Learning Goals

Name: Jessica Quezada

Lesson Title: Balls and Sounds
Grade Level: Kindergarten
Driving Question:
Why do balls of different sizes, materials, and weight produce different sounds
when bounced?
Ideal Response:
Ideally I would like students to take into consideration how the material, weight,
and size of the ball affect the sound that is produced when it is bounced. Students
should be differentiating between low and high sounds. They should see
correlations between the balls that are heavy, and the ones that are made of lighter
materials. The ones that are heavier will produce lower sounds, while the light ones
will produce the higher sounds. Students should also be able to state the kinds of
materials that each ball is made of.
Standards
Disciplinary Core Idea
PS1.A: Structure and Properties of Matter
By the end of grade 2. Different kinds of matter exist (e.g., wood, metal, water),
and many of them can be either solid or liquid, depending on temperature. Matter
can be described and classified by its observable properties (e.g., visual, aural,
textural), by its uses, and by whether it occurs naturally or is manufactured.
Different properties are suited to different purposes. A great variety of objects can
be built up from a small set of pieces (e.g., blocks, construction sets). Objects or
samples of a substance can be weighed, and their size can be described and
measured. (Boundary: volume is introduced only for liquid measure.)
Cross-Cutting Concept
Patterns Observed patterns of forms and events guide organization and
classification, and they prompt questions about relationships and the factors that
influence them.
Learning Goals
KNOWINGS:
Students will know that:
1. Students will know that the balls are made of different materials.
2. Students will know that the heavy balls, and the light balls produce different
sound pitches.
Doings:
Students will be able to:
1. Students will be able to identify different kinds of materials such as plastic,
rubber, and leather.
2.Studnets will be able to interpret data in order to find the exiting patterns.
Practices:

1. Analyzing and Interpreting Data

Students will experiment with the different balls. They will be discussing their
findings with each other and they will be interpreting the date in order to find the
patterns.
2. Planning and carrying out investigations
As a small group, students will decide how they will be carrying out their
investigation.
Language Goals
Goals for speaking, reading, and writing in science
1. Students will be able to explain in writing, why balls of different materials,
weight, and sizes create different sounds when bounced.
2. Students will be able to explain to a peer, why balls of different materials,
weight, and sizes create different sounds when bounced.
Considerations for English Language Learners
1. If needed students can express their ideas through drawing rather than through
writing.
2. Arranging small groups so that there is a strong English speaker in each group
for support.
Experiences (with
Patterns
Explanations (ideal
phenomena)
answer; explains how
and why)
Students will be given the
opportunity to experiment
with the different balls and
their sounds. They will be
encouraged to use different
surfaces, in order to find
out if the pitch of the
sound changes.

As the experience is taking

place, students will be
asked to discuss with one
another the patterns that
they are seeing. The
patterns might relate to
weight, material, or size.

As a small group we will

discuss the patterns that
were exhibited. This will be
a time for students to state
their hypothesis behind
their findings. This will also
be a time for me to explain
the science behind the
scientific concept.

EPE Table
Inquiry
Application