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Write questions (icebreaker or content related) and have students answer them when it is bounced to them. Once a student catches the ping pong ball, they will answer the question and then bounce another ball to another student.

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Students play go fish but the cards either have a graph or equation and they must match one of each together.

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Use small file folders to add info in a creative way so students are able to interact with their notes

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Create a tic tac toe board of activities for students to complete when they are finished with their classwork or other station activities

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Students use content specific terms to answer the preceding question in a chain of succession. Activity could use a chain of vocabulary words and/or solutions to math problems. Could work as more of a game activity in small group rotations where students get multiple cards.

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Student groups create a poster/mini poster (self sticking chart paper works great for this).  Groups then gallery walk with a graphic organizer which frames the focus of the lesson without giving away answers. Works well as a station activity/rotation if enough room is available.

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Students travel to multiple different stops around the room-sometimes the answers to a problem lead to the next problem, sometimes it is sample work that was done incorrectly and they evaluate it and correct mistakes.

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Students listen to 2 or 3 different versions of the same piece and compare and contrast each version

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Students play "dominos" with cards containing different note values

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Students create their own meme's using photo's from art history

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Use small foam squares to write on and have students shake them and roll them out. Each square can have multiple different ideas/skills on them

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Students create and add apps to the posters that helps them with strategies for coping.

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Student groups are given a "menu" with an Appetizer, Main Course, and Dessert (or any variation), and each must choose a task from each "course" (from three or so options) to create an assignment or presentation from each part of the "meal."

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Teacher will fill a basket/container with magazines and students will need to look through the magazines to find something related to a skill they are learning in class. For example: art teachers could have students search the magazine to find pics of sculptures or abstracts; health teachers could have students search the magazine to find types of propaganda

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Teacher adds questions to the backside of each block and as students push out the blocks, the group will answer the questions.
-Teachers could also structure this station to have students ask each other the questions they find when retrieving a block.

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Students watch videos exploring the science behind the four families of instruments individually and take notes, then discuss in groups to create a short presentation on what instruments are in their family based on their learned criteria, how they work, and what they sound like.

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Using a Hyperdoc in a station that links students to be able to show their learning and assignments that they completed/needed at other stations

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Divide an index card into 4 sections. Label one section synonym, label one section antonym, leave one section blank, and leave space to write the definition in one section. On the front of the card write the vocab word.

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After students read a story, they create "what if..." questions about the story and discuss as a group.

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Students choose an experience, describe it and identify the conflict Discuss how perspective can change the truth.

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Character Mapping - Find a fact and page # describing a character and connect thought to a special meaning or inference.

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Character Mapping - Find a fact and page # describing a character and connect thought to a special meaning or inference.

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Students create a map summarizing thoughts, feelings, words and actions of a chunk of text

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Students received "case studies" for patients suffering with certain symptoms. They had to use articles

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Students wrote a eulogy for a character who passed away in the novel.  They practiced adopting the voice/persona of a character, and decorated their eulogies to make them look like gravestones.

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Students watched a video about Guinea Worms following study of waterborne illnesses and diseases.

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Students watched a short video about what is involved in choosing dogs for a sled team to participate in the Iditarod.

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Students read biographies of 1st, 2nd, and 3rd class passengers on board the Titanic. Discussion of class systems that existed at that time. What advantages and disadvantages existed among different classes.

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Students access a Kahoot quiz on a recent text or skill and compete against eachother. There is a computer visible to all the students in the group that shows the questions and answer choices. One student from the group is responsible for clicking the "next" button and opening up the tab for a new quiz when that one is finished. After each group is done with this station, go over and export the data to your google drive for analysis.

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Students used vocabulary in context that we went over in the text.

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Words are written on small slips of paper (one per slip). Students will take turns picking a slip and then arranging them into sentences. Students can then write down their completed sentences and then share with the group.

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We had students read three biographies of an author and then determine what information was important to shaping how they wrote and create a timeline of those events in their lives.

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Students had questions with the answers and had to match the question with the answer.

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Students completed a webquest about the background information of the Iditarod.

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Station Activity: Main Idea of Informational Text

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Station Activity: Main Idea of Informational Text

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Students worked with the teacher to read a piece of text about the eruption of Mount Vesuvius. Students determined the main idea of the text and important details that supported the main idea. Students then worked independently to read another text and determine the main idea (formative assessment).

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Students read an eyewitness account from someone who lived through the eruption of Mount Vesuvius. Students read the account, and responded to a specific set of questions based upon the account.

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Simple Prompt given to students to tie back to the original text.  Have done this with "The First Emperor" text.
For example: Pick any period in time and write about what it would be like to live in that time period, the pros ad cons of living in that time period, compared to today's modern technology, etc.

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Students watched an animation of the eruption of Mount Vesuvius. Students completed a timeline based upon the animation.

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Video Study: TED Talk and other videos from History Channel

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Video Study: TED Talk and other videos from History Channel

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Terra Cotta Soldiers
Attaining Immortality
The Emperor's Tomb

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Gave Vocabulary Choices as a station to encounter and bring meaning to new words.