Reno Aces Triple-A Curriculum

Transcription

1 Reno Aces Triple-A Curriculum The Reno Aces Triple-A Curriculum is a fun and educationally interactive supplement that can be used in correspondence with Reno Aces Education Days to help teach young people that every opportunity is an opportunity to learn and, by dreaming big, anything is possible. Every Child, By Name and Face, To Graduation

2 Reno Aces Triple-A Curriculum 3 rd Grade The Reno Aces Triple-A Curriculum is a fun and educationally interactive supplement that can be used in correspondence with Reno Aces Education Days to help teach young people that every opportunity is an opportunity to learn and, by dreaming big, anything is possible. Every Child, By Name and Face, To Graduation

3 Math Content Standard 1.0 Numbers, Number Sense and Computation: Students will accurately calculate and use estimation techniques, number relationships, operation rules and algorithms; they will determine the reasonableness of answers and the accuracy of solutions to solve problems, communicate, reason and make connections within and beyond the field of mathematics. Batting Practice You are at an Aces game with your dad and two of your friends. The Aces score 6 runs in the 7 th inning and 3 more in the 8 th inning. The River Cats score 3 runs in the 3 rd inning and 5 runs in the 5 th inning. Which team is leading after the 7 th inning? If no runs are scored after the 9 th inning, who wins? In-Game Have students watch the game and answer the following: How many runs are scored in each inning? Who is winning after the end of each inning? Who won the game and by how much? Press Conference Look at the runs, hits and errors for each team. Add all of the Aces runs, hits and errors. Do the same with the opponent. Add each total together. Find the team with the highest number of runs, hits and errors and figure out how many more they had than the other team using subtraction. Multiply the Aces runs, hits and errors. Do the same with the opponent. Multiply each total together. Multiply the Aces runs by the opponents runs. Multiply the Aces errors by the opponent s errors. Multiply Aces hits by the opponents hits.

4 Social Studies Content Standard H 1.0 People, Cultures and Civilizations: Students understand the development, characteristics, and interaction of people, cultures, societies, religion and ideas. H1.3.1 Learn about individuals in the community and discuss their contributions. Batting Practice Have a class discussion about what the role of a police officer is in a community such as Reno. In-Game Throughout the game, have your students watch the umpire. Have them make a list of the roles he plays in the baseball game. What does he do and how does he do it? Press Conference Compare and contrast a job of an umpire with that of a police officer. What similarities and difference do the two jobs have?

5 Science Atmospheric Processes (Earth and Space Science Unifying Concept A): Earth systems have internal and external sources of energy, both of which create heat. Driven by sunlight and Earth s internal heat, a variety of cycles connect and continually circulate energy and material through the components of the earth systems. Batting Practice Students are to predict and write a weather forecast for the day they will be attending the Reno Aces baseball game. Have students study the weather forecast the week leading up to the Reno Aces game they ll be attending using a variety of resources such as newspapers and internet. In addition, have the students identify the clothing items needed for the game they ll be attending. In-Game Have the students make a short journal entry about how the weather affected the game. What type of clothing were the fans wearing? What type of clothing were the players wearing? Did you see lots of people with hot food? Or more so with cold sodas? Was there any wind? Was it cloudy or sunny? Press Conference Describe the ideal day for a baseball game based on what you observed on your day at Aces Ballpark. In addition, make a conclusion that discusses whether your initial predictions were correct or not.

6 Content Standard 4.0 Expository Text: Language Arts Students read expository and persuasive texts to comprehend, interpret and evaluate for specific purposes. Organizational and Structural Patterns - Describe sequential and/or chronological order Batting Practice Using encyclopedias or the internet, research the history of baseball. Read about the history and write down major events that have gotten baseball to where it is today. After you have picked events, make a timeline so that people can visually see the progression of the sport. Make sure to write what happened to correspond with each date that was chosen. Batting Practice, In-Game and Press Conference Organize the events of your visit to Aces Ballpark with your class in chronological order, beginning when you arrive at school in the morning and ending when you leave school for the day. Make sure you record times of each activity and be descriptive in what happened. If someone else were to pick up this chronology, they should be able to replicate your day.

7 Health and Nutrition THE FOOD GUIDE PYRAMID The Food Guide Pyramid is one way for people to understand how to eat healthy. A rainbow of colored, vertical stripes represents the five food groups plus fats and oils. Here's what the colors stand for: orange - grains green - vegetables red - fruits yellow - fats and oils blue - milk and dairy products purple - meat, beans, fish, and nuts The U.S. Department of Agriculture changed the pyramid in 2005 because they wanted to do a better job of telling Americans how to be healthy. The agency later released a version for kids. Eat a variety of foods. A balanced diet is one that includes all the food groups. In other words, have foods from every color, every day. Eat less of some foods, and more of others. You can see that the bands for meat and protein (purple) and oils (yellow) are skinnier than the others. That's because you need less of those kinds of foods than you do of fruits, vegetables, grains, and dairy foods. You also can see the bands start out wider and get thinner as they approach the top. That's designed to show you that not all foods are created equal, even within a healthy food group like fruit. For instance, apple pie might be in that thin part of the fruit band because it has a lot of added sugar and fat. A whole apple would be down in the wide part because you can eat more of those within a healthy diet. How Much Do I Need to Eat? Everyone wants to know how much they should eat to stay healthy. It's a tricky question, though. It depends on your age, whether you're a girl or a boy, and how active you are. Kids who are more active burn more calories, so they need more calories. But we can give you some estimates for how much you need of each food group. Grains Grains are measured out in ounce equivalents. Ounce equivalents are just another way of showing a serving size. Here are ounce equivalents for common grain foods. An ounce equivalent equals: 1 piece of bread 1/2 cup of cooked cereal, like oatmeal 1/2 cup of rice or pasta

8 1 cup of cold cereal * 4- to 8-year-olds need 4-5 ounce equivalents each day. * 9- to 13-year-old girls need 5 ounce equivalents each day. * 9- to 13-year-old boys need 6 ounce equivalents each day. And one last thing about grains: Try to eat a lot of whole grains, such as 100% wheat bread, brown rice, and oatmeal. Vegetables Of course, you need your vegetables, especially those dark green and orange ones. But how much is enough? Vegetable servings are measured in cups. * 4- to 8-year-olds need 1 1/2 cups of veggies each day. * 9- to 13-year-old girls need 2 cups of veggies each day. * 9- to 13-year-old boys need 2 1/2 cups of veggies each day. Fruits Sweet, juicy fruit is definitely part of a healthy diet. Here's how much you need: * 4- to 8-year-olds need 1-1 1/2 cups of fruit each day. * 9- to 13-year-old girls need 1 1/2 cups of fruit each day. * 9- to 13-year-old boys need 1 1/2 cups of fruit each day. Milk and Other Calcium-Rich Foods Calcium builds strong bones to last a lifetime, so you need these foods in your diet. * 4- to 8-year-olds need 1-2 cups of milk (or another calcium-rich food) each day. * 9- to 13-year-old girls need 3 cups of milk (or another calcium-rich food) each day. * 9- to 13-year-old boys need 3 cups of milk (or another calcium-rich food) each day. If you want something other than milk, you can substitute yogurt, cheese, or calcium-fortified orange juice - just to name a few. Meats, Beans, Fish, and Nuts These foods contain iron and lots of other important nutrients. Like grains, these foods are measured in ounce equivalents. An ounce equivalent of this group would be: 1 ounce of meat, poultry, or fish 1/4 cup cooked dry beans 1 egg 1 tablespoon of peanut butter a small handful of nuts or seeds * 4- to 8-year-olds need 3-4 ounce equivalents each day. * 9- to 13-year-old girls need 5 ounce equivalents each day. * 9- to 13-year-old boys need 5 ounce equivalents each day.

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13 Reno Aces Triple-A Curriculum 4 th Grade The Reno Aces Triple-A Curriculum is a fun and educationally interactive supplement that can be used in correspondence with Reno Aces Education Days to help teach young people that every opportunity is an opportunity to learn and, by dreaming big, anything is possible. Every Child, By Name and Face, To Graduation

14 Math Content Standard 5.0- Data Analysis: Students will collect, organize, display, interpret, and analyze data to determine statistical relationships and probability projections to solve problems, communicate, reason, and make connections within and beyond the field of mathematics Central Tendency and Data Distribution Model and compute range. Model the measures of central tendency for mode and median. Batting Practice There are 24 players on the Reno Aces team and the Salt Lake Bees have 24 players. On the last game of the season, the following took place: Aces Players Player 1- Scored a run Player 3- Scored two runs Player 4- Struck out three times Player 5- Scored a run Player 7- Scored three runs Player 8- Struck out twice Bees Players Player 2-Struck out four times Player 3-Scored a run Player 5-Scored two runs Player 7-Struck out once Player 9-Struck out four times Player 10-Struck out once 1.) What is the mode for runs for the Reno Aces and the Salt Lake Bees? 2.) What is the median for strike outs for the Salt Lake Bees? 3.) What is the range for both the Reno Aces and Salt Lake Bees combined? In-Game While at the game, collect strike-out and run data for each team. You may break it down by player if desired. Press Conference For each set of data that was collected at the baseball game, find the range, median and mode. Also identify any outliers that are present in the data. Present your data to the class to see if there were any varying sets of data.

15 Social Studies Content Standard H 1.0 People, Cultures and Civilizations: Students understand the development, characteristics and interaction of people, cultures, societies, religion and ideas. Batting Practice As a class, discuss what Reno would be like if there were no police, firefighters or paramedics. How would the city function and what would it rely on to do the jobs that no longer exist? In addition, talk about the role of an umpire in baseball. What would the game be like without the umpire? In-Game Watch the calls that the umpire makes throughout the game. Are there any calls that players would try to get away with if there was no umpire? Are there any calls that cause controversy among players, coaches and umpires? Describe what you see. Press Conference Using two separate Venn diagrams compare and contrast a job of an umpire with that of a police officer, firefighter and paramedic. In addition, compare the absence of government with the idea of the absence of umpires in a baseball game.

16 Science Organisms and Their Environment (Life Science Unifying Concept B): A variety of ecosystems and communities exist on earth. Ecosystems are dynamic interactions of organisms and their environment. Ecosystems have distinct characteristics and components that allow certain organisms to thrive. Change in one or more components can affect the entire ecosystem. L.5.C Students understand that there is a variety of ecosystems on Earth and organisms interact within their ecosystems. Batting Practice What if baseball shoes did not have cleats? Brainstorm a list of items that players need for a baseball game. After the items have been identified, discuss what could happen if one or more of the items were missing or broken. In-Game After observing half of the game, answer the following questions: 1.) What if the catcher did not have a face mask? 2.) What would happen if a player s uniform was ripped or had a hole in it? 3.) What if all of the bats were broken? 4.) What if the scoreboard was not electronic? 5.) What if a baseball was soft rather than hard? Press Conference Take an activity that you do on a regular basis and make a list of the things that are required to do this activity. Exchange lists with a partner and have your partner write down possible consequences of not having fully functional equipment for your chosen activity.

17 Language Arts Content Standard 6.0 Types of Writing: Students write a variety of texts that inform, persuade, describe, evaluate, entertain, or to tell a story and that are appropriate to audience and purpose. Personal and Professional Communication 6.4.7: Write friendly letters following an established format. Batting Practice Have each student pick their favorite Aces player and have them do a little bit of research to collect some background information on the player. In-Game Observe your chosen player throughout your visit here at Aces ballpark. Make notes if there is anything interesting you see him do that you would like to ask him about. Press Conference Have students write a letter asking their favorite baseball player from the Reno Aces how he achieved his goals in life and what personal characteristics helped him achieve his dream. Letters may be mailed to the attention of the player. Aces Ballpark Attn: 250 Evans Ave. Reno, NV 89501

18 Health and Nutrition THE FOOD GUIDE PYRAMID The Food Guide Pyramid is one way for people to understand how to eat healthy. A rainbow of colored, vertical stripes represents the five food groups plus fats and oils. Here's what the colors stand for: orange - grains green - vegetables red - fruits yellow - fats and oils blue - milk and dairy products purple - meat, beans, fish, and nuts The U.S. Department of Agriculture changed the pyramid in 2005 because they wanted to do a better job of telling Americans how to be healthy. The agency later released a version for kids. Eat a variety of foods. A balanced diet is one that includes all the food groups. In other words, have foods from every color, every day. Eat less of some foods, and more of others. You can see that the bands for meat and protein (purple) and oils (yellow) are skinnier than the others. That's because you need less of those kinds of foods than you do of fruits, vegetables, grains, and dairy foods. You also can see the bands start out wider and get thinner as they approach the top. That's designed to show you that not all foods are created equal, even within a healthy food group like fruit. For instance, apple pie might be in that thin part of the fruit band because it has a lot of added sugar and fat. A whole apple would be down in the wide part because you can eat more of those within a healthy diet. How Much Do I Need to Eat? Everyone wants to know how much they should eat to stay healthy. It's a tricky question, though. It depends on your age, whether you're a girl or a boy, and how active you are. Kids who are more active burn more calories, so they need more calories. But we can give you some estimates for how much you need of each food group. Grains Grains are measured out in ounce equivalents. Ounce equivalents are just another way of showing a serving size. Here are ounce equivalents for common grain foods. An ounce equivalent equals: 1 piece of bread 1/2 cup of cooked cereal, like oatmeal 1/2 cup of rice or pasta 1 cup of cold cereal

19 * 4- to 8-year-olds need 4-5 ounce equivalents each day. * 9- to 13-year-old girls need 5 ounce equivalents each day. * 9- to 13-year-old boys need 6 ounce equivalents each day. And one last thing about grains: Try to eat a lot of whole grains, such as 100% wheat bread, brown rice, and oatmeal. Vegetables Of course, you need your vegetables, especially those dark green and orange ones. But how much is enough? Vegetable servings are measured in cups. * 4- to 8-year-olds need 1 1/2 cups of veggies each day. * 9- to 13-year-old girls need 2 cups of veggies each day. * 9- to 13-year-old boys need 2 1/2 cups of veggies each day. Fruits Sweet, juicy fruit is definitely part of a healthy diet. Here's how much you need: * 4- to 8-year-olds need 1-1 1/2 cups of fruit each day. * 9- to 13-year-old girls need 1 1/2 cups of fruit each day. * 9- to 13-year-old boys need 1 1/2 cups of fruit each day. Milk and Other Calcium-Rich Foods Calcium builds strong bones to last a lifetime, so you need these foods in your diet. * 4- to 8-year-olds need 1-2 cups of milk (or another calcium-rich food) each day. * 9- to 13-year-old girls need 3 cups of milk (or another calcium-rich food) each day. * 9- to 13-year-old boys need 3 cups of milk (or another calcium-rich food) each day. If you want something other than milk, you can substitute yogurt, cheese, or calcium-fortified orange juice - just to name a few. Meats, Beans, Fish, and Nuts These foods contain iron and lots of other important nutrients. Like grains, these foods are measured in ounce equivalents. An ounce equivalent of this group would be: 1 ounce of meat, poultry, or fish 1/4 cup cooked dry beans 1 egg 1 tablespoon of peanut butter a small handful of nuts or seeds * 4- to 8-year-olds need 3-4 ounce equivalents each day. * 9- to 13-year-old girls need 5 ounce equivalents each day. * 9- to 13-year-old boys need 5 ounce equivalents each day.

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23 Reno Aces Triple-A Curriculum 5 th Grade The Reno Aces Triple-A Curriculum is a fun and educationally interactive supplement that can be used in correspondence with Reno Aces Education Days to help teach young people that every opportunity is an opportunity to learn and, by dreaming big, anything is possible. Every Child, By Name and Face, To Graduation

24 Math Content Standard 1.0 Numbers, Number Sense and Computation: Students will accurately calculate and use estimation techniques, number relationships, operation rules and algorithms; they will determine the reasonableness of answers and the accuracy of solutions to solve problems, communicate, reason and make connections within and beyond the field of mathematics. Batting Practice Your class is going to the Opening Day Reno Aces game with 32 students. Your teacher has $820 to spend for the day. Once tickets are purchased, each student will receive an even portion of the leftover money. 1.) If your teacher buys 32 Right Field Reserved tickets at $9.00, how much money is left? 2.) How much will each student receive from your teacher? In-Game 3.) If you purchase Chicken Fingers for $6.75 and a soda for $3.00, will you have enough money? If so, how much will you have left after your purchase? 4.) Using the menu below, what other combinations of things could you purchase while staying within the amount of money you have? Triple-Play - $13.00 Pretzel - $3.50 Nachos - $5.75 Hot Dog - $5.00 Bottled Water - $4.00 Candy - $2.50 Press Conference Have all of the students add up all of the money they spent at the ballpark (pretend money). How much money did the class spend as a whole? How much money will they have to give back to the teacher?

25 Social Studies Content Standard H3.0 - Social Responsibility & Change: Students understand how social ideas and individual actions lead to social, political, economic and technological change. Batting Practice Students understand how social ideas and individual action lead to social, political, economic, and technological change. Ask each student to choose a well-known player from the past or present and research that player s life. Have the students compose a report that answers the questions: 1.) What baseball player did you chose? And why? 2.) Do you think your player should be considered a hero? Why or why not? 3.) What was going on in the U.S. History during your player s baseball career? 4.) What was going on in the U.S. History during the year your baseball player was born? 5.) During the era of your player, who was included and excluded in the sport of baseball? Why? 6.) What type of equipment was available to your player? What was the ballpark like? In-Game Have each student pick a player on the Aces roster. Throughout the game, each student should be watching their chosen player and making a list of the characteristics, mannerisms and attitude of that player. Press Conference Have each student make a Venn diagram to compare and contrast the two baseball players that they chose. Make sure to talk about the player, but also discuss what was going on in history then versus now.

26 Physical Science Unifying Concept A- Matter: Science Matter has various states with unique properties that can be used as a basis for organization. The relationship between the properties of matter and its structure is an essential component of study in the physical sciences. The understanding of matter and its properties leads to practical applications, such as the capability to liberate elements from ore, create new drugs, manipulate the structure of genes and synthesize polymers. Batting Practice Ask students to identify the differences in sound as they knock on the surface of their desks in different locations. Have them share with a partner what they observed. Next, hold up a wooden baseball bat. Tell them that a bat also produces noises when it makes contact with a ball. Identify four portions of the bat: Tip (for the end of the bat) Sweet spot (for the fat part of the bat) Skinny spot (for the part of the bat between the sweet spot and the handle ) Handle (for the handle portion of the bat) *Teachers Bring in a bat to demonstrate the different sounds so that students know what they are listening for in the game. In-Game For a half inning or full inning (teacher s discretion), have students keep a tally of how many time the ball hits each of the four different parts of the bat. In addition, take note of the sound that is made when the ball comes in contact with each different part of the bat Tip Sweet Spot Skinny Spot Handle Press Conference Break the class into small groups and have them compile the data that they collected. Each group will make a 3-5 minutes presentation to the class regarding their findings.

27 Content Standard 1.0 Word Analysis: Language Arts Students know and use word analysis skills and strategies to comprehend new words encountered in text and to develop vocabulary Decode unknown words in text using structural analysis Batting Practice Given a list of baseball abbreviations, students will predict what the letters stand for and define the meanings of the words. Abbreviation You think it means It actually means HR Home Run RBI Runs batted in K Strike out swinging BB Walk and/or Base on balls HB Hit batsmen LOB Left on base SB Stolen base E Error CS Caught stealing DP Double play In-Game On the way into the game have each student pick up a program. Once seated have each student pick a player to read about in the program. Using the abbreviations that you have learned, make note of the statistics that your chosen player has accumulated this year. Press Conference Give each student a copy of the game notes so that they can see the statistics of their player for the game you watched at Aces Ballpark. Have each student write a short paragraph in regards to what their chosen player accomplished in the game.

28 Health and Nutrition THE FOOD GUIDE PYRAMID The Food Guide Pyramid is one way for people to understand how to eat healthy. A rainbow of colored, vertical stripes represents the five food groups plus fats and oils. Here's what the colors stand for: orange - grains green - vegetables red - fruits yellow - fats and oils blue - milk and dairy products purple - meat, beans, fish, and nuts The U.S. Department of Agriculture changed the pyramid in 2005 because they wanted to do a better job of telling Americans how to be healthy. The agency later released a version for kids. Eat a variety of foods. A balanced diet is one that includes all the food groups. In other words, have foods from every color, every day. Eat less of some foods, and more of others. You can see that the bands for meat and protein (purple) and oils (yellow) are skinnier than the others. That's because you need less of those kinds of foods than you do of fruits, vegetables, grains, and dairy foods. You also can see the bands start out wider and get thinner as they approach the top. That's designed to show you that not all foods are created equal, even within a healthy food group like fruit. For instance, apple pie might be in that thin part of the fruit band because it has a lot of added sugar and fat. A whole apple would be down in the wide part because you can eat more of those within a healthy diet. How Much Do I Need to Eat? Everyone wants to know how much they should eat to stay healthy. It's a tricky question, though. It depends on your age, whether you're a girl or a boy, and how active you are. Kids who are more active burn more calories, so they need more calories. But we can give you some estimates for how much you need of each food group. Grains Grains are measured out in ounce equivalents. Ounce equivalents are just another way of showing a serving size. Here are ounce equivalents for common grain foods. An ounce equivalent equals: 1 piece of bread 1/2 cup of cooked cereal, like oatmeal

29 1/2 cup of rice or pasta 1 cup of cold cereal * 4- to 8-year-olds need 4-5 ounce equivalents each day. * 9- to 13-year-old girls need 5 ounce equivalents each day. * 9- to 13-year-old boys need 6 ounce equivalents each day. And one last thing about grains: Try to eat a lot of whole grains, such as 100% wheat bread, brown rice, and oatmeal. Vegetables Of course, you need your vegetables, especially those dark green and orange ones. But how much is enough? Vegetable servings are measured in cups. * 4- to 8-year-olds need 1 1/2 cups of veggies each day. * 9- to 13-year-old girls need 2 cups of veggies each day. * 9- to 13-year-old boys need 2 1/2 cups of veggies each day. Fruits Sweet, juicy fruit is definitely part of a healthy diet. Here's how much you need: * 4- to 8-year-olds need 1-1 1/2 cups of fruit each day. * 9- to 13-year-old girls need 1 1/2 cups of fruit each day. * 9- to 13-year-old boys need 1 1/2 cups of fruit each day. Milk and Other Calcium-Rich Foods Calcium builds strong bones to last a lifetime, so you need these foods in your diet. * 4- to 8-year-olds need 1-2 cups of milk (or another calcium-rich food) each day. * 9- to 13-year-old girls need 3 cups of milk (or another calcium-rich food) each day. * 9- to 13-year-old boys need 3 cups of milk (or another calcium-rich food) each day. If you want something other than milk, you can substitute yogurt, cheese, or calcium-fortified orange juice - just to name a few. Meats, Beans, Fish, and Nuts These foods contain iron and lots of other important nutrients. Like grains, these foods are measured in ounce equivalents. An ounce equivalent of this group would be: 1 ounce of meat, poultry, or fish 1/4 cup cooked dry beans 1 egg 1 tablespoon of peanut butter a small handful of nuts or seeds * 4- to 8-year-olds need 3-4 ounce equivalents each day. * 9- to 13-year-old girls need 5 ounce equivalents each day. * 9- to 13-year-old boys need 5 ounce equivalents each day.

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34 Reno Aces Triple-A Curriculum 6 th Grade The Reno Aces Triple-A Curriculum is a fun and educationally interactive supplement that can be used in correspondence with Reno Aces Education Days to help teach young people that every opportunity is an opportunity to learn and, by dreaming big, anything is possible. Every Child, By Name and Face, To Graduation

35 Math Content Standard 4.0 Spatial Relationships, Geometry and Logic Students will identify, represent, verify and apply spatial relationships and geometric properties to solve problems, communicate and make connections within and beyond the field of mathematics. Batting Practice Brainstorm a list of geometric shapes and draw what they look like. Make sure to include shapes that have multiple sides (up to 8). Name all of the shapes as well. How do you find the area of these shapes? The perimeter? In-Game Identify what geometric shapes are used in the ballpark. Where are they found and what are they used for around Aces stadium? Press Conference Take two geometric shapes that you noticed in Aces ballpark. Using any form of a research tool, find the measurements that will allow you to find the area and the perimeter of each geometric shape that you have chosen. Make sure to draw the shapes, label the necessary measurements and to show all of your work.

36 Social Studies Content Standard G5.0 The World in Spatial Terms Students use maps, globes and other geographic tools and technologies to locate and extrapolate information about people, places and environments. G Use map elements, including scale, to identify and locate physical and human features in the United States and the world. Batting Practice Using maps in the classroom and using the scale located on the map, estimate the distance from Reno, Nevada to four of your favorite cities in the United States. In-Game While at Aces Ballpark use your map to record distances to and from certain destinations in the ballpark. Pick the concession stand closest to your seats and using your feet, estimate how far it is to the concession stand. Make sure to look at your foot and see how long you think it is! Press Conference The Reno Aces are affiliated with the Arizona Diamondbacks which are located in Phoenix, AZ. Using what you have learned about previous estimates and the accuracy of scales that are used, estimate the distance from the Reno Aces to its major league affiliate in Phoenix. From the Pacific Coast League Triple-A team list below, choose four other teams and estimate the distance to their Major League affiliate. Sacramento Rivercats Oakland Athletics Las Vegas 51 s Toronto Blue Jays Colorado Springs Sky Sox Colorado Rockies (Denver, CO) Fresno Grizzlies San Francisco Giants Iowa Cubs Chicago Cubs Memphis Redbirds St. Louis Cardinals Nashville Sounds Milwaukee Brewers Tacoma Rainiers Seattle Mariners Tuscon San Diego Padres Salt Lake City Bees Los Angeles Angels

37 Science Science, Technology and Society Nature of Science Unifying Concept B Technology defines a society or era. It can shape the environment in which people live, and it has increasingly become a larger part of people s lives. While many of technology s effects on society are regarded as desirable, other effects are seen as less desirable. These concepts are shared across subject areas such as science, math, technology, social studies and language arts. The development and use of technology affects society and the environment in which we live, and at the same time, society influences the development of technology and its impact on culture. N.8.B - Students understand the interactions of science and society in and ever-changing world. Batting Practice Recognize and explain how an invention can be used in different ways. Pick a specific invention that has had an impact on your life and explain how it has changed your daily routine and the routine of your family. In-Game Look at the different inventions that are used at Aces stadium such as the electronic scoreboard. How has this changed the game of baseball? Take time to write a few notes about what it might have been like when the score had to be changed manually. Press Conference With your classmates, discuss how the invention of radio, television and internet has influenced the game of baseball and how it has helped to attract new fans. Write a short radio or television newscast and present it to the class. Afterwards, talk about who is reached with these newscasts and discuss how the information may have been received in past years before these technologies were available.

38 Content Standard 6.0 Types of Writing Language Arts Students write a variety of texts that inform, persuade, describe, evaluate, entertain, or tell a story and are appropriate to audience and purpose. Batting Practice Write a short 3 paragraph essay about your favorite vacation. Make sure to include details about what you did and what you saw. Make sure to use describing words and use your five senses to make your experience come alive. In-Game While at the game make 6 lists one for each of your five senses and the other for adjectives. Throughout the game, record your experience by using these lists. Think of all aspects of the game from the food to the announcing to the seventh inning stretch. Press Conference Write another 3 paragraph essay describing your recent experience at Aces Ballpark. Make sure to use your lists. You want your essay to allow another person to feel like they were at the game with you.

39 Health and Nutrition THE FOOD GUIDE PYRAMID The Food Guide Pyramid is one way for people to understand how to eat healthy. A rainbow of colored, vertical stripes represents the five food groups plus fats and oils. Here's what the colors stand for: orange - grains green - vegetables red - fruits yellow - fats and oils blue - milk and dairy products purple - meat, beans, fish, and nuts The U.S. Department of Agriculture changed the pyramid in 2005 because they wanted to do a better job of telling Americans how to be healthy. The agency later released a version for kids. Eat a variety of foods. A balanced diet is one that includes all the food groups. In other words, have foods from every color, every day. Eat less of some foods, and more of others. You can see that the bands for meat and protein (purple) and oils (yellow) are skinnier than the others. That's because you need less of those kinds of foods than you do of fruits, vegetables, grains, and dairy foods. You also can see the bands start out wider and get thinner as they approach the top. That's designed to show you that not all foods are created equal, even within a healthy food group like fruit. For instance, apple pie might be in that thin part of the fruit band because it has a lot of added sugar and fat. A whole apple would be down in the wide part because you can eat more of those within a healthy diet. How Much Do I Need to Eat? Everyone wants to know how much they should eat to stay healthy. It's a tricky question, though. It depends on your age, whether you're a girl or a boy, and how active you are. Kids who are more active burn more calories, so they need more calories. But we can give you some estimates for how much you need of each food group. Grains Grains are measured out in ounce equivalents. Ounce equivalents are just another way of showing a serving size. Here are ounce equivalents for common grain foods. An ounce equivalent equals: 1 piece of bread 1/2 cup of cooked cereal, like oatmeal 1/2 cup of rice or pasta 1 cup of cold cereal

40 * 4- to 8-year-olds need 4-5 ounce equivalents each day. * 9- to 13-year-old girls need 5 ounce equivalents each day. * 9- to 13-year-old boys need 6 ounce equivalents each day. And one last thing about grains: Try to eat a lot of whole grains, such as 100% wheat bread, brown rice, and oatmeal. Vegetables Of course, you need your vegetables, especially those dark green and orange ones. But how much is enough? Vegetable servings are measured in cups. * 4- to 8-year-olds need 1 1/2 cups of veggies each day. * 9- to 13-year-old girls need 2 cups of veggies each day. * 9- to 13-year-old boys need 2 1/2 cups of veggies each day. Fruits Sweet, juicy fruit is definitely part of a healthy diet. Here's how much you need: * 4- to 8-year-olds need 1-1 1/2 cups of fruit each day. * 9- to 13-year-old girls need 1 1/2 cups of fruit each day. * 9- to 13-year-old boys need 1 1/2 cups of fruit each day. Milk and Other Calcium-Rich Foods Calcium builds strong bones to last a lifetime, so you need these foods in your diet. * 4- to 8-year-olds need 1-2 cups of milk (or another calcium-rich food) each day. * 9- to 13-year-old girls need 3 cups of milk (or another calcium-rich food) each day. * 9- to 13-year-old boys need 3 cups of milk (or another calcium-rich food) each day. If you want something other than milk, you can substitute yogurt, cheese, or calcium-fortified orange juice - just to name a few. Meats, Beans, Fish, and Nuts These foods contain iron and lots of other important nutrients. Like grains, these foods are measured in ounce equivalents. An ounce equivalent of this group would be: 1 ounce of meat, poultry, or fish 1/4 cup cooked dry beans 1 egg 1 tablespoon of peanut butter a small handful of nuts or seeds * 4- to 8-year-olds need 3-4 ounce equivalents each day. * 9- to 13-year-old girls need 5 ounce equivalents each day. * 9- to 13-year-old boys need 5 ounce equivalents each day.

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44 Reno Aces Triple-A Curriculum 7 th Grade The Reno Aces Triple-A Curriculum is a fun and educationally interactive supplement that can be used in correspondence with Reno Aces Education Days to help teach young people that every opportunity is an opportunity to learn and, by dreaming big, anything is possible. Every Child, By Name and Face, To Graduation

45 Math Content Standard 4.0 Spatial Relationships, Geometry and Logic Students will identify, represent, verify and apply spatial relationships and geometric properties to solve problems, communicate and make connections within and beyond the field of mathematics Model the Pythagorean Theorem and solve for the hypotenuse. Batting Practice Research the Pythagorean Theorem. 1.) Who came up with it? 2.) What was the purpose behind it? 3.) What were some of its original uses? 4.) What is the equation? In-Game 1.) What is the distance from base to base? 2.) What shape do the bases form? Half of that shape is equal to what shape? 3.) Using what you know from the previous two questions, use the Pythagorean Theroem to solve for the length of the diagonal. Press Conference You ve seen that triangles have made up a large part of a baseball field. Now take a look around your school and find 7-10 different right triangles. Measure the necessary sides and used the equation a 2 +b 2 =c 2 to solve for the hypotenuse.

46 Social Studies Content Standard 8.0 Environment and Society Students understand effects of interactions between human and physical systems and the changes in use, distribution and importance of resources. G8.[6-8].5 Research a specific natural hazard and document its effects on human systems. Batting Practice 1.) What are the two most common natural disasters in Northern Nevada? 2.) Research each of these natural disasters (earthquakes and wild fires) and see what their history is in Northern Nevada. 3.) What are you supposed to do in case of an earthquake? In-Game From the research that you have done, where would be a logical place to go in the ballpark in case of an earthquake? Why is this place the best option? If a fire were to start in the ball park, what would be the best escape route from where you are sitting? Why? Press Conference As a continuation of your research, find out what has been done when building structures in earthquake prone areas to lessen the amount of damage caused in the event of an earthquake. Do you think the ballpark took any of these precautions from what you saw during your visit? Why or why not?

47 Science Scientific Inquiry (Nature of Science Unifying Concept A) Scientific inquiry is the process by which humans systematically examine the natural world. Scientific inquiry is a human endeavor and involves observation, reasoning, insight, energy, skill and creativity. Scientific inquiry is used to formulate and test explanations of nature through observation, experiments and theoretical or mathematical models. Scientific explanations and evidence are constantly reviewed and examined by others. Questioning, response to criticism and open communications are integral to the process of science. N.8.A Students understand that scientific knowledge requires critical consideration of verifiable evidence obtained from inquiry and appropriate investigations. Batting Practice Each group of 4 students gets a baseball. In their groups, students should describe the baseball using their five senses. Allow the students to think of questions in their groups that they want to know about the baseball. Record student questions on chart paper. Be sure what are the materials in a baseball? is listed on the chart. Let them know as a class, you are going to look at the materials that make up a baseball and you will solve it together using the elements of scientific-inquiry In-Game Before students go to the game, have them predict the materials they think are in a baseball. Tell them to observe the baseball during the game to help them think of other materials that may be used in making a baseball. Press Conference Students get out their predictions of what materials they think are in a baseball along with the scientific-inquiry plan. Each group then can dissect the ball to find out what materials make the baseball. Talk about why they think these materials are used and whether they think a machine makes the ball or a person. Explain why they think that.

48 Content Standard 1.0 Word Analysis Language Arts Students know and use word analysis skills and strategies to comprehend new words encountered in text and to develop vocabulary Comprehend, build and extend vocabulary Batting Practice Below are common baseball terms, otherwise known as baseball lingo. Look up of the words and find what they mean in terms of a baseball game. ace around the horn backdoor slider bandbox brushback can of corn caught looking chin music circus catch closer cutter cycle dinger gap gopher ball heat high and tight hill homer hot corner in the hole jam leather meatball Mendoza line pick punchout rhubarb ribbie run-down seeing-eye single set-up man shoestring catch southpaw sweet spot table setter tape-measure blast tater Texas Leaguer tools of ignorance touch em all twin killing Uncle Charlie utility player wheelhouse wheels In-Game During the game, listen for the words that you defined or watch for a play that describes the words that you defined. Press Conference Create a word bank for an activity that you are involved with. Switch word lists with a classmate and try to figure out what each of the words means in terms of that activity. If you cannot figure it out, look it up. When both partners are done, re-exchange lists and see how the other did.

49 Health and Nutrition THE FOOD GUIDE PYRAMID The Food Guide Pyramid is one way for people to understand how to eat healthy. A rainbow of colored, vertical stripes represents the five food groups plus fats and oils. Here's what the colors stand for: orange - grains green - vegetables red - fruits yellow - fats and oils blue - milk and dairy products purple - meat, beans, fish, and nuts The U.S. Department of Agriculture changed the pyramid in 2005 because they wanted to do a better job of telling Americans how to be healthy. The agency later released a version for kids. Eat a variety of foods. A balanced diet is one that includes all the food groups. In other words, have foods from every color, every day. Eat less of some foods, and more of others. You can see that the bands for meat and protein (purple) and oils (yellow) are skinnier than the others. That's because you need less of those kinds of foods than you do of fruits, vegetables, grains, and dairy foods. You also can see the bands start out wider and get thinner as they approach the top. That's designed to show you that not all foods are created equal, even within a healthy food group like fruit. For instance, apple pie might be in that thin part of the fruit band because it has a lot of added sugar and fat. A whole apple would be down in the wide part because you can eat more of those within a healthy diet. How Much Do I Need to Eat? Everyone wants to know how much they should eat to stay healthy. It's a tricky question, though. It depends on your age, whether you're a girl or a boy, and how active you are. Kids who are more active burn more calories, so they need more calories. But we can give you some estimates for how much you need of each food group. Grains Grains are measured out in ounce equivalents. Ounce equivalents are just another way of showing a serving size. Here are ounce equivalents for common grain foods. An ounce equivalent equals: 1 piece of bread 1/2 cup of cooked cereal, like oatmeal 1/2 cup of rice or pasta

50 1 cup of cold cereal * 4- to 8-year-olds need 4-5 ounce equivalents each day. * 9- to 13-year-old girls need 5 ounce equivalents each day. * 9- to 13-year-old boys need 6 ounce equivalents each day. And one last thing about grains: Try to eat a lot of whole grains, such as 100% wheat bread, brown rice, and oatmeal. Vegetables Of course, you need your vegetables, especially those dark green and orange ones. But how much is enough? Vegetable servings are measured in cups. * 4- to 8-year-olds need 1 1/2 cups of veggies each day. * 9- to 13-year-old girls need 2 cups of veggies each day. * 9- to 13-year-old boys need 2 1/2 cups of veggies each day. Fruits Sweet, juicy fruit is definitely part of a healthy diet. Here's how much you need: * 4- to 8-year-olds need 1-1 1/2 cups of fruit each day. * 9- to 13-year-old girls need 1 1/2 cups of fruit each day. * 9- to 13-year-old boys need 1 1/2 cups of fruit each day. Milk and Other Calcium-Rich Foods Calcium builds strong bones to last a lifetime, so you need these foods in your diet. * 4- to 8-year-olds need 1-2 cups of milk (or another calcium-rich food) each day. * 9- to 13-year-old girls need 3 cups of milk (or another calcium-rich food) each day. * 9- to 13-year-old boys need 3 cups of milk (or another calcium-rich food) each day. If you want something other than milk, you can substitute yogurt, cheese, or calcium-fortified orange juice - just to name a few. Meats, Beans, Fish, and Nuts These foods contain iron and lots of other important nutrients. Like grains, these foods are measured in ounce equivalents. An ounce equivalent of this group would be: 1 ounce of meat, poultry, or fish 1/4 cup cooked dry beans 1 egg 1 tablespoon of peanut butter a small handful of nuts or seeds * 4- to 8-year-olds need 3-4 ounce equivalents each day. * 9- to 13-year-old girls need 5 ounce equivalents each day. * 9- to 13-year-old boys need 5 ounce equivalents each day.

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55 Reno Aces Triple-A Curriculum 8 th Grade The Reno Aces Triple-A Curriculum is a fun and educationally interactive supplement that can be used in correspondence with Reno Aces Education Days to help teach young people that every opportunity is an opportunity to learn and, by dreaming big, anything is possible. Every Child, By Name and Face, To Graduation

56 Math Content Standard 3.0 Measurement Students will use appropriate tools and techniques of measurement to determine, estimate, record and verify direct and indirect measurements to solve problems, communicate, reason and make connections beyond the field of mathematics Apply ratios and proportions to calculate and solve mathematical and practical problems using indirect measure. Batting Practice An Aces leader in stolen bases (SB) was caught stealing (CS) 9 times in 32 attempts. Use a proportion to show how many times you would be caught stealing in 64 attempts, in 122 attempts. In-Game Pick one player that you want to watch throughout the game. Record his hits, RBI s, stolen bases, runs scored and times on base. At Bats Hits Runs Batted In Stolen Bases Runs Scored Times on Base Press Conference Research the statistics for your player in 2010 and what he has done so far in Create ratios for Using the data that you collected at the game and the data that has been collected for the 2011 season, create ratios for this year. Write a short paragraph comparing the ratios from last season and this season. Lastly, make a prediction on how this player will do for the remainder of the 2011 season.

57 Social Studies Content Standard 2.0 Nation Building and Development Students understand the people, events, ideas and conflicts that lead to the evolution of nations, empires, distinctive cultures and political and economic ideas. Batting Practice Review with students the idea of segregation by recalling information on Rosa Parks and Martin Luther King Jr. to provide some background knowledge before you read the book. Tell them that professional baseball at one point was just for white players, until a man by the name of Jackie Robinson came into the scene. Read the book Teammates to the students and model identifying how Jackie Robinson was treated. In-Game Observe and be aware how many players on both teams have benefited from Jackie Robinson breaking the color barrier. Do you think other minority players would have the opportunity to play if Jackie Robinson had not broken the color barrier in baseball? Look at the players on the Aces roster. How many of them are Hispanic, African American, Asian? Press Conference After attending the game, get students in small groups to create a scenario (by means of a roleplay activity) where they will show an example of how someone was being treated unfairly. Students must also create a scenario (also through role playing) of treating someone fairly. Upon completion of the activity, students respond to one or both of the following prompts in their journals: *Jackie Robinson was treated unfairly based on the color of his skin by baseball players and fans. Explain why you think discrimination is unfair and what you can do as a citizen to be accepting of all people. Provide specific examples to support your response. *Imagine you were on the same team as Jackie Robinson during the time when he broke the color barrier in baseball. Explain what you would have done to help Jackie be accepted by his teammates and fans. Provide specific details to support your response.

58 Science Scientific Inquiry (Nature of Science Unifying Concept A) Scientific inquiry is the process by which humans systematically examine the natural world. Scientific inquiry is a human endeavor and involves observation, reasoning, insight, energy, skill and creativity. Scientific inquiry is used to formulate and test explanations of nature through observation, experiments and theoretical or mathematical models. Scientific explanations and evidence are constantly reviewed and examined by others. Questioning, response to criticism and open communications are integral to the process of science. N.8.A.6 Students know scientific inquiry includes evaluating results of scientific investigations, experiments, observations, theoretical and mathematical models and explanations proposed by other scientists. Batting Practice Go outside and create a mock baseball field, or use one that already exists. By timing yourself running to and from a variety of different bases, make a hypothesis about how long it will take the Reno Aces players to do the same. In-Game While at the game fill in the chart below. Try to get three sets of data for every category so that the data will be more accurate in the end. If a stopwatch is available, use that as a timing device, otherwise simply count in your head. Time to Run from Home Plate to First Base Time to Run from Home Plate to Second Base Time to Run from Home Plate to Third Base Time to Run from Home Plate to Home Plate Time to Run from First Base to Second Base Time to Run from First Base to Third Base Time to Run from First Base to Home Plate Time to Run from Second Base to Third Base Time to Run from Second Base to Home Plate Time to Run from Third Base to Home Plate

59 Press Conference Make a graph of each set of data, using different colors so that the differences can easily be seen. Once you are done with the graph and have compared the results to your original hypothesis, draw a conclusion of the data. Make sure to compare and contrast what you thought the results would be and what they actually were. Where were the difference and similarities? Why do you think this is so?

60 Language Arts Content Standard 6.0 Types of Writing Students write a variety of texts that inform, persuade, describe, evaluate, entertain or tell a story and that are appropriate to audience and purpose Write poetry Batting Practice Have your students read Casey at the Bat (see below). After reading, identify the literary techniques that the author used in the poem and what those literary devices did to help the reader understand the content. The outlook wasn t brilliant for the Mudville nine that day; The score stood four to two, with but one inning more to play, And then when Cooney died at first, and Barrows did the same, A pall-like silence fell upon the patrons of the game. A straggling few got up to go in deep despair. The rest Clung to that hope which springs eternal in the human breast; They though, If only Casey could but get a whack at that We d put up even money now, with Casey at the bat. But Flynn preceded Casey, as did also Jimmy Blake, And the former was a hoodoo, while the latter was a cake; So upon that stricken multitude grim melancholy sat; For there seemed but little chance of Casey getting to the bat. But Flynn let drive a single, to the wonderment of all, And Blake, the much despised, tore the cover off the ball; And when the dust had lifted, and men saw what had occurred, There was Jimmy safe at second and Flynn a-hugging third. Then from five thousand throats and more there rose a lusty yell; It rumbled through the valley, it rattled in the dell; It pounded on the mountain and recoiled upon the flat, For Casey, mighty Casey, was advancing to the bat. There was ease in Casey s manner as he stepped into his place; There was pride in Casey s bearing and a smile lit Casey s face. And when, responding to the cheers, he lightly doffed his hat, No stranger in the crowd could doubt twas Casey at the bat.

61 Ten thousand eyes were on him as he rubbed his hands with dirt. Five thousand tongues applauded when he wiped them on his shirt. Then while the writhing pitcher ground the ball into his hip, Defiance flashed in Casey s eye, a sneer curled Casey s lip. And now the leather-covered sphere came hurtling through the air, And Casey stood a-watching it in haughty grandeur there. Close by the sturdy batsman the ball unheeded sped That ain t my style, said Casey. Strike one! the umpire said. From the benches, black with people, there went up a muffled roar, Like the beating of the storm-waves on a stern and distant shore; Kill him! Kill the umpire! shouted someone on the stand; And it s likely they d have killed him had not Casey raised his hand. With a smile of Christian charity great Casey s visage shone; He stilled the rising tumult; he bade the game go on; He signaled o the pitcher, and once more the dun sphere flew; But Casey still ignored it, and the umpire said, Strike two! Fraud! cried the maddened thousands, and echo answered, Fraud! But one scornful look from Casey and the audience was awed. They saw his face grow stern and cold, they saw his muscles strain, And they knew that Casey wouldn t let that ball go by again. The sneer has fled from Casey s lip, the teeth are clenched in hate; He pounds with cruel violence his bat upon the plate. And now the pitcher holds the ball, and now he lets it go, And now the air is shattered by the force of Casey s blow. Oh, somewhere in this favored land the sun is shining bright, The band is playing somewhere, and somewhere hearts are light, And somewhere men are laughing, and little children shout; But there is no joy in Mudville mighty Casey has struck out. In-Game Listen to the words that are used throughout the day at the ballpark and make a list, whether you know the meaning of them or not (you can look up the meanings when you get back in the classroom). These will be words that you are going to use in your own poem. Press Conference Using the words you collected at the game and the literary techniques that were found in reading Casey at the Bat, write your own poem about your experience at Aces ballpark. In small groups, present the poem while the other classmates listen so that they can provide constructive feedback on your work.

62 Health and Nutrition THE FOOD GUIDE PYRAMID The Food Guide Pyramid is one way for people to understand how to eat healthy. A rainbow of colored, vertical stripes represents the five food groups plus fats and oils. Here's what the colors stand for: orange - grains green - vegetables red - fruits yellow - fats and oils blue - milk and dairy products purple - meat, beans, fish, and nuts The U.S. Department of Agriculture changed the pyramid in 2005 because they wanted to do a better job of telling Americans how to be healthy. The agency later released a version for kids. Eat a variety of foods. A balanced diet is one that includes all the food groups. In other words, have foods from every color, every day. Eat less of some foods, and more of others. You can see that the bands for meat and protein (purple) and oils (yellow) are skinnier than the others. That's because you need less of those kinds of foods than you do of fruits, vegetables, grains, and dairy foods. You also can see the bands start out wider and get thinner as they approach the top. That's designed to show you that not all foods are created equal, even within a healthy food group like fruit. For instance, apple pie might be in that thin part of the fruit band because it has a lot of added sugar and fat. A whole apple would be down in the wide part because you can eat more of those within a healthy diet. How Much Do I Need to Eat? Everyone wants to know how much they should eat to stay healthy. It's a tricky question, though. It depends on your age, whether you're a girl or a boy, and how active you are. Kids who are more active burn more calories, so they need more calories. But we can give you some estimates for how much you need of each food group. Grains Grains are measured out in ounce equivalents. Ounce equivalents are just another way of showing a serving size. Here are ounce equivalents for common grain foods. An ounce equivalent equals: 1 piece of bread 1/2 cup of cooked cereal, like oatmeal 1/2 cup of rice or pasta 1 cup of cold cereal

63 * 4- to 8-year-olds need 4-5 ounce equivalents each day. * 9- to 13-year-old girls need 5 ounce equivalents each day. * 9- to 13-year-old boys need 6 ounce equivalents each day. And one last thing about grains: Try to eat a lot of whole grains, such as 100% wheat bread, brown rice, and oatmeal. Vegetables Of course, you need your vegetables, especially those dark green and orange ones. But how much is enough? Vegetable servings are measured in cups. * 4- to 8-year-olds need 1 1/2 cups of veggies each day. * 9- to 13-year-old girls need 2 cups of veggies each day. * 9- to 13-year-old boys need 2 1/2 cups of veggies each day. Fruits Sweet, juicy fruit is definitely part of a healthy diet. Here's how much you need: * 4- to 8-year-olds need 1-1 1/2 cups of fruit each day. * 9- to 13-year-old girls need 1 1/2 cups of fruit each day. * 9- to 13-year-old boys need 1 1/2 cups of fruit each day. Milk and Other Calcium-Rich Foods Calcium builds strong bones to last a lifetime, so you need these foods in your diet. * 4- to 8-year-olds need 1-2 cups of milk (or another calcium-rich food) each day. * 9- to 13-year-old girls need 3 cups of milk (or another calcium-rich food) each day. * 9- to 13-year-old boys need 3 cups of milk (or another calcium-rich food) each day. If you want something other than milk, you can substitute yogurt, cheese, or calcium-fortified orange juice - just to name a few. Meats, Beans, Fish, and Nuts These foods contain iron and lots of other important nutrients. Like grains, these foods are measured in ounce equivalents. An ounce equivalent of this group would be: 1 ounce of meat, poultry, or fish 1/4 cup cooked dry beans 1 egg 1 tablespoon of peanut butter a small handful of nuts or seeds * 4- to 8-year-olds need 3-4 ounce equivalents each day. * 9- to 13-year-old girls need 5 ounce equivalents each day. * 9- to 13-year-old boys need 5 ounce equivalents each day.

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