In this science station, students sort landforms and determine whether they occured as a result of a slow change or a fast change. Students then answer questions in order to reinforce what they have learned. The Sort Science station is part of the History of the Earth - Second Grade Science Stations.
This station is also available in a larger bundle of 8 stations at a discount of 35%. Instead of paying $2.59, you only pay $1.50 per station for 8 stations on History of the Earth Second Grade Science Stations
Included are direction sheets, reading passages in three formats, activity directions and resources, differentiated response forms including short answer, fill-in-the-blank, cut and paste, and task cards, and an answer key.
History of the Earth Stations Include
► Big Idea Posters
that explain the core ideas of the stations.
► Vocabulary Cards
in two formats with and without pictures.
- Students watch a video in order to learn about volcanoes, or to learn about earthquakes. They answer questions in order to reinforce what they have learned.
- Students play a game in order to learn about forces of nature that shape the Earth’s surface, or to learn about volcanoes. They answer questions in order to reinforce what they have learned.
- Students read about earthquakes. They build a building in order to investigate this. They answer questions in order to reinforce what they have learned.
- Students read about volcanoes. They color and label a diagram of a volcano and answer questions in order to reinforce what they have learned.
► Read a Passage
- Students read about forces of erosion in the U.S. National Parks. They answer questions in order to reinforce what they have learned.
- Students read about plate tectonics and put together a model of Earth’s plates. They answer questions in order to reinforce what they have learned.
Students read about and explore erosion. They answer questions in order to reinforce what they have learned.
- Students read about slow and fast changes to the Earth’s surface. They sort pictures into categories of slow and fast changes. They then answer questions in order to reinforce what they have learned.
Each station includes four different ways to respond to the experience at the station: short answer questions, fill-in-the-blank questions, task cards with short answers, task cards with multiple choice. All the variations are similar to one another. Choose the format that best fits your classroom and students. Students are encouraged to use their science journal, but worksheets are included as well.
Each station is designed to last about 15-20 minutes. Students may do one a day for 8 days, 2 a day for four days, or any format that works for your classroom. Because there are additional activities for the Watch and Play stations, you can offer those as a choice within that station or offer them as an early finisher station, as well.
In Second Grade, students are expected to demonstrate understanding in the following area:
• 2-ESS1-1. Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
This correlates with the DCI 2-ESS1-1
, which states:
• Some events happen very quickly; others occur very slowly, over a time period much longer than one can observe.
The Investigate, Diagram, and Explore stations correlate with the Engineering Design DCI ETS1.A
, which states:
•A situation that people want to change or create can be approached as a problem to be solved through engineering. (K-2-ETS1-1)
• Asking questions, making observations, and gathering information are helpful in thinking about problems. (K-2-ETS1-1)
• Before beginning to design a solution, it is important to clearly understand the problem. (K-2-ETS1-1)
The Investigate, Diagram, Model, and Explore stations meet the Science and Engineering Practices
• Asking questions and defining problems in K–2 builds on prior experiences and progresses to simple descriptive questions: ((1) Ask questions based on observations to find more information about the natural and/or designed world(s). (K- 2-ETS1-1) and (2) Define a simple problem that can be solved through the development of a new or improved object or tool. (K-2- ETS1-1)
• Developing and Using Models: Modeling in K–2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions. (Develop a simple model based on evidence to represent a proposed object or tool. (K-2-ETS1-2)
• Analyzing and Interpreting Data: Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations. (Analyze data from tests of an object or tool to determine if it works as intended. (K-2-ETS1-3)
See the preview for additional information and details.
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