to alter it to convey artist's interpretation.
 Use paint, draw, or graphics programs to draw, paint, or enhance photographs.
 Some students draw easier from a 2D picture of an object as compared to the 3D
object. Use a digital camera to take a picture of the object and allow the students
to draw from the 2D picture or the 3D object. Discuss the differences in each
approach.
o Multimedia software such as PowerPoint, HyperStudio, or Web pages
 Have students create video or multimedia portfolios of their work.
 Have students create multimedia presentations on information they have found
such as the life and history of an artist or comparing two artists.
 Have students create a multimedia presentation of their own art work.
 After students have created an object (sculpture, clay modeling, etc.) have them
create a multimedia presentation of it including music that fits the interpretation
of the art.
 Publish their art on the Web for others to see. Scan in pictures they've created.
Take digital pictures of objects they've created and add those to a web art gallery
as well.
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Music
o Word processing Software
 Have students write reports about musicians and their work.
o Spreadsheet and Database Software
 Make a database of the artists or composers students have studied. Database fields
could include decade(s) of creativity or popularity, country or state born/lived in,
what makes them unique, a picture (if multimedia is accepted).
o Desktop Publishing and Graphic/Paint/Draw Software
 Using a desktop publishing program, have students create a poster advertising a
music event or music concept or person.
o Multimedia software such as PowerPoint, HyperStudio, or Web pages
 Have students create multimedia presentations on information they have found
such as the life and history of a musician or comparing two musicians.
 Use paint, draw, or graphics programs to draw the different musical symbols.
 Have students use a spreadsheet or graphing program to create a graph surveying
the musical tastes of students in the school.
o Other Ideas
 Use electronic keyboards to teach students to play the piano.
 Use song writing software to allow students to write their own songs and learn
about music.
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Physical Education
o Word processing Software
 Have students write stories, essays, or reports about famous sports people or other
physical education topics.
 Spreadsheet and Database Software
 Using a spreadsheet program, have students graph their own heart rates, running
times, and other personal data to compare week by week and improve their health
and performance.
o Desktop Publishing and Graphic/Paint/Draw Software
 Using a desktop publishing program, have students create a poster advertising a
game or fitness principle.
 Have students use a paint, draw, or graphics program to draw strategy plans for
games such as football or basketball and then try them on the field or court.
o Multimedia software such as PowerPoint, HyperStudio, or Web pages
 Students use HyperStudio (or other multimedia program) to create a fitness plan
to advertise and/or implement.
 Have students create a short video showing steps in a skill or teaching a skill.
 Have students create multimedia presentations on information they have found
such as information on the Olympic competitors for this year and previous years.
 Have students create multimedia presentations on how to play a game and the
rules involved