My Beach Ball

Overview

Welcome students to a fun and engaging start of summer school or back-to-school STEM activity centered on community-building and communication. Using a colorful, question-filled beach ball, students will practice speaking, listening, and personal sharing skills while connecting to science-related ideas about identity and observation. This lesson aligns with Next Generation Science Standards (NGSS) practices for 2nd grade, fostering communication and critical thinking in science.

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Standards Alignment

NGSS Performance Expectations:

• 2-PS1-1: Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
• 3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

Science & Engineering Practices:

• Engaging in Argument from Evidence (sharing personal observations about self and surroundings)
• Obtaining, Evaluating, and Communicating Information (speaking and listening skills)
• Asking Questions and Defining Problems (authentic curiosity about peers and themselves)

Crosscutting Concepts:

• Patterns (recognizing similarities and differences among classmates’ answers)
• Structure and Function (understanding how personal traits help define who we are)

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Learning Objectives

By the end of the 60-minute session, students will be able to:

1. Communicate basic personal information clearly in front of the class.
2. Listen actively and respectfully while peers share their answers.
3. Make connections between personal traits and scientific observation (e.g., observable features, preferences).
4. Demonstrate teamwork through cooperative play.

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Materials

• Inflatable beach ball (approximately 16 inches diameter)
• Permanent marker to write personalized questions on the ball
• List of science-friendly “All About Me” questions (examples below)
• Seating arrangement with an open space for tossing the ball
• Name tags (optional)

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Vocabulary

• Observation
• Trait
• Question
• Share
• Listen
• Community

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Preparation

1. Using a permanent marker, write personal, science-related questions on the beach ball spaced around its surface. Examples:
   • What is your favorite season and why?
   • How many legs do you have?
   • What color are your eyes or hair?
   • What is your favorite kind of weather?
   • What do you like to do outside?
   • What is one thing you like to learn about in science?
2. Arrange desks or chairs in a circle with an open middle space for tossing the ball.
3. Prepare a short introduction about why personal traits can be observed and described like scientists observe animals or plants.

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Lesson Procedure

1. Introduction (10 minutes)

• Greet the students and explain the objective: “Today, we will get to know each other and practice science skills like observation and communicating information, all while having fun with a beach ball!”
• Briefly discuss “observations” and “traits” – ask, “What are some things you notice about yourself or your friends?”
• Demonstrate how to toss the ball gently and catch it.

2. Activity: Toss & Tell (35 minutes)

• Students sit or stand in a circle.
• The teacher or a volunteer tosses the ball to a student.
• The student catches the ball, finds the question closest to their right thumb, and answers it out loud.
• Encourage classmates to listen carefully and respond respectfully (e.g., thumbs up, clapping).
• Continue tossing until every student has answered at least twice or for the full 35 minutes.
• Circulate and support quieter students, prompting as needed.
• Remind students to look at the question before throwing to prepare mentally.

3. Reflection and Connection (10 minutes)

• Gather students for a group discussion:
  • “What did you learn about your classmates today?”
  • “How are our answers similar or different?”
  • “How is sharing about ourselves like scientists making observations?”
  • “Why is it important to listen to others in science and the classroom?”
• Highlight the idea of being curious about the world and people, a key habit of scientists.

4. Assessment & Closure (5 minutes)

• Have students turn to a partner and share one new thing they learned about someone today.
• Informally assess listening and speaking skills based on participation and responses.
• Praise respectful communication and participation.
• Close by asking students to draw one personal trait they shared on a small sheet of paper to create an “All About Me” summer science collage for the classroom (optional follow-up activity).

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Extensions and Differentiation

• For advanced learners: Add challenge questions that require prediction or classification, e.g., “If you were an animal at the beach, which one would you be and why?”
• For students needing support: Provide visual aids or sentence starters to help answer questions. Allow more time and peer support.
• Incorporate a tactile element by decorating the ball with different textures representing personal traits or senses.

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Teacher Tips

• Model enthusiasm and active listening to set the tone.
• Adjust the pace to maintain engagement without rushing.
• Use positive reinforcement to build community and confidence.
• Keep beach ball questions focused on simple, observable traits and preferences to keep within cognitive range of 2nd graders.

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This interactive activity provides a rich opportunity to start the STEM year with communication skills, community building, and scientific observation framed through fun, familiar experiences. It exemplifies the Next Generation Science Standards' emphasis on not just content but also scientific practices and habits.