Full example: STEM rotation for mixed-ability groups

Lesson context: Middle-school STEM — “Design a small bridge for a classroom span.” Competence goal: design, build and test a bridge prototype and justify material choices using data.

Station plan (4 stations, 45–50 minute lesson)

• Prep time: 10 min intro + instruction
• Rotations: 4 × 10 minutes (build/test/record — include 1–2 min transitions)
• Final debrief / presentation: 10 minutes

Station details

1. Station A — Research & Constraints (10 min)

• Task: Explore bridge types, constraints (span length, load), and list design choices.
• Materials: brief fact-sheets, tablets for research, design vocabulary sheet.
• Success criteria: record 3 possible designs and pick one with 2 supporting reasons.
• Support: printed examples with labeled parts; sentence stems: “I choose X because…”
• Checkpoint: 1-paragraph rationale uploaded or taped to table.

2. Station B — Sketch & Plan (10 min)

• Task: Produce a labeled sketch showing dimensions, materials, and predicted load points. Estimate required material quantities.
• Materials: graph paper, pencils, templates, protractor.
• Success: clear sketch with dimensions; role assignments for build stage.
• Extension: calculate estimated weight using material densities.
• Checkpoint: teacher quick stamp + peer review tick-box.

3. Station C — Build & Test (10 min)

• Task: Build to the sketch. Perform one formal loading test and record mass held.
• Materials: craft sticks, glue, tape, clamps, weights.
• Safety: goggles when using hot glue; space rules.
• Success: bridge spans gap; record test steps and mass until failure or stable load.
• Checkpoint: photograph of bridge with weight scale; test log signed by team.

4. Station D — Analyze & Present (10 min)

• Task: Convert findings into a 90-second presentation + a one-page mini-report: what worked, what failed, next design changes.
• Materials: flipchart, markers, camera (phone) for recording.
• Success: presentation prepared; two clear data-supported conclusions.
• Checkpoint: upload photo and one-line conclusion to LMS; prepare to report in plenary.

Differentiation examples built into stations:

• Lower‑support: ready-made sketch template, sentence stems, guided test log.
• Extension: optimization challenge: “How to reduce weight while keeping load ≥ 500 g? Propose two changes and predict effect.”

Roles:

• Materials Manager (controls supplies)
• Lead Builder (follows sketch)
• Recorder/Reporter (documents test data, takes photo)
• Safety Officer/Timekeeper (enforces procedure & keeps time)

Teacher actions during rotation:

• Observe at 2–3 teams per station; give micro-feedback (1–2 min).
• Intervene only when safety or major misconceptions occur.
• Use checkpoint rubrics to add a quick assessment stamp.
• Note groups requiring follow-up; invite them to a mini-review station on next rotation.

Final evaluation:

• Summative rubric assessing design process (planning, testing, analysis), product (bridge performance), and teamwork/communication.
• Each group submits: photos, test data, 1‑page reflection, and 90‑second recorded presentation.
• Teacher gives written feedback and posts exemplars to LMS.

Evidence collection and sharing:

• Photograph artifacts and test logs.
• Upload to LMS class folder with student names and group roles.
• If oral output is used in class, write the key points on flipchart and photo it — ensure oral output becomes a document.