Baseball: The Great American Curriculum

 Names and Majors of Team Members:

Subjects Integrated:

Abstract:

Rationale:

            Baseball is widely known as the Great American Pastime. It is highly recognized by all segments of the population. From early childhood, family, friends and the media expose students to baseball. A great majority of the population either plays baseball or softball as a recreational sport in grade school. Students are also exposed to this sport in Physical Education.  Nearly all Americans participate in our national pastime…often without knowing it. Preschoolers sing “Take Me Out to the Ball Game. People talk about “ballpark estimates”, use the expression “three strikes and you’re out”, quote lines from “Who’s on First”, watch baseball movies and wear “baseball caps.”  The game and it’s heros have become a form of cultural shorthand through which we-and others-define and recognize America.  Baseball provides a basis to incorporate all disciplines. These might include statistics, geometry, history, language, health, and physical education. This unit focuses on statistics, geometry, history, and geography. A behavioral reward system is built into this unit along with accommodations for students with varying needs and abilities.

Objectives:

            Algebra: Students will apply units and scales to describe and compare numerical data and physical objects, apply formulas in a wide variety of theoretical and practical real-world measurement applications involving perimeter, area, volume, angle, time, temperature, mass, speed, distance, density and monetary values. They will estimate and measure the magnitude and directions of physical quantities (e.g., velocity, force, slope) using rulers, protractors and other scientific instruments including timers, calculators and computers. Students will convert within and between measurement systems and monetary systems using technology where appropriate.

            Statistics: Students will construct, read, and interpret tables, graphs and charts to organize and represent data along with creating lists, charts, tables, frequency distributions, graphs, scatter plots and box plots. They will analyze date using mean, median, mode range, variance and standard deviation of a data set, with and without the use of technology. Students will predict from data using interpolation and extrapolation and trend lines, with and without the use of technology. They will design and execute surveys or experiments, gather data to answer relevant questions, and communicate results and conclusions to an audience using traditional methods and contemporary technology.

            History: Students will analyze the relationship between an issue in the United States social history and the related aspects of political, economic and environmental history.

Activities and Assessment:

Algebra:

I. Students will be taken out to the school baseball field. Using standard measurements, they will measure the distance between the bases, the diameter of a bat and the length of the bases.  For homework, the students will convert from standard units of measurement to the metric system.

Assessment- Students will be graded on their measurements.  They will be given three points for each measurement (2 points for the measurement and 1 point for proper unit).  Then students will be given 2 points for their conversion (1 point for proper conversion and 1 point for proper label).  Assignment is worth 30 points

II. Students will be split into groups of four and work with the equations of area and perimeter.  The students will use their measurements from the previous day.  They will be asked to record their findings on a worksheet labeling the area and perimeter of the field.  The last thing the worksheet will ask if they want to plant new grass around the field, how much grass do they need to fill the area? 

Assessment-Students will be given 15 points for properly labeling the diagram, including

accurate perimeter and area. They will be given 5 points for using area to answer the question.  Assignment is worth 20 points

III.

IV.  Using the distances they found for the bases, they are going to derive a formula

midpoint and distance.  To derive the formulas they are going to make a scaled baseball

field with coordinate points labeled. 

Assessment-10 points for a clearly scaled baseball field.  15 points for deriving the distance formula and another 15 points for the midpoint formula.  Assignment worth 40 points

V.  Students are going to explore slope using geometer sketchpad.  They will be able

to observe the x-rate of change, y-rate of change and the y-rate of change with respect to x.  The students will be asked how they can justify their results with a function.  Using the sketchpad, students will be able to adjust the throwing height, velocity and angle of elevation.

Assessment-25 points will be given for recording the findings from geometer sketchpad.  10 points for justifying their findings with a function.  Assignment worth 40 points

VI.  Students will be informed which game they will be attending. Team rosters will be provided with information including the number of hits each player has, as well as the number of at bats each player has had.  They will use these figures to determine each player’s batting average.  Then when at the game they will be asked to keep track of how each player bats for the day.

Assessment- With 25 players on a team students will get 1 point per average.  Assignment worth 50 points

VII. Students will analyze how the players average compared to how they hit during        the game.  They will write a paragraph explaining how the average predicted how each player batted.

Assessment- Students will be given 20 points for keeping track of at bats during the game.  The paragraph explaining average is worth 15 points looking for clear understanding of how average is related to probability.  Assignment is worth 35 points.

Statistics:

I-Students will be given a pie chart, bar graph, and a line graph of different baseball statistics.  Students will be given a worksheet asking specific questions about the data presented, and general questions about the attributes of different types of graphs and charts.

Assessment- Students will be graded on their responses to the worksheet for activity I. The worksheet will contain 25 questions with each question counting for 1 point.

II-The students will be split into groups of 2-4. Students will each be assigned a major league baseball team and asked to use the internet to find the following statistics for 10 players on their team: At bats, hits, on base percentage, and the number of runs scored.  Students should then organize their data using a spreadsheet.

III-Students should then find the mean, median, mode, range, and standard deviation for each of these statistics, and explain their meaning.

IV-Students should create a pie chart showing how each of these statistics is

distributed among the players selected.  Students should provide a brief description of the findings. (i.e. player A has 20% of the hits.)

Assessment:  Students will be asked to retain the remainder of their work in a portfolio. It will contain graphs, spreadsheets, statistical information, and an explanation of student’s findings regarding predicted statistics. Portfolio contents include:

A.     Each graph is worth five points and there should be nine graphs. (45 points total)

1 point→Graph holds some data but it doesn't mean anything.

         2 points→Graph holds meaningful data but is not correctly orientated.

                     3 points→Graph seems to display information leading to a conclusion

                                     but is not well explained.

         4 points→Graph displays data leading to a meaningful conclusion, is

             explained well, but contains some errors.

         5 points→Graph makes the results of the data obvious to the user.

B.     The two spreadsheets will be worth 10 points each. (20 points total)  They will 

      be graded on readability, and accurateness.

C.    The accurateness of the mean, median, mode, range, and standard deviation, 

      will  be worth two points each (10 points total)

D.    The final explanation of the student’s findings regarding their predicted statistics will be graded on reasoning and correctness of assumptions. (20 points total)

US History:

I. Through research, development and lecture, students will learn how the 1920’s ushered in a new lifestyle for Americans. They gain insight into the impact innovations in technology and better wages had on an increase in leisure time, creating a need for hobbies including sporting events. Students will participate in discussion and research about the commercialization for professional athletics and its influence on American capitalism. Students will be made of aware of the impact of icons such as Babe Ruth and other athletes had on America.

Assessment: Students will each prepare an essay explaining how baseball emerged as America’s past time. In the essay, they will include factors that lead baseball to the forefront of American hobbies.  Further, they will expand on the role baseball plays in their lives today and will answer the question, “Is baseball still America’s past time? Why or Why not?

II.

Assessment for all topics will follow the 100-91 (A), 90-81 (B), 80-71 (C), 70-61 (D), 60 and below (F) grading scale.

Accommodations for Math activities and assessments might include any of the following. Enlarged print, Braille, questions done on computer, pictures to accompany text and questions, computer with talking word processor and/or screen reader, Amplifier, Easy spreadsheet program with voice output, longer time to complete the task, larger scaled graph paper, larger print rulers, shorter paper, talking calculator, communication device, Wheelchair accessible bus/seats at game/ramps, bigger score card, and binoculars. Other accommodations might include some type of seating device that will allow a student in a wheelchair be able to participate in group activities, not just on the side (lower/higher tables). Some students might need assistance from peers or teaching assistants for reading assignments, writing, and manipulation of materials.

Accommodations for US History reading activates might include the use of a screen reading program for greater access to internet sights, electronic books, talking books, tape recorded lectures, highlighted text, enlarged text, or summarized information. Writing accommodations for these activates might include alternative paper, pencil grips, tape recorder, a portable word processor, a word processing program with voice output, a word prediction program, or other multimedia software.

Other considerations:

This unit includes a culminating activity on the next to last day of attending an actual baseball game. This could be minor league or major league. This unit would best be scheduled in the early fall or late spring to accommodate this activity. Students will be assigned to “teams” with points being awarded for different aspects of the unit. Activities, behavior, attendance, completing work on time, or other factors will earn  points for the teams. The team with the most points at the end of the unit could win a certificate for a free soda or snack at the game. Students not earning the minimum points allotted would not be able to attend the game behavioral consequence. Time with a favorite baseball player could be set up as an added incentive for students needing added reinforcement.

Resources Needed:

Calculator, graph paper, graphing program for computer, talking calculator, spreadsheet application (some calculators have this [TI-89]), excel, or Minitab, computer, books and articles on baseball and related issues, and Internet access. Any resources listed in the accommodation section that would be required to meet student accessibility needs.

References:

MLB Website-http://mlb.mlb.com/NASApp/mlb/mlb/team/mlb_team_index.jsp.

American Museum of Natural History-Baseball exhibit, sharing a common culture and ideals and injustices.