Station 1: Triangle Madness:

Activity: Use the pieces of ribbon to make as many triangles as possible. Be sure to draw or record your
designs for your science notebooks. You cannot cut the ribbon pieces.

Science Process Skills: Materials: 15 pieces

o Observing
o Classifying of ribbon
o Inferring
o Measuring
o Communicating
o Predicting
o Hypothesizing
o Designing and testing

Reflection Questions:
o Which science process skills are being used in this activity?
o How did you approach this task?
o Which types of students would perform well/ struggle at this task?

Station 2: A Seedy Enterprise:

Activity: Examine the different types of seeds and identify as many similarities and differences as you
can. Theorize the advantages and disadvantages of each seed structure. Represent this information
using some form of graphic organizer (Venn Diagram etc.)

Science Process Skills:

o Observing
Materials: various
o Classifying
o Inferring types of seeds
o Measuring
o Communicating
o Predicting
o Hypothesizing
o Designing and testing

Reflection Questions:
o Which science process skills are being used in this activity?
o How did you approach this task?
o Which types of students would perform well/ struggle at this task?
o How might you modify this task?
 Station 3: One Minute Mystery:
Activity: Choose a mystery story from the book, One Minute Mysteries. Make a short summary of the
story and state what problem you are trying to solve. Solve the problem and state your reasoning (use
evidence from the story to support your claim). If you get through this activity early, feel free to read
some other stories.

Science Process Skills:

o Observing
o Classifying Materials: one
o Inferring minute mystery book
o Measuring
o Communicating
o Predicting
o Hypothesizing
o Designing and testing

Reflection Questions:
o Which science process skills are being used in this activity?
o How did you approach this task?
o Which types of students would perform well/ struggle at this task?
o How could you use these stories in your classroom?

Station 4: Button Down the Hatchets:

Activity: This task is an engineering challenge. You must get the buttons into the container without
touching them or moving the container. Your launcher must be 20 inches from the container. You may
build your device using only the materials you brought with you to class. Your device must have at least
3 different types of materials. Sketch a design of your device and state your reasoning for your material
choice and arrangement.
Materials: buttons,
Science Process Skills: container, tape
o Observing
o Classifying measure, masking
o Inferring tape
o Measuring
o Communicating
o Predicting
o Hypothesizing
o Designing and testing

Reflection Questions:
o Which science process skills are being used in this activity?
o How would you modify your design if you could use any materials you wanted?
 Station 5: Shoe Scramble:
Activity: You will try to sort the shoes based on criteria chosen by you and make the beginning of a
dichotomous key showing the categories. See example. Draw a diagram of your key as well as take a
photo of the shoes in their categories afterwards.

Materials: shoes
supplied by students,
Science Process Skills: paper
o Observing
o Classifying
o Inferring
o Measuring
o Communicating
o Predicting
o Hypothesizing
o Designing and testing

Reflection Questions:
o What did you find difficult about this task?
o How could you use this activity to teach students about species?

Station 6: Ripleys Believe it or Not:

Activity: Look through the book and find one story you believe to be true (do a brief summary and state
your reasoning for why you believe it to be true) and one you believe to be false (do a brief summary
and state your reasoning for why you believe it to be false),

Science Process Skills: Materials: Believe it

o Observing or Not book
o Classifying
o Inferring
o Measuring
o Communicating
o Predicting
o Hypothesizing
o Designing and testing

Reflection Questions:
o What skills do you think are being developed with this task? How would your students use
these later in life?
 Station 7: CATsino Royale:
Activity: Use the cat playing cards and randomly draw cards to investigate the following questions. You
will need to think on how you will represent your results. Draw at least 20 cards for each question and
perform the trial twice.
o What is the chance of drawing a red card?
o What is the chance of drawing a spade?
o What is the chance of drawing royalty (king, queen or jack)? Materials: cat playing
cards

Science Process Skills:

o Observing
o Classifying
o Inferring
o Measuring
o Communicating
o Predicting
o Hypothesizing
o Designing and testing

Reflection Questions:
o How could you incorporate math into this task?
o Describe how you could modify this activity for younger students and older students.

Station 8: Mayhem, Montana:

Activity: Look closely at the picture and write down a list of things that are happening in the picture. Try
to include as many details as possible.

Science Process Skills: Materials: waldo

o Observing
print
o Classifying
o Inferring
o Measuring
o Communicating
o Predicting
o Hypothesizing
o Designing and testing

Reflection Questions:
o What did you like/ dislike about this task?
o How could you use this task to focus attention for your students with ADHD, ADD?
 Station 9: FBI:
Activity: Go to the following website: http://www.fffbi.com/games/academy/ and do the training
modules like Monitor Lizard.

Science Process Skills:

o Observing
o Classifying
Materials: computer
o Inferring
o Measuring
o Communicating
o Predicting
o Hypothesizing
o Designing and testing

Reflection Questions:
o What skills do each of the training games develop in students?
o How can technology increase engagement in science students?

Station 10: Made in Montana:

Activity: Design your own station for the science circus (describe it- you dont need to set it up).
Discuss what grade level you are targeting, what content knowledge you are hoping to teach them and
which science process skills your task uses and logistics (how long will the station take? how many
students per group? What materials do you need? Any accommodations or modifications for special
needs students? Any cross curricular outcomes?)

Science Process Skills: Materials: none

o Observing
o Classifying
o Inferring
o Measuring
o Communicating
o Predicting
o Hypothesizing
o Designing and testing

Reflection Questions:
o What would be the benefits and challenges of implementing a science circus in your classroom?