Dear Teachers and Educators,

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2 Dear Teachers and Educators, Get ready for Baseball in Education here at New Britain Stadium! Included in this educational packet you will find exercises that your students may enjoy before, during and after the game as well! In the spirit of making learning fun, we have implemented exercises that are relevant to baseball and the school subjects that your students are learning. The New Britain Rock Cats Baseball in Education Curriculum was in part, created to provide you with a learning compass to help guide your students through a truly rewarding out-of-class experience. The ideas and lesson plans, stand to serve as a guide for educators to create appropriate, educational ideas to assist in the Baseball in Education Days at New Britain Stadium. Some ideas include but are not limited to: a) Educators tailor the lesson plans to meet the needs of their students. b) Educators may use pieces of a lesson to create their own lesson plan. c) Educators have the flexibility to use this curriculum and lesson plans to integrate ideas into current studies and curriculum standards of city/town. Our hope is that your class not only enjoys completing the following lesson plans, but also learns some new fun facts about baseball in education. Furthermore, we hope that not only do your students learn to apply them to their experience here at New Britain Stadium, but beyond the baseball diamond as well. Here in the office, our season never ends. We are always fielding suggestions and want your feedback as well. If you have any input about this curriculum and how to make specific lesson plans better, or if you have any questions about the program, feel free to us directly from the website or contact a group sales representative at Have fun and Lets Go Rock Cats! 1

3 Science: Mathematics: Social Studies: Language Arts: Appendix: 2

4 Lesson Plan # 1 The Roots of Baseball Materials: Grass seed, Containers in which to grow grass, soil and water Before the Game: Discuss as a class what plants need in order to grow. Provide students with materials to grow grass in the classroom and discuss how and why the grass at the ballpark is different and similar than the grass that they are growing. At the Game: Have students observe where the grass is growing at the ballpark and where there is just dirt. Why is no grass growing there? What are the things before, during and after the game that they do to care for the field? Why is it a good idea to play baseball on grass? Are there other surfaces used to play baseball? Which is the best surface and why? After the Game: Discuss the observations you made as a class. Answer the questions. Did the grass grow in the classroom? Why or why not? Lesson Plan #2 The Center of Gravity Materials: Variety of baseball bats and two feet of string. Before the Game: On every bat, there is a spot where the weight is concentrated. This spot is called the center of gravity. The students can find the spot by the following directions: 1. Predict where the center of gravity is located on the baseball bat. 2. Take the string and tie it to the bat somewhere around the middle. Make the knot loose because you may need to slide the knot up and down the bat. 3. Let the bat hang horizontally from the string so that the bat becomes balanced. This is the time when the knot should be adjusted to enable the bat to hang balanced. 4. When the bat becomes balanced, this spot is the center of gravity for the bat. Measure the distance from the thick end of the bat to place at which the knot is balancing the bat. 5. How far off were students from the predictions? 3

5 Lesson Plan #3 The Greatest Distance is Sound Materials: Hammer or piece of wood the size of a hammer, baseball bat, and a ruler. Before the Game: Hold the bat horizontally with one hand. With your other hand, pick up a hammer or piece of wood. Strike the bat at points that are one inch (2,5 cm) apart. Start at the heavier end of the bat. Listen to the sound the bat makes each time you hit it. Note all changes of sound from one end to the other. 1. What did you notice about the sound of the bat each time you hit it? 2. Where is the spot that makes the clearest, most solid sound? 3. Measure how far this spot is from the thick end of the bat (Inch or cm.) 4. Why do you think the spot is called the center of percussion? At the Game: Observe the sound the Rock Cats bats make. Are these sounds different from the sounds you made? Do ground balls sound different then fly balls? Is the sound a foul ball makes any different to that of a fair ball? What is the sound of a ball directly fouled backwards? What does that tell you about the spot it hits on the bat? Related Ideas: You may even choose to have various students close their eyes for one half inning of the game. Have these students attempt to determine the distance that the ball traveled based on the sound of the bat. Have your students track the difference between their guess and the actual distance of the ball. After the Game: Experiment with other sports equipment (tennis rackets, racquetball rackets, hockey stick, etc.) to find the center of percussion Why do professional players use wooden bats while little leaguers use aluminum? Note that college players are slowly being required to switch from aluminum to wood. Why is this? Search appendix for specific bat sizes and how they relate to ages and sizes of players. 4

6 Lesson Plan #4 Galileo s Principles Before the Game: Using the charts below, find the rule or formula used in each chart. Allow students to experiment with formulas determined from the tables with a baseball. At the Game: 1. Using your stopwatch, collect sample data from the following: a) Total time in air of fly balls. b) Total time of the descent of a fly ball. c) Estimate the height and the distance traveled by each fly ball. Beyond the Game: 1. Using the sample data collected at the game, does your data support the theories from the tables above? 2. What outside forces may have affected your findings (in relation to the charts)? 5

7 Lesson Plan # 5 The Center of Gravity - Part II Materials: Variety of baseball bats, 2 feet of string Before the Game: On every bat, there is a spot where the weight is concentrated. This spot is called the center of gravity. The students can find the spot by following the directions. 1. Instruct the students to predict where they think the center of gravity may be located. 2. Take the string and tie it to the bat somewhere around the middle. Make the knot loose because you may need to slide the knot up and down the bat. 3. Let the bat hang horizontally from the string so that the bat becomes balanced. This is the time when the knot should be adjusted to enable the bat to hang balanced. 4. When the bat becomes balanced, this spot is the center of gravity for the bat. Measure the distance from the thick end of the bat to the place at which the knot is balancing the bat. 5. How far off were students from their predictions? 6. Discuss gravity and the importance of the center of gravity with the class. At the Game: Compare hits from around the center of gravity, middle of the bat vs. hits from the end of the bat or inner part of the bat. List the observations made while making a determination on the hit balls (ex. direction, sound, speed). Beyond the Game: 1. What other careers require materials that are perfectly balanced? List those materials. 2. Discuss the importance of perfectly balanced materials in other careers. What would happen if the materials were not balanced? 3. Discuss reasons why different players use different size bats. 4. Discuss the importance of a balanced baseball. What would happen if the ball was lopsided? 6

8 Lesson Plan # 6 The Coefficient of Restitution Materials: 3 Baseballs, 3 Golf Balls, 1 Tennis Ball, freezer, and calculator. Before the Game: Students, with the assistance of their teacher, may dissect a baseball, a golf ball, and a tennis ball to determine their construction. In doing so, compare the three types of balls. Create a chart with three columns. List the characteristics and descriptions of each ball (i.e. circumference, diameter, material, etc). Discuss the coefficient of restitution: (The measure of elasticity of the collision between ball and bat). Freeze one baseball and one golf ball. Drop one frozen ball and one room temperature ball of each type to show the effect of temperature on the coefficient of restitution. Discuss how weather and temperature may affect a baseball game and the ball used for it. At the Game: Students will note the game time temperature and then take notes based on the travel of the ball as it relates to the temperature. Does the distance change, as the day gets warmer or cooler? Beyond the Game: Students may participate in a class discussion based on the transfer of kinetic energy from the bat to the ball. Where else does energy transfer other than the ball? What assumptions may be made if you replaced the baseball with a golf ball? c = coefficient of restitution (dimensionless) h = bounce height H = drop height. 7

9 Lesson Plan # 7 Laws of Baseball Before the Game: Discuss with your students various physics references and how they relate to baseball and the way that the game is played. Have students research Newton s Laws regarding velocity, motion and the various equations applied to such theories. You may even choose to explore other theories that have over time, been updated or disproved. Ideas proposed by the likes of Galileo, Aristotle, etc. At the Game: Have students take into consideration what they have learned and take notes on where and why they believe it holds applies specific areas of the game. Do these laws affect pitching? Is it all types of pitching or just specific pitches? Beyond the Game: Upon returning to the classroom, have student s link equations to the specific parts of the game that they watched. I. E. If an object were to move with constant velocity, would there be any external force exerting on it? The answer is No, according to Newton's Second Law, an object will move with constant velocity until a force is exerted on the object. Or from a different angle, force effects acceleration. Newton's Second Law basically tries to explain the relationship between force and acceleration. What is this relationship? F=ma Force = mass * acceleration Baseball = swing * pitch Rock Cats = Batter * Pitcher 8

10 During the course of the Rock Cats game, both pitchers will throw many types of pitches to the batters that they face. These include a fastball, slider, knuckleball and curveball. Today we will look at what allows a pitcher to throw a curveball and what it is a curveball actually does. Take a look at the diagram below, read the short description and then answer the questions below. About A Curveball: The diagram below shows you how you would grip a baseball when you want to throw a curveball. When throwing this pitch, a pitcher can make a baseball curve up to 17 ½ inches in the time it takes a ball to get to the plate. Generally, it takes.55 seconds for a baseball to get to home plate from a pitchers mound. A baseball curves because of the 216 red stitches made of cotton, that a baseball together. In addition to holding the ball together, they hold a thin layer of air around them as they spin. Palm is turned inward with a release like your pulling down on the ball. Sidespin and backspin should be imparted with wrist, not elbow. A curveball is thrown with more topspin so that more air will flow around the bottom of the ball than the top. This causes the air to move faster around the bottom of the ball, crating less pressure, allowing the ball to drop or curve. The curveball generally travels miles per hour and will rotate 1900 times per minute. 1. When a pitcher throws a curveball, what is the farthest distance he can make the ball curve? 2. What part of the baseball helps make the ball curve? 3. Creating on the bottom of the baseball allows it to curve? 4. Research the average speed of a fastball in professional baseball. 5. How much time does a batter have to react to a pitch thrown? 9

11 Examining Scientific Relationships: Using a baseball or softball, have students determine the relationships between time, velocity, distance, and height. a) Use your visit to New Britain Stadium to determine the speed, velocity, or distance of a fly ball. b) During your visit, determine the speed or velocity of a throw across the infield. RELATIONSHIP BETWEEN DISTANCE AND ANGLE In baseball, the angle of the swing has a dramatic effect on the angle of the baseball and, therefore, the ball s distance. Experiments can be staged to emphasize the effect of the swing angle. a) Have students swing a baseball bat off of a batting tee using different angles. Determine which angle allowed the greatest distance. Which angle produced the worst results in terms of distance? What factors do your students feel affected your results (either positively or negatively)? Determining the effects of air density on a baseball: In class, discuss the differences during a baseball game between games played in ideal weather conditions versus games played in rain, cold, humidity, precipitation. Also discuss the effect that air density has on the distance that a ball will travel (e.g. in cities such as Denver). a) What was the weather like at New Britain Stadium on Education Day? Attempt to anticipate how well the ball will travel based on your class s earlier findings. Using Levers: A baseball bat is a first-class lever. Using a baseball bat as an example, determine the fulcrum, the force, and the load. What are other examples of other first, second, and thirdclass levers, in baseball and in general? Bernoull s Principle: Test the effects of lift, drag and thrust on ball movement. How does the pitcher s grip on a baseball or delivery motion affect ball movement? Angle of the Sun: Using what students know about the sun and the lay-out of New Britain Stadium, what seat would be the best if it was going to be a sunny, hot day? Which direction would you normally expect the wind to blow? Machinery & Baseball: In what way has the development of machinery improved/hurt the cultural experience of the game of baseball? How was the game played before machines such as hot dog warmers, pitching machines and scoreboards were invented? Swinging the Baseball Bat: Using the Appendix, determine the appropriate bat length and weight for each student as well as each. 10

12 Lesson Plan # 1 Baseball IS Math! "ALL Things Exist Through Mathematics." - Author unknown Objectives: To identify two and three-dimensional shapes, line relationships, classify angles, and determine the ways that math is used in baseball. Before the Game: Write the above quote on the board and allow students to share their thoughts regarding the quote or any other quote you may feel fitting. (Chart the responses). Use an overhead transparency of a baseball field or a picture. Have students Identify perpendicular lines, parallels, angles, etc. Brainstorm a list of shapes found at a baseball park. Discuss regular shapes vs. non-regular shapes: (Congruent shapes, congruent sides, congruent angles). Are there shapes which are symmetrical? Asymmetrical? Why does the baseball diamond need to be a regular quadrilateral? Why would it not be fair if it weren t? At the Game and After the Game: Classify objects seen at New Britain Stadium Into two and three-dimensional shapes. Have a scavenger hunt to find perpendicular lines, parallel lines, angles (obtuse, right and acute), and geometric shapes such as cones, spheres, etc. Find out how many lines of symmetry exist through the infield and the entire field? Students may work in small groups to develop a list of all the different ways mathematics is used in the game of baseball. Remind students to think about math uses before the game and after the game. Back in the classroom, you may choose to compare the lists: 1. Who has the longest list? 2. Who has the most unique response? 3. Add to student generated lists. 4. Create a diorama using geometric shapes.

13 Lesson Plan #2 Box Score Statistics Before the Game: Using the appendix and have students answer the following questions or create your questions relating to your class and the game. a) Who played first base for the Rock Cats? b) Who played first base for the Rock Cats? c) Who were the two opposing shortstops? d) If came into the game batting.262 (38 hits in 145 at-bats), what is his new batting average after the game? e) What was the Rock Cats team batting average for the game? The opposing team? Both teams combined? f) How many hits did the Rock Cats third baseman get? g) What is the average per/pitch thrown for the Rock Cats starting pitcher? h) Based on situations, at what point where the Rock Cats in most trouble? i) How many outs did the Rock Cats starting pitcher record? How many batters did he face? j) How many more Rock Cats were left on base than the opposing team? k) If the Rock Cats scored this many runs per game over the 142-game season, how many runs would they score this year? l) What was the winning pitcher s ERA (Earned Run Average) for the game? The winning teams? m) How many more strikeouts did the winning pitcher have than the losing pitcher? n) What was the WHIP (walks and hits per innings pitched) of the losing pitcher? o) If all the men left on base would have scored, what would have been the final game score? p) If the Rock Cats came into the game with 75 doubles on the year and this game was their 61st game of the year, how many doubles per game do they average after this game? q) The playing time was how many minutes less than three hours? r) How many times did all players go to bat? s) How many people attended the game? t) If each person at the game paid $3.00 per ticket, what was the total ticket revenue? At the Game: 1. Have students keep score or collect the appropriate game information in order to create their own box score after the game. Beyond the Game: 1. Create your own box score based on a class game or a game on television. 2. Use hitter s averages to predict the outcome of certain pitcher/batter match-ups. 3. Invent a new box score for a different class game. For example, if your class plays Chalkboard Jeopardy, create statistics for each participant and organize them into a unique box score. 4. Apply statistics to what you are learning in the classroom. 1

14 Lesson Plan #3 Size & Dimensions of a Baseball Field Materials: Dimensions of your school s baseball field and those of New Britain Stadium (Appendix) Rulers, Paper, Pencil, Protractors (optional), Graph Paper, Stopwatch, String, Tape Measure. Before the Game: 1. Measure the dimensions of your school s baseball field. 2. Instruct students to use the dimensions of the your school s baseball field to create a drawing to scale. (For younger students, a pre-drawn field may be used). 3. Using their scale drawings, calculate the following: New Britain Stadium School Park Area of infield in square feet Area of infield in square inches Distance from pitcher s mound to home plate in feet Distance from pitcher s mound to home plate in inches Distance from base to base in feet Distance from base to base in inches 4. How many square inches larger is New Britain Stadium s infield compared to your school s field? 5. Find the perimeter of each infield. What is the difference in perimeter between the two fields? 6. If a runner is traveling at 10 feet/second, how long would it take to get from home plate to first base? For a double? For a triple? Determine for both your school s field and New Britain Stadium? 7. Would the rate change when a home run is hit? Why or why not? At the Game: 1. Using a stopwatch, time the players as they run to first base, second, etc. Which players clocked the fastest speeds? How fast were they traveling (feet per second)? 2. Plot the landing point of each fair ball hit (whether caught or not) for one full inning or more. Estimate the distance of each fair ball and the total distance traveled. Beyond the Game: 1. Using your choice of materials, construct a 3-D model of New Britain Stadium to scale. 2. Determine the area of a chalkboard eraser. How many chalkboard erasers would it take to cover New Britain Stadium? 3. Analyze the data student s collected at the game. Calculate average speeds for singles, doubles, triples, homeruns and stolen bases. 2

15 Lesson Plan #4 Calculating Costs Before the Game: Create a data sheet/chart for personal spending information. Collect this sheet after the game and include some calculations for each student to complete (i.e. cost per ounce of drink, etc.). At the Game: 1. Have each student record the total amount of money spent at Education Day on their tickets, food and souvenirs. 2. Have students (perhaps 1 or 2) collect cups and prices for various size drinks. Compare cost per ounce when students are back in class. Which is the better value? Beyond the Game: 1. Determine the total amount of money spent by the class followed by the average per student. 2. Plot the total amount of money spent by each student on a graph. Compare these figures with the class average. 3. Using the Rock Cats attendance for Education Day and your class average, estimate how much revenue the Rock Cats earned on this particular day? If these numbers held true for the entire 71-game home season, how much money would the Rock Cats earn for the year. Discuss whether students feel that this is an accurate figure. Beyond the Game (2): 1. Using actual costs at a Rock Cats game, determine the total amount of money that the class would have spent as well as the average per student had certain prices not been discounted. 2. Explain that this is how companies forecast profits for a year and the importance of having a model that is reflective of the entire population. 3. Discuss potential costs that come out of Rock Cats revenue (management salaries, game-day labor, electricity, etc...) 3

16 Lesson Plan #5 Adjusting to the Stat Calculating a Pitcher s Earned Run Average: ERA stands for Earned Run Average which is the average number of times batters earn a run against a pitcher. The lower a pitcher s ERA, the better. a) Calculate the average ERA of the New Britain Rock Cats pitching staff using the Appendix. b) Using the statistics from the daily box score from Education Day, find the ERA for each starting pitcher. c) Write a paragraph explaining why you think an ERA becomes more accurate wit more innings pitched. Calculating Batting Average: Using Rock Cats team statistics, compute batting averages and graphically compare from one game to the next. * Use to locate Rock Cats game day box scores and daily statistics. a) Did the student correctly compute the averages? b) Did the student display the results correctly? c) At Education Day, calculate the Rock Cats batting average for one inning Using formulas to calculate statistics about batting and pitching: a) Estimate/calculate how fast a pitcher throws for either one inning or ten pitches. Students may use stopwatches to time how long it takes a pitch to get from the pitcher s hand to the catcher s glove. In class, use the formula Distance = Rate x Time to calculate the speed of the pitches. Students could create a spreadsheet of the information to compare speeds. In addition, compare speeds of students within the class or compare against Rock Cats pitchers at Education Day. b) Record the pitches thrown for an inning at Education Day and calculate the ratio of balls versus strikes thrown by the pitcher. Use the students experience and activities from Education Day to estimate totals for an entire game or season: a) Use the announced attendance for Education Day to create calculations. * If the Rock Cats averaged the same attendance as Education Day, what would their total attendance be for the season (based on a 71-game home season)? * If everyone paid $2.50 per ticket, how much money was collected for admission for the day? * Create a chart comparing how much money each student spent for the day. Calculate the average amount of money spent per student on food and souvenirs. Using that average, calculate how much the entire crowd spent. b) Have students keep track of how they spent their time at the game. What percentage of their time was spent where? 4

17 Comparison of student/player information a) Using the appendix, calculate the average height, weight, and age for the Rock Cats players. Have students select a player and compare their height, weight, and age with those of that player. Students can calculate differences and find percent differences, etc. Using Maps a) Using the Appendix have students calculate the distance each Rock Cats player is from their hometown to New Britain. Convert miles to yards to feet to inches or into metric units. Which players are the farthest from home or the closest to home? b) Using Miles Chart in the Appendix, determine how far the opposing team travels to get to the game. c) Using an average speed, calculate how long it will take the visiting team to get to the game. d) Use the same calculations to compare how long it will take your class to get to the game. Estimate the distance prior to the trip and compare the estimations to actual data. Compare this to the travels of the visiting team. Mock Draft Using the team s roster sheet and player statistics (Appendix), divide students into teams and hold a mock draft of Rock Cats players. a) Why were some players taken before others? Ask students to support their selections with the statistics given. b) Did students use the statistical information to make sound decisions as to who to draft? c) Discuss how this process is similar to real drafts. d) How was it determined who received the 1st pick? What were the chances that your team was going to receive the first pick in the draft? 5

18 Lesson Plan #1 Plotting minor league baseball teams Before the Game: (See Appendix for a listing of every minor league baseball team in America as well as other pertaining information. For additional information, utilize team websites, library, contact Rock Cats Rep, etc,). 1. Have your students select or assign them to five different minor league baseball teams. 2. Ask each student to plot each team in its exact location on the U.S. map. 3. Using the teams assigned to each students, have the students research the following items and then compare their findings to those of the New Britain Rock Cats. Add your own comparisons! 4. Review information about the elevation of cities being considered and their physical differences. Have students consider some of the history of the cities and the history of baseball in each city. How does the team s presence affect the city? Team Name: Level of Professional Baseball: Name of League: 2011 Attendance Number of Games Played: Stadium Name: Total Cost to Build Stadium Cost of a hot dog: Cost of a ticket: Downtown or Suburbs: Distance from New Britain (miles): Nearest body of water: City Population: Withstanding, any information you may feel relative to the assignment, please include Information not available, assign students to contact organizations and ask. At the Game: 1. On the way to the game, ask the student who was assigned the Rock Cats opponent to report their findings to the rest of the class. 2. Discuss how the Rock Cats and the City of New Britain compare to the opponent. Beyond the Game: 1. Have each student choose one major league team as well. Compare and contrast the differences between major and minor league baseball. 2. Locate cities without a baseball team that have comparable statistics and city information that would make them ideal hosts to a new professional team. Have any of these cities attempted to lure a team in the past? 6

19 Lesson Plan # 2 Decision-making and Resources Before the Game: Discuss the following factor of production terms: land, labor, capital, entrepreneurship, goods, services, production, consumption, revenue, resources, factors of production, competitive market, supply and demand. 1. Create a large list of any and all people and materials that your class believes are involved in running the Rock Cats team. This could be as small as the grass at New Britain Stadium or as important as the Rock Cats manager. 2. Place the students in small groups with the following instructions: Evaluate each item on the list to determine which factor of production term it is most associated with. Create a graphic organizer that will display your evaluation. Compare the results as a class. At the Game: 1. Looking at the advertisements on the Rock Cats outfield walls, categorize them as goods, services, or both. 2. Why do companies want their name in a stadium? Which companies do you think would be smart to advertise on the outfield wall and why? Beyond the Game: 1. Research professional baseball for taxes and regulations, which are placed on teams. How do they affect the decision-making and resources used? 2. How are the Rock Cats similar or different to other types of businesses? 3. What other types of activities would draw additional revenue for a team? 4. What else should be sponsored at the stadium? 7

20 Lesson Plan #3 The Importance of the National Past Time Objectives: To explain why and how baseball continued during World War II and after the September 11, 2001 terrorist attacks on America. Students will identify key figures involved in these events and be able to explain why baseball is identified as the national past time. Materials: Appendix (Baseball History, Baseball and World War II, Letter from President Franklin Roosevelt, Spalding Advertisement, various articles on baseball), World map, various Reference guides and Baseball Related Web Sites. Before the Game: Discuss with students the concept of baseball as the national past time. Explain that, this may be one of many recreational interests among Americans. Also discuss, that in times of national crisis, baseball has served as an important diversion, a form of relaxation, and as a unifying force in the nation. Discuss some of the issues of World War II and the countries that were involved. Although the war began in 1939, the United States did not commit to fighting until December 7, 1941, when Japan bombed Pearl Harbor. Thousands of men were drafted to fight, thousands of men and women served in the military and in the factories that made materials for the war. The Commissioner of baseball, Judge Kenesaw Mountain Landis, questioned President Roosevelt that with the fate of the world at stake, should baseball continue playing? Ask students how they would have answered this question and why. After reviewing the Baseball and World War II article and the letter that President Roosevelt sent to Judge Landis continue the discussion. Would baseball continue? Why? What would many of the players then playing be doing? Who would play? Was this a good decision? Why or why not? Discuss some of those that were superstar players at the time and how they fought for their country (e.g. Bob Feller, Ted Williams, etc.). At the Game: Have students take note of any patriotic elements of the baseball game and the stadium itself. Are any of these elements different from other professional sports or from a previous experience at a baseball game? Beyond the Game: Have students report their findings, and discuss the events of September 11, Note that after a week off, baseball resumed play. Should baseball have continued to play? Why or why not? Was this a good decision? Why or why not? Students or the class may then read and discuss the various articles from the Appendix concerning the return of baseball following the September 11th attacks. Compare baseball s situation during World War 11 and during the time following September 11th. What are the similarities and differences? 8

21 Lesson Plan # 4 Show me what this means Before the Game: Examine demographics and how society utilizes results to target specific race, age, sex, income and mobility. Begin to compile ideas about the average fan that attends a Rock Cats game. Pose questions such as, where do they come from?, Why do they choose the Rock Cats? With the class, create graphs and pie charts that visually display what percentage you believe it to be ages, race, ethnicity, or whatever chosen focus point you decide upon. At the Game: Have students observe the crowd to estimate attendance-using categories: 1. Male/Female. 2. Age (0-2, 3-18, 19-50, 51 or older). 3. The number of innings people stay at the game. 4. The number of fans wearing team apparel. Have students jot down some notes...does the crowd match the findings on our graphs? What is different? (Keep in mind, Baseball In Education School Days). After the Game: Estimate the changes that occur on Education Days with the Rock Cats demographics. Create new graphs that might better demonstrate demographic breakdowns on Education Days. After creating graphs, apply percentages to the number of students that attended from towns, districts, states, etc. Based on the findings, what was the farthest school that traveled to the game? 9

22 Lesson Plan # 5 Locating the Opponents Objectives: To interpret a map of the Eastern League teams and to estimate the distance from New Britain, CT. to each opposing team. Students will complete the given chart and calculate the actual distances. Materials: Appendix A: (Map of Eastern League teams). Appendix B: (Eastern League Mileage Chart), and a map of the USA Before the Game: 1. Study Appendix A. Use the information to complete the chart below and estimate the distance from New Britain, CT., to each opposing team. Ask students to compare their measurements with classmates. 2. Measure the actual distance. Teach students to use string to measure the distance from city to city on a map. Using Appendix B, how close were your estimates? TEAM NAME LOCATION (state) ESTIMATION (miles) MEASUREMENT (miles) DIRECTION TRAVELLED New Britain Aeros Altoona Curve Binghamton Mets Bowie BaySox Connecticut Defenders Erie SeaWolves Harrisburg Senators New Hampshire FisherCats Portland Sea Dogs Reading Phillies Trenton Thunder At the Game: Students may list signs, vendors, players, stands, among other items in the ballpark located, North, South, East, and West of where their seats are. After the Game: Using a Rock Cats 2011 schedule and Appendix B, calculate the total number of miles the New Britain Rock Cats will travel this season, in a month, or in a week. If the Rock Cats are traveling by bus, at 60 miles per hour, how long would it take to go from New Britain to the various cities? 10

23 Lesson Plan # 6 Baseball IS History: Research Project Materials: Appendix (Baseball History, Baseball and World War II, Letter from President Franklin Roosevelt, Spaulding Advertisement, various articles on baseball, etc.), various reference guides and baseball related web sites. Before the Game: Students will select a research project from the topics below in order to write a paper or produce a multi-media project (video, hyper studio program, magazine, etc.). The project should rely on both primary and secondary sources, as well as the internet, and follow the rules of research papers established by the school. Topics: The Impact of the Great Depression on Baseball, Women in Baseball, Breaking the Color Line in Baseball, The History of the Negro Leagues, The History of Ethnic Diversity in Baseball, Baseball during World War II, Baseball in War Time: Should it Continue?, Should the Cleveland Indians be called the Cleveland Indians?,or Labor Relations in Baseball At the Game: Students will make observations at the game and take note of their experience to relate their experience and opinions to the topic of their research project. Students may ask questions of staff or players concerning their topic if the opportunity presents itself. 11

24 Extended Ideas Distance traveled: The New Britain Rock Cats play in a 12-team AA baseball league known as the Eastern League. Representative teams are located throughout the northeast sector of the United States. Each team has a major league affiliate located throughout the United States. Major league teams ideally prefer their minor league affiliates to be as close as possible for a number of reasons. See the Appendix for a map of Eastern League teams and the Appendix for a comprehensive mileage chart. a) Identify the major league team associated with each Eastern League team? Determine the distance between each major league team to its Eastern League affiliate. Plot on a map. b) What direction would you have to travel to get to each Eastern League park? c) Why do major league teams generally prefer that their minor league affiliates be as close as possible? Using maps: a) Have students determine the directions from your school to New Britain Stadium using a local map. b) What distance is your school from New Britain Stadium? c) Plot the major highways and roads the Rock Cats take to each Eastern League city. Economic impact of baseball and New Britain Stadium: a) List a number of changes (positive or negative) that a baseball/sports stadium can have on a city? b) Why do many cities yearn for baseball/sports stadiums? c) Are all stadiums a success for their respective cities/regions? Through research, find examples of other cities who have built new stadiums in the past ten years. d) Why was New Britain Stadium placed downtown rather than in the suburbs? e) What are some of the benefits reaped by a local economy through being home to a professional sports team? f) What local businesses may profit from a local team? How and why do they profit? North, South, East, West Orientation: a) What features are in the northern-most direction of the ballpark? b) Which team in the Eastern League is the farthest north (also east, west, south)? c) Behind which base does the sun set? Why has New Britain Stadium been laid out so that the sun sets behind this base? Why are all baseball fields laid out in this direction? d) On a picture of the park (Appendix F), draw a directional indicator showing all four directions. Traditions & Superstitions Research different traditions and/or superstitions in the game of baseball. How did they originate and are all of them still in use? For example: Singing the National Anthem, hot dogs, Crackerjacks, Take me out to the Ballgame, the World Series, not washing your socks on a winning streak, jumping over the white foul line, etc... Jobs/Professions represented at New Britain Many assume that minor league baseball consists only of the players that step onto the field. In reality, a number of different professions are represented, in addition to many job opportunities. Throughout the summer, as many as 150 people may be employed at once at New Britain Stadium, whereas throughout the fall and winter months, the staff is scaled back to only full-time employees. a) List all possible career opportunities/professions represented at New Britain Stadium. b) How can these jobs be categorized (e.g. ticket sales, marketing, finance, game day vs. full-time)? c) Estimate a New Britain Rock Cats player salary (generally between $20,000-$30,000). Discuss why it is so much lower than the salaries that are read about in the newspaper. d) Besides being a player, what jobs with the Rock Cats would you be most interested in? e) At Education Day, keep track of each type of employee with whom you interact. f) Generate a list of OTHER businesses/occupations that feel the positive impact of New Britain Stadium. How were businesses or game day employees that work with the Cleveland Indians or Cleveland Cavaliers affected by past work-stoppages/player strikes (i.e. restaurants, concessions workers, food vendors, etc.)? 12

25 Geography of New Britain and surrounding communities a) From each surrounding community, what is its distance (in miles) to New Britain Stadium? b) On average, fans from as far as one hour in each direction will attend New Britain Stadium. Mark a one-hour distance radius from New Britain Stadium from all directions and list some of the communities that attend events at New Britain Stadium. c) How long does it take from each community to travel to New Britain Stadium? Nationality of Rock Cats players a) Using the roster sheet, identify the number of Rock Cats players from other countries. Discuss why so many players are from other countries. Which countries are represented? How many players are from each country? Do you think the results are representative of all of minor and major league baseball? b) Why are there so many players from Latin America playing in the United States? Are there any other countries that are gradually increasing their representation in baseball? c) Using yarn and a map of the Americas, connect each player s hometown to New Britain. Who traveled the farthest to play in New Britain? Significant & Famous A significant person makes a lasting contribution to society. What person in the history of baseball could be significant? Defend your position. Is there a person you would label a famous but not significant individual? a) When was this person born and when did they die? b) In what way is this person historically significant? Famous? c) What was the major event in the person s life (cause or action)? d) What was the action taken by the person (effect)? e) What was the result of the action taken (additional effects)? Fact vs. Opinion Using an article from the sports section in a newspaper, ask students to highlight the facts in yellow and opinions in pink. Was the article mostly factual or opinionated? Do certain sections of the paper consistently print more factual or opinionated articles? Labor-Management Relations in Baseball The relationship between the players (labor) and owners (management) has impacted professional sports, and baseball in particular, a great deal. a) Discuss labor relations in other industries. b) What are the major issues between players (labor) and owners (management)? Demographics Demographics play a large part towards determining how the Rock Cats market New Britain Stadium and baseball throughout the community. Minor league baseball has a strong history of reaching specific demographics (i.e. families, children, etc.). Can your students determine the logic behind this? a) What are demographics? b) Estimate the Rock Cats demographics. Would you have predicted these figures? c) Why do the Rock Cats pay close attention to demographics? How can the Rock Cats and other businesses utilize this information? 13

26 Lesson Plan # 1 Your suggestions are valuable Students will be active participants in evaluating the activities at the game and write a letter to the Rock Cats Management voicing own ideas and opinions. Customize this lesson plan to fit the classes studies. Objectives: To write a personal experience narrative and a persuasive letter using proper grammar. (Utilize what the class is learning to customize a letter in the voice of an author that they are reading)! Before the Game: Tell the students they will be going to the game and there will be over 5000 students from all over Connecticut in attendance at the game. Your class has been selected by the New Britain Rock Cats to evaluate the activities at the game and come up with new ones. Remember the activities created and evaluated should have an educational focus. Have Students brainstorm (take into account the logistics of carrying out even the smallest task and 90 second time limitations between innings). At the Game: Students will take notes on the activities that occur throughout the day. How could they be improved? Have students write down ideas, thoughts, and feelings while they are at the game. What might make lines move more effectively? How might a different layout help high traffic areas? Beyond the Game: As a class list the activities that the students observed (contests, press conference, scoreboard activities, etc.). -Create a list of new student ideas. -Have students write a personal experience narrative or report based on the Education Day that they attended. -Make a rough draft of a letter to the Education day Coordinator of the New Britain Rock Cats, including things that they would like to see improved or implemented at the Education Day games. -Revise, Rewrite, and send the letter to the New Britain Rock Cats Education Day Coordinator. Even more exciting, submit your letters to the New Britain Herald. Are any published? 14

27 Lesson Plan # 2 ERA Every Random Association Objective: 1. To demonstrate an understanding of language and elements of non-fiction by responding to items in which students analyze the text and discern major and supporting ideas. 2. To make or use a table to record and sort information (Lesson plan may be utilized in Math Section as well). Before the Game: Search appendix, articles, newspapers, etc. for abbreviations that describe statistics and compile a list that you will use to engage students while at the game. (i.e. RBI, CS, HR, ERA, GIDP). Have each student or group generate lists of what these stats could potentially mean (i.e. RBI = Ramirez Best Inning, HR= Hums Randomly, etc). - Design abbreviations that you will use to apply to your date at the ballpark. - Estimate what numbers you expect for each abbreviations and why you expect these numbers to be the case. At the Game: Have children look for events and behaviors that they should keep stats on: -BDOOM (balls dropped out of mitts) -SOG (Spit on ground) Keep tally of these stats. After the Game: Take the stats that students compiled and formulate charts, Graphs and theories based on the stats. Were student s assumptions about the numbers correct? Why or why not? What do these numbers indicate? Beyond the Game: Design stats that can be simulated in your class and help students become aware with assignments. BR - Bell Rings You may also choose to take the stats they have compiled and create charts that they are learning in math. 15

28 Lesson Plan # 3 Telling a story through a Photo Before the Game: Review with students the parts of speech and how each works together in a sentence to complete a thought in written or oral communication. When you read about baseball games in the newspaper, some of the highlights are recorded in photographs and the accompanying cut lines or captions. These captions are created with complete sentences and have been formed with the various parts of speech. Select a photo and its caption from the sports page. Clip the photo and attach it to a piece of paper. Have students try to find examples of each of the following parts of speech in the caption and list them on the paper; nouns/pronouns, verbs, adverbs, and adjectives. Was every word in the caption used? If not, what parts of speech are not listed? Categorize the remaining words. At the Game: As a class, or individually, take photos throughout the game. Beyond the Game: Students will create their own cutlines or captions to match their photograph or drawing. They should include and identify each of the parts of speech discussed before the game. Display their pictures and captions to convey the events of the day to others in the school community. Lesson Plan # 4 Investigative Reporting Before the Game: Have students choose from the following topics: New Britain Stadium, Minor League Baseball, New Britain Rock Cats, Front Office, Sponsors, etc. 1. Create 20 questions that cover the topic of study. Include the answers. Compile the results and transform into a Trivial Pursuit -style game. 2. Create a timeline that shows both the dates and significant people within your topic. Include pictures if possible. 3. Write a news story about what you learned as if you are a news reporter. 4. List reasons why your topic should be studied in our schools. Develop a plan of study or events that the students could participate in that would make a difference in our society. 5. Describe in a story, poem, song format your topic. 6. Tell students they will write a proposal as if they were the mayor of their community. This proposal should attempt to explain how your topic is important to the community and should be preserved. This proposal should include how the topic can be improved for families, entertainment, cultural areas, etc. At the Game: Collect evidence that supports your topic at Education Day. Make note of any observations, events, or facts that will support your proposal. Beyond the Game: 1. Student will write the proposal. 2. Mail your investigative findings to an appropriate individual within each category and follow up via mail to that individual to gather their comments and opinion. 16

29 Lesson Plan # 5 Language Arts Focus Before the Game: Have students do the following activities based on their predictions of game experiences. Section 1 - Write a descriptive narrative using action and sensory details about the game. Include at least one simile or metaphor. Take notes at the game. Section 2 - Write a four-line, four-stanza poem about the baseball game. Include a baseball border or background. Include at least one simile or metaphor. Take notes at the game. Section 3 - Write an essay comparing and contrasting early baseball (1920s) with today s game. Include at least one simile or metaphor. Take notes at the game. At the Game: 1. Ask students to take notes of the ballpark and the game. What do they see, hear and smell? What does the park look like, what are its outstanding features? What is happening on the field? 2. Identify different perspectives to base your writings on (e.g. the players, baseballs, outfield fence, umpire, etc...)? Beyond the Game: 1. Have students compare their predictions to what their experience is actually like using specific game observations, similes and metaphors. 2. Use game observations to write a poem about the game using similes and metaphors. 3. Have students share their work with the class. 17

30 Lesson Plan # 8 The 5 W s and an H Before the Game: Introduce news writing as a genre to the class. Provide students sample sports articles and talk about the differences, especially noting different leads (feature leads vs. straight news leads). Discuss the facts of the articles versus the opinions. How much of the article is fact? How much opinion? What information should students obtain to write a news article based on a sporting event? At the Game: 1. Take notes of what is happening during the game. What are the important plays of the game for both the Rock Cats and the visiting team? How are the fans reacting? Beyond the Game: 1. Using the information gathered from Education Day, have students answer the following questions: -What happened? -Who did it affect? -When did it happen? -Where did it happen? -Why did it happen? -How did it happen? 2. Use the data above to create the lead paragraph for a news story. 3. Discuss other effective means of lead paragraph writing. Do some reporters choose not to list the important facts of the game first? Why would this be? Beyond the Game (2): 1. Pretend you are a TV sports newscaster. Prepare a presentation reporting on the game. Videotape the presentation. 2. Write the entire news story for the lead paragraph you wrote earlier. 3. Compare your news story to an actual story written or broadcasted about the same game you attended. Note the differences between the two. 4. Review the concepts of subjectivity and bias in writing and write a separate news article about the game from the point of view of the other team. 18

31 Lesson Plan # 9 Changing the Outcome Before the Game: 1. Have students read the poem "Casey at the Bat" by Ernest Lawrence Thayer 2. Ask them to describe the ballpark, the crowd, the players, and the overall feel of the game as it is portrayed in the poem 3. When students have completed their descriptions, have them discuss as a class elements of the poem that they felt were effective 4. Upon completion of the discussion, have students develop interview questions that they would like to ask Casey after the game (these questions will be collected and used at a later date). At the Game: Have students make general observations while at the game. To focus their attention, have them look at; the crowd, the stadium, the players, crowd reaction, player reaction, surrounding area, the concourse, final result of the game (How did it end?), key plays of the game (situation, players involved, and what happened). Have students make observations focusing on the different senses. Mention to students that they do not have to write a dissertation at the game, they are just making quick comments about things that catch their eye at the game. Beyond the Game: 1. Have students reread the poem "Casey at the Bat." Based on the observations they made at the ballpark, have them rewrite Thayer's poem utilizing their own observations. The idea is to make their poem compatible with the game they just observed. They may want to choose an Rock Cats player to write about. 2. Hand back the students' interview questions that they originally developed and see if those questions are relevant to the Casey (one of the Rock Cats players) in their poem. If not, have them rewrite the question. Lesson Plan # 10 The story behind the Songs Before the Game: Provide the students with the lyrics to 'Take Me Out to the Ball Game" and "The Star Spangled Banner." Have the students research the songs - who wrote them?, when they were written?, why are they sung at the game? Have the students memorize the songs if they don't already know them to be able to sing them at the game. At the Game: Have the students write down when the songs are sung, who sings them and have them look at the crowds reaction and participation with the songs. Have the students participate in the singing of the songs. Beyond the Game: Have the students write an essay explaining the history and importance of these songs. Have students explain what they saw at the game and their reactions to the participation of the crowd. Have the students make their own song. 19

32 Lesson Plan # 11 A Cat Has Nine Lives, Baseball Has Nine Innings Before the Game: 1. Show a baseball to the students. Discuss how a baseball feels during a baseball game. (Now may be a good time to discuss animate and inanimate objects.) 2. Pass the baseball around the class. As the students hold the ball, read the article. At appropriate times during the article, ask students to stand, holding the ball, and describe how the ball felt when the action was occurring. 3. After the article is read, engage the students in dialogue concerning the types of writing found in the sports section of the newspaper. 4. Pass a copy of the article out to the students. Using the article, instruct students to write a fictional narrative describing the nine innings of life that a baseball lives, from the baseball s perspective. Have students set the tone in their narrative making it light and funny or dramatic. At the Game: Record what happens to the baseball for one inning - where it s thrown, if it s hit, etc... Beyond the Game: 1. Students will use facts from Education Day to create other written works such as: 2. Exposition * Summary -Summarize the events of one inning of the Rock Cats players * Personal Experience Narrative -Write about your trip to the stadium * Persuasive Writing -Write one paragraph to convince your parents to bring you to another Rock Cats game * Informational Writing -Write a description of your day at the game depicting events in order of occurrence * Letters -Draft a letter to one of your favorite players * Invitations * Thank you notes -Write and send a thank you note to your teacher for taking you to the game * Letter to the Editor * Directions -Write clear directions from your seat to the nearest concession stand *Journal 3. Create a story using your observations from Education Day about what it s like to be a baseball at New Britain Stadium or another inanimate object at New Britain Stadium. 20

33 Casey at Bat For the entire Casey at Bat selection, please see Appendix. a) Read all but the last verse of Casey at Bat and ask students to create their own ending. b) Select a character from the poem and have students create a baseball card for that character. c) Ask each student to re-write the poem in 1st, 2nd and 3rd person point-of-views. d) Ask students to write their own versions of Casey at Bat using a current baseball player or a Rock Cats player. Baseball Lexicon a) List baseball terms that mean something totally different outside of baseball (strike, base, pitcher). b) How did baseball slang words develop? Baseball and News Journalism a) Ask students to announce an inning as if they were baseball t.v./radio analysts using a taped baseball game. b) Using Education Day as the basis for this project, have students write a game story for the class/student newspaper. Clip out the game story from the local newspaper. How were the students stories different from the local newspaper s? c) Ask students to create a verbal presentation simulating how a t.v. reporter might use reporting from Education Day at New Britain Stadium. d) Prepare an interview for an Rock Cats baseball player. Why did you want to ask the questions you did? What do you think the answers will be? e) Select a sports story from the newspaper. Analyze the tense in which the story was written. Decide on a different tense in which the story could be written and do a complete rewrite using this tense. Writing Business Letters a) After the game, direct students to write a thank-you letter to their principal, school district and the Rock Cats thanking them for allowing the opportunity to attend Education Day. b) Write a letter to the editor of a local newspaper describing your experiences at New Britain Stadium. c) Direct a resume to the New Britain Rock Cats on why you should be hired as an Rock Cats coach or marketing & promotions director. Essay Writing a) What would you do if you were the Coach or General Manager or even Owner of the Rock Cats? b) What does Rocky do in the off-season? c) How do you think baseball originated? d) Describe Education Day using each of your senses. e) If you were the owner, how would you create public interest for the Rock Cats? How would you involve the Rock Cats in the New Britain community? f) If you were Rocky, what would you do to encourage fans to cheer? 21

34 Book Reports a) Have each student choose a book with a baseball theme and create a book report Baseball Biographies a) Direct students to create a baseball card -- for themselves! What are their hobbies, interests, age, etc. b) Choose a baseball player and have them write a biography for that player that will appear on the inside of a book cover. Baseball & Music a) Write a song about New Britain Stadium and Education Day. Create a poem. b) Dissect songs that use baseball as a theme. What are the lyrics saying? Rock Cats Fan Club Start an Rock Cats fan club in your school or classroom. Design: a) a rap or cheer for the game b) fan club button, logo and banner c) fan club pennant to wave at the game Hand Signals Hand signals are an important part of the baseball game. a) See if you can copy the hand signals as you watch the Rock Cats game. b) Before or after the game, develop your own system of hand signals for different purposes (e.g. signals for the classroom, playground and cafeteria). Baseball Advertisement a) Have students brainstorm in groups as to what products they could invent and sell at a baseball game. b) Create a poster advertisement, press release, commercial, feature story, logo, slogan and jingle for their new product. Create a Baseball Card a) Have students create their own baseball cards. Students can either create their own stats or borrow them from their favorite Rock Cats player (Appendix A). Include a brief biography. b) Students could interview a classmate and create a baseball card for that classmate based upon their interview questions. Create your own baseball promotion Creative promotions are a large part of Minor League baseball. a) At Education Day, what types of events occur in addition to the ballgame that attract your attention? b) Have students create their own zany promotion that the Rock Cats could implement at the park. 22

35 2011 Minor League Baseball Teams Eastern Division Binghamton Mets New Britain Rock Cats New Hampshire Portland Sea Dogs Reading Phillies Trenton Thunder Western Division Akron Aeros Altoona Curve Bowie Baysox Erie Seawolves Harrisburg Richmond Flying Squirrels 23

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