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Grades: K-2
Author: Susan Franz, Chris Bode, Beth Kennedy, Roberta Gangl
Source: Akron Global Polymer Academy Summer Institute 2002 Balls and Ramps, Insights Hands-on Inquiry Science Curriculum Chain Gang, The Chemistry of Polymers Published by Terrific Science Press
Children have the opportunity to use different materials to make balls. They design and build balls and explore how their balls roll, bounce, and fall. They also take apart old balls to see how they are made and use these ideas in making more balls.
What should students know as a result of this lesson?
What should the students be able to do as a result of this lesson?
Engagement
Introduce to the class that today they will be making balls that they have designed themselves. Show them the variety of materials available and model some examples (i.e. crushed newspaper wrapped in tape in a spherical shape). Ask whether anyone can think of a particular kind of ball she or he would like to make. What should it be able to do? What might it be made of? As the students work, encourage them to think about why they are using certain materials, what they hope their ball will be like, and how they think it might roll and bounce.
Gather the children in a circle and take apart two or more commercially made balls, one hollow, (tennis, ping pong) and one solid (golf, hardball). Use more probing questions such as What do you think the balls are made of? How do you think they are made? How are they similar to or different from the balls we made? Could you make a hollow ball? How?
Exploration
When the children are done, give them time to test their balls.
Gather the children in a circle and take apart two or more commercially made balls, one hollow, (tennis, ping pong) and one solid (golf, hardball).
To assess the children, observe their work, looking for inquiry behaviors in their testing of the balls they made
Explanation
Bring the class together and ask the children to put their balls in front of them where all can see. Ask for volunteers to tell something about their ball that is special. Probe with questions such as what is the ball particularly good for? Let the child demonstrate what the ball can do. Continue with questions such as: Is it a ball if it can’t bounce? Is it a ball if it can’t roll?
Elaboration
Discuss with the students the differences in round balls and footballs. See if a football can bounce like a round ball. Show a video clip of a football being passed so that the children can see the spin on the ball. Compare this motion with that of a round ball. Ask the children to describe the differences.
Demonstration
Gather the children in a circle and take apart two or more commercially made balls, one hollow, (tennis, ping pong) and one solid (golf, hardball).
Direct Instruction
Introduce to the class that today they will be making balls that they have designed themselves. Show them the variety of materials available and model some examples (i.e. crushed newspaper wrapped in tape in a spherical shape). Ask whether anyone can think of a particular kind of ball she or he would like to make. What should it be able to do? What might it be made of? As the students work, encourage them to think about why they are using certain materials, what they hope their ball will be like, and how they think it might roll and bounce.
Skills - Previous experience experimenting with balls; testing, bouncing, rolling, moving them. Examining commercially made balls.
Misconceptions
NGSS Standards:
National Standards:
Ohio Standards:
N/A
Monitor students during testing/bouncing of balls.
Product Design and Testing.
N/A
Pacing/Suggested Time: 2 Science periods.
N/A
