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Baseball STEM Fun

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Lesson Plan

Baseball STEM Fun Lesson Plan

Students will explore counting, measurement, and simple forces through interactive baseball activities, building early STEM skills and gaining hands-on experience with math and physics concepts.

This lesson connects physical play with core STEM concepts, making learning tangible for kindergarteners. It encourages numeracy, measurement understanding, and introductory force experimentation, fostering engagement and foundational skills crucial for early science and math development.

Audience

Kindergarten Students

Time

30 minutes

Approach

Hands-on baseball activities link play with STEM learning.

Materials

  • Small Plastic Baseballs, - Measuring Tape or Ruler, - Ramp or Inclined Plane (Board), - Soft Baseball Bat or Stick, - Recording Chart on Chart Paper, - Baseball Measurement Worksheet, - Markers or Crayons, and - Masking Tape

Prep

Prepare Materials and Stations

10 minutes

  • Gather all physical materials: small plastic baseballs, bat or stick, ramp, measuring tapes, masking tape, markers.
  • Print copies of Baseball Measurement Worksheet and place them at the measuring station.
  • Set up 2–3 measurement stations with tape markers on the floor.
  • Prepare a simple group chart on chart paper for counting and sorting results.
  • Review the steps and materials in Baseball Measurement Worksheet to ensure clarity.

Step 1

Introduction to Baseball and Counting

5 minutes

  • Gather students on the carpet and show a baseball.
  • Ask: “What is this?” and let students name the object.
  • Count aloud the number of baseballs you display (e.g., 1, 2, 3).
  • Demonstrate sorting baseballs by color or type.
  • Invite volunteers to help count and sort on the carpet.

Step 2

Sorting and Recording Counts

7 minutes

  • Distribute small sets of baseballs (3–5 per pair) to each pair of students.
  • Give each pair markers and a piece of chart paper.
  • Instruct students to sort their baseballs by color or type.
  • Have them draw each group and write the number of baseballs beside each drawing.
  • Invite pairs to share their charts; post the group chart on the wall.

Step 3

Measuring Baseball Distance

8 minutes

  • Demonstrate rolling a baseball on the floor from a marked start line.
  • Use masking tape to create a clear start line for each station.
  • Show students how to measure from the start to where the ball stops.
  • Students take turns rolling and measuring in pairs.
  • Record each distance on the Baseball Measurement Worksheet.

Step 4

Exploring Force with a Ramp

8 minutes

  • Introduce the ramp (inclined plane) and explain that steeper ramps can change how fast the ball goes.
  • Have students roll baseballs down a gentle ramp and observe the motion.
  • Ask: “What happens when we make the ramp steeper?”
  • Adjust the ramp angle and let volunteers test and measure again.
  • Discuss how force (gravity and incline) affects speed and distance.

Step 5

Wrap-Up and Reflection

2 minutes

  • Gather students and review key ideas: counting, measuring, and how ramps change motion.
  • Ask volunteers to share one thing they learned today.
  • Praise everyone’s teamwork and effort.
  • Collect the Baseball Measurement Worksheet for review and assessment.
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Slide Deck

Baseball STEM Fun

Let’s explore counting, measurement, and forces with baseball!

Welcome everyone! Introduce today’s fun lesson: connecting baseball play with STEM. Mention we’ll count, measure, and explore ramps with baseballs.

Today’s Objectives

• Count and sort baseballs
• Measure how far baseballs roll
• Investigate how ramps change motion

Read aloud the objectives. Encourage students to listen for each activity.

Counting Baseballs

• What is this? (A baseball)
• Count aloud: 1, 2, 3…
• How many baseballs do you see?

Show a real baseball. Ask “What is this?” and count together. Invite volunteers to help sort displayed baseballs.

Sorting and Recording

• Sort your baseballs by color or type
• Draw each group on your chart
• Write the number beside each drawing
• Share your chart with the class

Give each pair 3–5 baseballs and chart paper. Guide them to sort by color/type, draw groups, and label counts.

Measuring Distance

• Roll a baseball from the start line
• Measure from start to where it stops
• Record your measurement on the Baseball Measurement Worksheet

Demonstrate rolling a ball from a start line. Show how to use the ruler or measuring tape. Point out the worksheet station.

Exploring Force with a Ramp

• Roll baseballs down the ramp
• Change the ramp angle (make it steeper)
• Observe how far and how fast the ball goes
• Measure and record again

Introduce the ramp. Explain incline planes and how steeper ramps affect speed. Have volunteers adjust the board angle and test.

Wrap-Up and Reflection

• What was your favorite activity?
• What did you learn about counting?
• How did changing the ramp affect the ball?

Gather students in a circle. Prompt them to share one thing they learned: counting, measuring, or ramps.

Great Job Today!

Thank you for exploring STEM with baseball!
Keep observing and experimenting around you.

Thank the students for their participation and teamwork. Encourage them to look for STEM in everyday play.

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Worksheet

Baseball Measurement Worksheet

Name: _______________________ Date: ____________

Part 1: Rolling the Baseball

  1. Draw a picture of your baseball rolling from the start line.





  2. Measure how far the baseball rolled for three trials. Write the distance (in centimeters):
    Trial 1: ______ cm


    Trial 2: ______ cm


    Trial 3: ______ cm

  3. Which trial rolled the farthest? Circle one: Trial 1 Trial 2 Trial 3


Part 2: Ramp Exploration

  1. Draw your ramp setup and show how the baseball rolled down.







  2. Roll the baseball down two ramps (one gentle, one steeper). Measure and record the distances below (in centimeters):
    • Gentle ramp distance: ______ cm


    • Steeper ramp distance: ______ cm

  3. Which ramp made the baseball go farther? Draw an arrow to the ramp that worked best.



Part 3: Comparing Results

  1. Write the longest distance from rolling on the floor: ______ cm

  2. Write the longest distance from rolling down a ramp: ______ cm

  3. What do you notice about the two distances? (Which one is bigger?)



Great work! Turn in your worksheet to your teacher when you’re finished.

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