Elementary Education Curriculum Program · Dear Teachers, Welcome to the hot new curriculum program in the Central Valley! The Rawhide baseball club has formatted several Math, Science,

Elementary Education Curriculum Program

Approved by VUSD for 3rd Graders

Table of Contents

Part I. Introduction Part II. Field Trip Sign-Up Sheet Part III. Language Arts Lesson Plans Part IV. Social Science Lesson Plans Part V. Math Lesson Plans Part VI. Science Lesson Plans Part VII. Physical Education Lesson Plans Part VIII. Health Lesson Plans

Dear Teachers, Welcome to the hot new curriculum program in the Central Valley! The Rawhide baseball club has formatted several Math, Science, Language Arts, Social Science, Physical Education, and Health projects to fit California Education standards. Our goal is to bring the fun educational aspects of baseball into the classroom! This program was designed to show students and teachers a truly “out of the park” experience and to provide a learning map towards the educational aspects of baseball. All ideas and lesson plans included are to serve as a guide for the educator to work with and formulate to their own lesson plans. Educators may tailor these lesson plans or take portions of them to fit the needs of the children and curriculum. The Rawhide’s goal is to have children not only enjoy coming out to the ballgame with their fellow students, but to also learn from their experiences through the provided lesson plans. This curriculum packet is free to use and is downloadable on our website – rawhidebaseball.com. However, if you want to take your classroom’s experience to the next level, the Rawhide also offers ticket discounts and fun perks to those who would like to incorporate an actual professional baseball game into the learning experience. The Rawhide staff is available to the surrounding community and is always open to suggestions as to how we can make this program a success. Please feel free to contact Heather Haak at any time with questions or comments at 732-HIDE or [email protected]. So grab your glove, get ready to have some fun, and lets go Rawhide!

Education in the Ballpark Curriculum Program

Education in the Ballpark Curriculum Program

Yes! I would like to bring my classroom to a Rawhide game in part with the Education in the Ballpark Curriculum Program!

Teacher Name: Grade: School: Phone: Email: Address: City/Zip:

Extra Perks! • Participating

classrooms will get a visit by Tipper, the team mascot.

• Each student will receive a Rawhide pencil.

Available Game Dates Please mark in order of preference

Wednesday, April 22nd, 1:00pm gametime Wednesday, May 6th, 1:00pm gametime Monday, May 18th, 1:00pm gametime

(Casey at Bat Day) Other:

Tickets

Tickets in “The Pasture” Grass Berm seating section (right next to kids play area). Teacher is Free!

Students: x $3 each =

Parents/Guardians: x $5 each =

Total: $

Mail to: 300 N. Giddings St., Visalia 93291 Or Fax to: 739-7732

COURSE TITLE: Language Arts LESSON NUMBER: 1 of 8

UNIT: Education at the Ballpark SPECIFIC TOPIC: Baseball Vocabulary

MATERIALS: Baseball Lingo Vocabulary Words (Baseball Dictionary – Appendix 1.1 & 1.2)

LOCATION: Classroom and Ballpark

STANDARDS: Language Arts – 3rd Grade Reading VUSD - 1.3 – Read aloud narrative and expository text fluently and accurately with appropriate pacing, intonation, and expression. VUSD – 1.7 – Uses knowledge of dictionary skills (guidewords, alphabetical order, and definitions). VUSD – 2.4 – Make predictions.

Writing C.S.B.O.E. - 1.2 - Write legibly in cursive or joined italic, allowing margins and correct spacing between letters in a word and words in a sentence.

PERFORMANCE OBJECTIVE: Identify vocabulary words that are commonly associated with baseball. Define vocabulary words that are commonly associated with baseball. Present examples of each definition after attending a game, watching on T.V., or by watching a baseball movie (during off-season).

LESSON CONTENT: Pre-Game Activity – Students may be formed into groups which then formulate a list of vocabulary words associated with baseball. Groups share vocabulary words with class, common words written on chalk/dry-erase board. Teacher expands the vocabulary to the desired numbers/words (list with definitions included). Students then use a dictionary to define as many words as possible or use predictions to define words. Extensions - Different lists could be given to each group to expand vocabulary covered; assign more difficult words to gifted students/groups.

Game-Time – Students work as individuals or group, and try to identify examples of given vocabulary words (without definition listed).

10th Inning (Post-Game Activity) – Groups compare and contrast their pre-game predictions to their game-time observations. Groups finalize examples for vocabulary and then share list with class.

ASSESSMENT: Baseball vocabulary words may be included into weekly vocabulary testing (if applicable).

REFLECTIONS:

KKKiiidddsss BBBaaassseeebbbaaallllll MMMooovvviiieeesss

Angels in the Outfield The Bad News Bears

Eight Man Out Field of Dreams

Jackie Robinson Story Little Big League

The Rookie Rookie of the Year

The Sandlot


UNIT: Education at the Ballpark SPECIFIC TOPIC: Newspaper Writing

MATERIALS: Visalia Times-Delta LOCATION: Classroom

STANDARDS: Language Arts – 3rd Grade Reading VUSD - 1.7 - Uses knowledge of dictionary skills (guidewords, alphabetical order, and definitions). VUSD - 2.4 - Make predictions. VUSD - 2.6 - Identify appropriate and significant information from a variety of genre.

Writing VUSD – 1.0 – Write letters and narratives and expository that include coherent sentences, paragraphs that develop a purpose, and demonstrate a command of standard English conventions. C.S.B.O.E. - 1.3 Understand the structure and organization of various reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia).

Listening and Speaking VUSD - 1.5 & 1.6 Conduct a personal interview, orally present a written report that includes a beginning, middle, and end using clear and specific vocabulary. C.S.B.O.E. - 2.3 - Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people, places, things, or experiences.

PERFORMANCE OBJECTIVE: Identify areas in the newspaper that might relate to a baseball game (i.e. Front Page, Community, Schools, Sports, Weather, etc). Develop an article for one section of the newspaper based on previous baseball experiences and/or predictions of an up-coming baseball game.

LESSON CONTENT: Students may work as a group or as individuals. Each group is assigned a specific section of the paper. Groups/Individuals discuss past articles and baseball experiences that may be applied to their respective section, and write baseball based articles for that specific section. Each section may also include pictures, advertising, and any other aspects related to the game the students would like to include. Students may also interview a member of the Rawhide baseball team to get a first hand account for their articles. After all the sections have been completed, each group presents their respective section and reads the articles written. Once all the groups have presented, all the sections can be placed into a newspaper format and handed out to the class and school.

* Please contact Heather if this lesson is chosen to arrange player appearance

ASSESSMENT: Students may be graded as individuals based on their writing. Groups may be graded on their cooperation, team work, writing, creativity, etc.

REFLECTIONS:


UNIT: Education at the Ballpark SPECIFIC TOPIC: “My Life As…”

MATERIALS: Brainstorming Sheet (Appendix 1.3 & 1.4) LOCATION: Classroom and Ballpark

STANDARDS: Language Arts – 3rd Grade Reading VUSD – 1.3 – Read aloud narrative and expository text fluently and appropriate pacing, intonation, and expression.

Writing VUSD – 1.0 – Write letters and narratives and expository that include coherent sentences, paragraphs that develop a purpose, and demonstrate a command of standard English conventions. C.S.B.O.E. - 1.2 - Write legibly in cursive or joined italic, allowing margins and correct spacing between letters in a word and words in a sentence. C.S.B.O.E. - 2.2 - Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences.

Listening and Speaking C.S.B.O.E. - 2.3 - Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people, places, things, or experiences.

PERFORMANCE OBJECTIVE: Identify as many areas aspects of a baseball game as possible. Develop a creative story of life as an aspect of baseball that is read out loud to the class.

LESSON CONTENT: Pre-Game Activity – Class brainstorms about the different aspects of baseball. Each student selects an aspect of baseball that they would like to pretend they are for one game, and writes a creative story entitled, “My Life As…” Once students have selected their specific area to write about, have them brainstorm further about different things they may experience while being that object or would want to experience while at the park. (If students will need to write notes during the game, have paper and pencils available for them)

Game-Time – Remind students of their projects and their specific area if needed. Encourage students to pay attention to their specific area during the game.

10th Inning (Post-Game Activity) – Students write their stories about their lives as a particular baseball object. The rough draft can be completed as a homework assignment. Revisions and the final draft can be completed in class. After completing the final draft, students can read their stories out loud to the class or a group. Students can also make an illustrative drawing to depict their life as the object their chose.

ASSESSMENT: Students can be assessed on their initial brainstorming, game-time notes, the writing process, and their presentation to the class.

REFLECTIONS:


UNIT: Education at the Ballpark SPECIFIC TOPIC: Baseball Poem

MATERIALS: Local and regional newspaper Computer (internet access) Baseball books Baseball movies

LOCATION: Classroom

STANDARDS: Language Arts – 3rd Grade Writing VUSD – 1.0 – Write letters and narratives and expository that include coherent sentences, paragraphs that develop a purpose, and demonstrate a command of standard English conventions. C.S.B.O.E. - 2.2 - Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences.

Listening and Speaking C.S.B.O.E. - 1.9 - Read prose and poetry aloud with fluency, rhythm, and pace, using appropriate intonation and vocal patterns to emphasize important passages of the text being read. C.S.B.O.E. - 2.2 - Plan and present dramatic interpretations of experiences, stories, poems, or plays with clear diction, pitch, tempo, and tone.

PERFORMANCE OBJECTIVE: Identify references that can be used to gather ideas about a poem. Develop a poem centered around baseball (topic area of choice).

LESSON CONTENT: PREREQUISITE – STUDY OF POEMS AND POEM STRUCTURE Students use various resources pertaining to baseball, including experiences. Through the resources, students develop a poem about their favorite aspect of baseball. Upon completion, the poem can be read out loud to the class, or hung in the classroom or hallway.

ASSESSMENT: Students can be assessed on their research into their favorite aspect of baseball, the writing process, creativity, and oral presentation (if applicable).

REFLECTIONS:


UNIT: Education at the Ballpark SPECIFIC TOPIC: “Casey at Bat” Depiction

MATERIALS: “Casey at Bat” poem (found by students)

LOCATION: Classroom

STANDARDS: Language Arts – 3rd Grade Reading VUSD – 1.3 – Read aloud narrative and expository text fluently and appropriate pacing, intonation, and expression. Listening and Speaking C.S.B.O.E. - 1.9 - Read prose and poetry aloud with fluency, rhythm, and pace, using appropriate intonation and vocal patterns to emphasize important passages of the text being read. C.S.B.O.E. - 2.2 - Plan and present dramatic interpretations of experiences, stories, poems, or plays with clear diction, pitch, tempo, and tone.

PERFORMANCE OBJECTIVE: Identify “Casey at Bat” poem through online resources or baseball books. Create a creative way to depict the “Casey at Bat” poem to the class.

LESSON CONTENT: Students are to be divided into groups for this assignment. Students will be given the name of the poem but are responsible for locating the poem through an online resource or book resource. Once the poem has been located, the group must develop a way to creatively re-read the poem to the class. Emphasize creativity! Winners may have the opportunity to read the poem at the “Casey at Bat Day” during the season.

* Please contact Heather if this lesson is chosen (to arrange for reading at ballgame)

ASSESSMENT: Groups can be assessed on their creativity, cooperation, team work, and accuracy of reading the poem.

REFLECTIONS:

CCCaaassseeeyyy AAAttt BBBaaattt

By: Ernest Lawrence Thayer

The out look 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 patron of the game. A struggling few got up to go in deep despair. The rest clung to that hope which springs eternal in the human breast; They thought, “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 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, the 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 was at the bat. 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— “This 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 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 to 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 strained, And they knew that Casey wouldn’t let that ball go by again. The sneer has fled from Casey 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 go, And now the air is shattered by the force of Casey’s blow. Oh, somewhere in his 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 the Mudville—mighty Casey has struck out.


UNIT: Education at the Ballpark SPECIFIC TOPIC: Create a Sentence

MATERIALS: Baseball Lingo Vocabulary Words LOCATION: Classroom

STANDARDS: Language Arts – 3rd Grade Reading VUSD - 1.4 - Recognize and define antonyms, synonyms, and homophones. Writing VUSD – 1.0 – Write letters and narratives and expository that include coherent sentences, paragraphs that develop a purpose, and demonstrate a command of standard English conventions.

PERFORMANCE OBJECTIVE: Discover the definitions of unknown words. Create sentences using key words.

LESSON CONTENT: The definition and example of synonyms and antonyms are given to the students. Using words identified by the teacher, from the baseball vocabulary, students create a sentence based on synonyms or antonyms (teacher choice).

ASSESSMENT: Students can be assessed on their sentence clarity, proper use of baseball vocabulary, correct sentence structure, sentence creativity, and proper use of synonyms and antonyms.

REFLECTIONS:


UNIT: Education at the Ballpark SPECIFIC TOPIC: Book Character Story

MATERIALS: Variety of baseball books LOCATION: Classroom

STANDARDS: Language Arts – 3rd Grade Reading VUSD - 2.2 - Ask and answer literal questions and support the answers by using appropriate strategies (prior knowledge, citing textual evidence). VUSD - 3.2, 3.3 & 3.4 - Identify plots, characters, theme and author’s message in fiction and non-fiction (fairytales, myths, folktales, legends and fables). C.S.B.O.E. – 3.3 - Determine what characters are like by what they say or do and by how the author or illustrator portrays them. C.S.B.O.E. - 3.4 - Determine the underlying theme or author's message in fiction and nonfiction text. Writing VUSD – 1.0 – Write letters and narratives and expository that include coherent sentences, paragraphs that develop a purpose, and demonstrate a command of standard English conventions. C.S.B.O.E. - 1.2 - Write legibly in cursive or joined italic, allowing margins and correct spacing between letters in a word and words in a sentence. C.S.B.O.E. - 2.2 - Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences.

PERFORMANCE OBJECTIVE: Identify a baseball based book for reading and creating a fictional story. Develop a fictional story based on a character in the book that is chosen.

LESSON CONTENT: Teacher can use library resources, or others available, to develop a list of baseball books that the students can choose from for project. Once students have chosen a book, they are given a worksheet to use when reading. During the reading process, students are to choose one of the characters from the book in which they will be writing a story about. The worksheet is to be filled out and will provide information that can be referred back to when writing the story.

Students are to write a story through the eyes of the character that they chose. The story may have a similar plot to that of the book or it can be based on a previous baseball experience. Emphasize to the students that they are write a story based on the character that they chose. Students’ story can then be read in class or posted in the classroom or hallway. Student may also draw a picture that accompanies their story.

ASSESSMENT: Students can be assessed on their creativity in rewriting the story, writing quality, worksheet completion, etc.

REFLECTIONS:

BBBaaassseeebbbaaallllll BBBooooookkksss fffooorrr KKKiiidddsss

Baseball in April and Other Stories – Gary Soto Baseball Saved Us – Ken Mochizuki Curious George Plays Baseball – Margret Rey Casey At the Bat – Ernest L. Thayer Girl Wonder: A Baseball Story In Nine Innings – Deborah Hopkinson Just a Baseball Game – Mercer Meyer The Magic School Bus Plays Ball – Joanna Cole Players in Pigtails – Shana Corey Skinnybones – Barbara Park Take Me Out To the Ballgame – Jack Norworth Teammates – Peter Golenbock That Sweet Diamond Baseball Poems – Paul Janeczo This Is Baseball – Margret Blackstone Zachary’s Ball – Matt Tavares


UNIT: Education at the Ballpark SPECIFIC TOPIC: Baseball Letter

MATERIALS: Envelops Stamps


STANDARDS: Language Arts – 3rd Grade Writing VUSD – 1.0 – Write letters and narratives and expository that include coherent sentences, paragraphs that develop a purpose, and demonstrate a command of standard English conventions. C.S.B.O.E. - 2.2 - Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences.

PERFORMANCE OBJECTIVE: Develop a letter describing the experience of attending an Rawhide baseball game.

LESSON CONTENT: Pre-Game Activity – Have students develop a list of questions that they want to ask one of the players on the team. Questions may include, but are not limited to, baseball history, on-field and off-field achievements, greatest memory, future plans, etc.

Game-Time – Students would be allowed to interview the players for their letters before the start of the game.

10th Inning (Post-Game Activity) - Students are to write a letter to a family member or friend describing their experiences while attending the Rawhide baseball game. The rough draft could be written at home, then revised and the final draft completed at school. Students should also supply an address for the individual(s) to whom they want to mail the letter.

* Please contact Heather if this lesson is chosen (to arrange interviews)

ASSESSMENT: Students could be assessed on questionnaire development, clarity and description of letters, writing quality, revisions, etc.

REFLECTIONS:

COURSE TITLE: Social Sciences LESSON NUMBER: 1 of 7

UNIT: Education at the Ballpark SPECIFIC TOPIC: California League Style

MATERIALS: Computer California League Map (Cal League Map – Appendix 2.1) Book resources

LOCATION: Classroom

STANDARDS: Social Sciences – 3rd Grade VUSD – 3.1 – Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts.

PERFORMANCE OBJECTIVE: Identify the nine teams that participate in the California Baseball League. Develop a map with the city location of the California Baseball League teams. Conduct research into each of the nine cities which host a California Baseball League team. Create a presentation covering all information discovered.

LESSON CONTENT: Students are divided into nine groups (one for each team in the league). Teams can be randomly assigned to groups or groups can choose teams. Students do research on the town that they are assigned. Information gathered should include a wide variety of fields that relate to the town and the team.

Students can also identify all the modes of travel the Rawhide could take to each location, the distance to each, and the price for transportation.

After all the research has been completed, groups develop a presentation discussing all the importance information they discovered.

ASSESSMENT: Groups could be assessed on the research process, information gathered, presentation, cooperation, team work, creativity, etc.

REFLECTIONS:


UNIT: Education at the Ballpark SPECIFIC TOPIC: United States of Baseball

MATERIALS: US Map US Map with MLB team location (MLB Map – Appendix 2.2)Computer Organization Worksheet

LOCATION: Classroom

STANDARDS: Social Sciences – 3rd Grade VUSD – 3.1 – Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts. VUSD – 3.3 – Students draw from historical and community resources to organize the sequence of local, historical events and describe how each period of settlement left its mark on the land.

PERFORMANCE OBJECTIVE: Identify the locations of all the US cities that host a MLB team. Research the origin of each teams’ history including mascot.

LESSON CONTENT: At the start of class, give each student a US map and have them attempt to identify all the cities with MLB teams in them. Students are then assigned or chose a specific organization to research. In the students’ research they may identify the state location of the team, state capital, city location of the team, number of years that the team has been located in that particular city, mascot, and history on the organizations’ mascot.

Once all the research has been completed, a presentation could be given to the remainder of the class.

ASSESSMENT: Students could be assessed on the research process, accuracy of content, presentation skills, visual aids used, etc. The information collected on the information sheet (state capital, mascot, city, etc.) could be used in a quiz or bonus points on another assessment.

REFLECTIONS:

UUUnnniiittteeeddd SSStttaaattteeesss ooofff BBBaaassseeebbbaaallllll

Student Name:_______________________________________________________

Presenter:___________________________________________________________

Baseball Team:_______________________________________________________

State of Team’s Location:_______________________________________________

State Captial:_________________________________________________________

City of Team’s Location:________________________________________________

Number of Years in present City:__________________________________________

Team Mascot:__________________________________________________________

Mascot History:


UNIT: Education at the Ballpark SPECIFIC TOPIC: Baseball Timeline

MATERIALS: Computer Poster board or construction paper (for timeline)

LOCATION: Classroom

STANDARDS: Social Sciences – 3rd Grade VUSD – 3.3 – Students draw from historical and community resources to organize the sequence of local, historical events and describe how each period of settlement left its mark on the land.

PERFORMANCE OBJECTIVE: Identify important dates in history for the MLB teams. Develop a timeline indicating important dates of the MLB teams.

LESSON CONTENT: Students may chose a MLB team or they can be assigned a team. Students are to conduct research to determine important dates for their respective team. With the information discovered, students develop a timeline for the team. Timelines may include detailed information, pictures, statistics, or any other information that the student feels is necessary to include. Timelines may be presented in class or hung in the classroom or hallway.

ASSESSMENT: Students may be assessed on the research process, information attained, timeline, and presentation (if applicable).

REFLECTIONS:


UNIT: Education at the Ballpark SPECIFIC TOPIC: What Makes a Good Citizen

MATERIALS: List of Good Citizen Qualities (developed by teacher) List of Sportsmanship Qualities (developed by teacher)


STANDARDS: Social Sciences – 3rd Grade C.S.B.O.E. – 3.4 - Students understand the role of rules and laws in our daily lives and the basic structure of the U.S. government.

PERFORMANCE OBJECTIVE: Identify good citizen qualities. Compare differences between good sportsmanship and a good citizen. Discuss the different roles of baseball staff

LESSON CONTENT: Pre-Game Activity – Discuss the qualities that make an individual a good citizen while attending a baseball game and in the community. Provide examples of individuals who exhibit good citizenship and/or sportsmanship.

Game-Time – Provide examples of individuals exhibiting good citizenship qualities or athletes demonstrating good sportsmanship. Identify the roles of people who work in the baseball game (write down if unable to remember).

10th Inning (Post-game activity) – Identify the different roles of people involved with the baseball game. Compare the roles of the baseball staff to figures in the local community.

ASSESSMENT: Students may be assessed on participation in class discussions, list of good citizenship and sportsmanship qualities, identification of examples of individuals exhibiting good citizenship qualities or athletes demonstrating good sportsmanship, and/or the comparison and contrast of baseball staff to community staff.

REFLECTIONS:


UNIT: Education at the Ballpark SPECIFIC TOPIC: From Here to There

MATERIALS: Map of Visalia with specific points of interest identified (with distance scale) Standard compasses Teacher/Parent to accompany each group

LOCATION: Classroom and Ballpark (possibly)

STANDARDS: Social Sciences – 3rd Grade VUSD – 3.1 – Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts. C.S.B.O.E. – 3.1 - Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places, and environments in a spatial context.

PERFORMANCE OBJECTIVE: Determine the direction and distance from specific locations to Recreation Park. Identify the most appropriate way to travel from a specific location to Recreation Park

LESSON CONTENT: Pre-Game Activity – Working in groups students identify specific points on interest in the Visalia community. Locations may include, but not limited to, schools, grocery stores, retail stores, playgrounds/recreational parks, etc. Using cardinal and intermediate directions and a local map, determine the most appropriate directions of travel from the specific location to Recreation Ballpark. Identify an area where the students could be dropped off before coming to the game (if not located within walking distance to the park). Have one group determine the directions and distance from that point to Recreation Ballpark

Game-Time – Using the directions developed (from the drop off point) have students, with adult supervision, attempt to locate the ballpark.

10th Inning (Post-game activity) – Review the directions that each group used to locate Recreation Ballpark. Answer the following questions: 1) Were the directions accurate, 2) Were the directions easy to follow, and 3) How could the directions be revised in the future

ASSESSMENT: Groups could be assessed on the accuracy of their directions from their specific points of interest to Recreation Park, the groups ability to use a compass and a map, teamwork, cooperation, ability to locate park based on directions, and map review (closure activity)

REFLECTIONS:


UNIT: Education at the Ballpark SPECIFIC TOPIC: Baseball Economics

MATERIALS: List of Baseball Staff LOCATION: Classroom and Ballpark

STANDARDS: Social Sciences – 3rd Grade C.S.B.O.E. - 3.5 - Students demonstrate basic economic reasoning skills and an understanding of the economy of the local region.

PERFORMANCE OBJECTIVE: Identify roles of baseball staff. Identify goods and services available at a baseball game

LESSON CONTENT: Pre-Game Activity – Identify the possible staff members that might be seen during a baseball game. Determine the possible roles for each of the identified staff members. Identify possible staff members that may not be seen during a baseball game and determine the possible roles of those members.

Game-Time – Review the list of formulated baseball staff and possible roles.

10th Inning (Post-game activity) – Review and revise the list of baseball employees. Explain how each staff members’ job helps to create a pleasant experience for people at a baseball game. Identify additional services and goods that could be provided at any one particular baseball game

ASSESSMENT: Students may be assessed on the development of baseball staff list, identification of possible roles of employees, identification of goods and services, cooperation, and participation.

REFLECTIONS:

RRRaaawwwhhhiiidddeee SSStttaaaffffff President/General Manager

Assistant General Manager

Legal Council

Director of Broadcasting

Sales Manager

Marketing Coordinator

Group Coordinator

Ticketing Manager

Ballpark Operations Manager

Clubhouse Manager

Head Groundskeeper

Director of Food and Beverage

Merchandise Manager

Community Relations Representative

On-Field Promotion Coordinator

Waitress

Bat Boy

Concessionaire

Security

Announcer

Usher

Vendor

Ticket Scanner

Kids Area Worker

RRRaaawwwhhhiiidddeee SSStttaaaffffff DDDuuutttiiieeesss President/General Manager: Deals with the City (owner the ballpark), the Diamondbacks representatives, Minor League Baseball, Major League Baseball, and the California League. Helps plan the team’s schedule. Coordinates hotels for the team when they go to different cities. Hires staff. Meets with sponsors.

Assistant General Manager: Helps players find housing when they come into town. Point person for the Diamondbacks when players move up and down, equipment orders, etc. Coordinates game promotions – orders the giveaway items, decorations, etc. Organizes special events and programs. Plans staff calendar.

Legal Council: Makes sure ballpark is safe for fans. Handles trademarks of team logos. Files applications for Food and Beverage licenses. Makes sure team follows all Minor League Baseball, Major League Baseball, and California League rules. Files all paperwork for employees when they are hired.

Director of Broadcasting: Calls the games on the radio. Sends out press releases to media outlets about the team, special promotions, ballpark events, etc.

Sales Manager: Makes lists of businesses for staff to call and to get sponsorships or sell tickets to games. Goes on meetings with sponsors.

Marketing Coordinator: Designs fliers, brochures, posters, and logos. In charge of the website.

Group Coordinator: Helps big groups of people come to games – help them pick where they want to sit, what kind of food they want, and makes sure they all get their tickets. Is in charge of the group calendar to make sure 2 groups don’t get booked in the same seats. Makes sure they are happy during the game.

Ticketing Manager: In charge of the ticketing computer system. Helps ticket holders pick their seats. Sells tickets. Prints out all tickets. In charge of fundraiser programs, baseball buddies, birthday parties, and kids club members.

Ballpark Operations Manager: In charge of making sure everything works at the ballpark. Makes sure the ballpark stays clean and neat. Turns on the stadium lights and the scoreboard. Helps the Clubhouse Manager. Coordinates everything for the Umpires. Helps set up the ballpark for games.

Head Groundskeeper: Mows patterns in the grass. Rakes the dirt in the infield. Draws the chalk lines. Make sure the playing surface is safe and looks good.

Clubhouse Manager: Takes care of the players and coaches in their locker room. Keeps the Clubouse (locker room) clean. Buys them food for before and after the games. Washes the uniforms.

Director of Food and Beverage: Orders all the food and drinks for each game. Takes inventory. Coordinates deliveries. Assists in the concession stands during the games.

Merchandise Manager: Orders all of the merchandise. Sets up the store. Keeps track of inventory. Makes sure store stays clean and organized. Fills orders from people who call or order merchandise online.

Community Relations Representative: In charge of mascot and player appearances. Goes to community events, fairs, and festivals to help promote the team.

On-Field Promotion Coordinator: Plans and conducts all on-field games and promotions during the ballgame. Makes sure they have all the props for each game. Finds the participants. Hands out prizes. Talks on the microphone. Writes script for the Announcer to read during games.

Waitress: Takes food orders for people sitting in the sky boxes during the games.

Bat Boy: Helps the Clubhouse Manager set up for batting practice – get team water, cups, bats, balls, sunflower seeds, and gum. Fetches bats during the game and gives new balls to the umpire.

Concessionaire: Person in concession stand who takes food orders, fills sodas, makes pretzels and popcorn, etc.

Security: Patrols ballpark making sure everyone is following rules. Watches cars in the parking lots. Checks bags at the front gate.

Announcer: Makes sure the game starts on time. Makes all announcements during the game. Plays all of the music and sound effects.

Usher: Helps fans find their seats.

Vendor: Goes through the stands and sells food and drinks.

Ticket Scanner: Scans your ticket as you walk through the gate.

Kids Area Worker: Takes money/tokens for the games. Monitors the kids area to make sure everyone follows rules. Helps with activities.


UNIT: Education at the Ballpark SPECIFIC TOPIC: Baseball Drama

MATERIALS: List of Baseball Traditions LOCATION: Classroom

STANDARDS: Social Sciences – 3rd Grade VUSD – 3.3 – Students draw from historical and community resources to organize the sequence of local, historical events and describe how each period of settlement left its mark on the land.

PERFORMANCE OBJECTIVE: Identify various traditions in baseball.

LESSON CONTENT: Students may work in groups or as individuals. Each group/individual identifies as many baseball traditions as possible. Groups/individuals chose one traditions and performs research on the history of that particular tradition. Once all research has been gathered, group/individual discusses the tradition with the class then reenacts it using any equipment/props they feel is needed. Students may also develop a visual (drawing, painting, etc.) that demonstrates the tradition. Group/Individual work can be hung in the classroom or hallway.

ASSESSMENT: Groups/Individual may be assessed on tradition research process, accuracy of research, quality of reenactment, and visual aide.

REFLECTIONS:

BBBaaassseeebbbaaallllll TTTrrraaadddiiitttiiiooonnnsss

Double-Headers - Two games for back-to-back. Some are scheduled before the season starts, others are set up to make up rained out games. Used to be more double-headers in past than today.

Umpire/Manager Meeting – When the head coaches and umpires meet before the game to exchange line-ups, discuss unique areas of the playing field and shake hands.

On Deck Circle - A circular area between the batter's box and dugout - the next man to bat is only one allowed in it. Where the batter takes practice swings before his at bat. Playing Catch – Two players take turns throwing the ball to each other. Hot Dog And Peanut Vendors – They go through the stands yelling about the different food items they are selling: “Hot Dooogs! Peaanuts!”

Playing Pepper – Small groups of players will form a close circle in the outfield and take turns tossing balls to a batter who will bunt each one back to the other players in the circle. This game heightens hand-eye coordination before in preparation before the ballgame. Baseball Promotions – Popular for Minor League teams; each ballclub tries to come up with unique ideas to set them above the rest: Mullet Night, Midget Wrestling, etc. The Rawhide have made it into ESPN Magazine and Sports Illustrated Magazine for “Dairy Day” when the team wears cowprint jerseys, and the players compete in a pre-game cow-milking contest. Signs From The Third Base Coach – When he touches his nose, elbow, wrist, leg, chest, and hat - he’s telling the batter and base runners what to do (hit, bunt, steal, etc.). Batting Practice – Players hang around the batting cage before the game and they take turns hitting off of a pitcher or from a hitting tee. Throwing Out The First Pitch – Honored person throws out a pitch before the game starts.

The National Anthem – Either sung, or played by musical instruments before the game.

The Seventh Inning Stretch – Fans stand up just before the bottom half of the 7th inning and sing “Take Me Out to the Ballgame” – traditionally played by an organ at baseball games. Spring Training – Teams work out in pre-season to get in shape. They train and play practice games in warm places such as Florida and Arizona.

COURSE TITLE: Math LESSON NUMBER: 1 of 5

UNIT: Education at the Ballpark SPECIFIC TOPIC: Baseball Budget

MATERIALS: Concession, Ticket, and Merchandise Price List (Appendix 3.1) Budget Template


STANDARDS: Math – 3rd Grade VUSD – Number Sense – 2.0 – Students calculate and solve problems involving addition, subtraction, multiplication, and division. VUSD – Number Sense – 2.3 – Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning. VUSD – Number Sense – 3.3 – Solve problems involving addition, subtraction, multiplication and division of money amounts in decimal notation and multiply and divide money amounts in decimal notation by using whole-number multipliers and divisors. VUSD – Algebra & Function2 - 2.1 – Solve simple problems involving a functional relationship between two quantities. VUSD – Algebra & Functions -2.4 – Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work.

PERFORMANCE OBJECTIVE: Solve math words problems that relate to baseball. Create a budget for attending a baseball game. Determine, using developed budget, the different items that may be purchased at a baseball game.

LESSON CONTENT: Pre-Game Activity - Students work as individuals for this particular activity. Teacher and/or students may develop word problems that relate to attending a baseball game. Example: If you and your sibling are going to a game with your parents, each ticket price being “$X”, how much would you spend for the entire night if each family member purchased a hotdog at “$X” and soda “$X”. All ticket, merchandise, and concession prices are included in this lesson plan. After developing/solving math problems, have one student show solution to each problem in front of the class.

After solving all math problems, students create their own budget for the next game they are going to attend. Included in the budget should be how much money they plan on bringing to the game and what they plan to purchase.

Game-Time – Students are to record all purchases made at the ballpark.

10th Inning (Post-Game Activity) – Students review their pre-game budget with their actual game-day budget. Each student can develop a bar graph with their pre-game budget and their post-game budget. Students also project reasons for going over/under their pre-game budget.

ASSESSMENT: Student may be assessed on math problem solving, budget development, comparison of pre-game and post-game budgets, bar graph development, and reasons for going over/under budget.

REFLECTIONS:


UNIT: Education at the Ballpark SPECIFIC TOPIC: Numbering the Base Path

MATERIALS: Large Picture of Baseball Diamond Figurines/Markers (removable)

LOCATION: Classroom

STANDARDS: Math – 3rd Grade VUSD – Number Sense – 2.0 – Students calculate and solve problems involving addition, subtraction, multiplication, and division. VUSD – Algebra & Functions – 1.0 – Students select appropriate symbols, operations, and properties to represent, describe, simplify, and solve simple relationships.

PERFORMANCE OBJECTIVE: Solve various types of math problems in a competitive setting. Apply baseball terminology into a math setting.

LESSON CONTENT: Student(s) make a large picture of a baseball diamond and buy/make markers that can be removed and reattached to the diamond. Teacher develops a large quantity of math problems at varying skill levels. Problems are then divided into four categories: Single (very easy), Double (easy), Triple (medium), Homerun (hard).

Students are divided into two teams, of equal skill level. Determine which team in home and which is the visitor. Visiting team is the first to bat. Students may go in any order Students can chose the type of hit (problem) they want to attempt. If the student solves the problem correctly, he/she can move the marker to the appropriate base, if the solution is incorrect, it is counted as an out. Process continues until three outs occur, and the score is recorded. When the visiting team gets three outs, the home team comes up to bat. The process is repeated for the home team, and the score recorded.

This activity can be done over a longer period of time. The winning team could receive an award of the teacher’s choice.

ASSESSMENT: Students may be assessed on problem solutions and team encouragement.

REFLECTIONS:


UNIT: Education at the Ballpark SPECIFIC TOPIC: Base Path Derby

MATERIALS: Tape Measure 4 Stopwatches Excel sheet with players names and extra columns

LOCATION: Classroom & Ballpark

STANDARDS: Math – 3rd Grade VUSD – Number Sense – 2.3 – Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning. VUSD – Measurement & Geometry – 1.0 – Students choose and use appropriate units and measurement tools to quantify the properties of objects.

PERFORMANCE OBJECTIVE: Determine the dimensions of the infield for a major league field and a little league field (between bases). Create, with correct measurements, the infield of the baseball diamond. Identify the times for players running the bases. Perform the running of the bases on both recreated infields and compare to players’ times.

LESSON CONTENT: Pre-Game Activity – Outside, measure the appropriate distances between bases for a major league park and a little league park. Using different terms of measurement, determine the most appropriate length of measurement (feet, yards, meters, etc.) in both English and Metric systems.

Game-Time – Assign four students (per half inning), using a stopwatch, to time and record the base running time of the players. Have students record the time and the type of hit (single, double, etc.) for each player.

10th Inning (Post-Game Activity) – Working in groups with times recorded, identify the fastest time for each type of hit. Have each group estimate the length of time it would take for them to run that same distance. Have one student from each group run all the types of hits (single, double, triple, in-the-park homerun) and record the times. After completing the major league distance, have the same students run the same type of hit at the little league distance. Compare the times on a bar graph.

ASSESSMENT: Students may be assessed on their accuracy of researched measurements, re-creation of infield, recoding of times, and participation in activity.

REFLECTIONS:


UNIT: Education at the Ballpark SPECIFIC TOPIC: Scoreboard Math

MATERIALS: Baseball Scorecard (provided by Rawhide) Pens


STANDARDS: Math – 3rd Grade VUSD – Number Sense – 2.0 – Students calculate and solve problems involving addition, subtraction, multiplication, and division. VUSD – Statistics, Data Analysis, and Probability – 1.1 – Identify whether common events are certain, likely, unlikely, or improbable.

PERFORMANCE OBJECTIVE: Predict the outcome of a game through the use of a scorecard. Perform basic math functions in using the scorecard.

LESSON CONTENT: Pre-Game Activity – Students work as individuals throughout this entire project. Each student writes in the visiting team and the Rawhide into the appropriate section. Using past baseball experiences, have students completely fill out the scorecard (runs, hits, errors, runners left on base) based on their predictions for the game. Students can add extra detail if desired, such as what inning there will be a pitcher change, pinch runner, substitute player, etc.

Game-Time – When the students enter the park, ensure that each student has a new scorecard. Throughout the game, students are to fill out their scorecard. Due to the nature of the game, tally marks may be used for the runs, hits, errors, and runners left on base columns.

10th Inning (Post-Game Activity) – Compare the pre-game, predicted scorecard with that of the actual scorecard. Students can calculate the differences in their predictions for column of the scorecard.

Extensions – Teachers can develop word problems based on the outcome of the game (different ways the Rawhide could have scored their runs ( “X” number in the 2nd inning and “X” number in the 6th instead of “X” in the 3rd and “X” in the 4th, and 5th).

* Please contact Heather for scorecards

ASSESSMENT: Students may be assessed on accuracy of scorecard calculations, scorecard comparison calculations, and any possible extensions.

REFLECTIONS:


UNIT: Education at the Ballpark SPECIFIC TOPIC: Geometric Baseball

MATERIALS: Baseball Park Pictures (variety) Shape stencils 1 Poster board/student

LOCATION: Classroom

STANDARDS: Math – 3rd Grade VUSD – Number Sense – 2.0 – Students calculate and solve problems involving addition, subtraction, multiplication, and division. VUSD – Measurement & Geometry – 2.0 – Students Describe and compare the attributes of plan and solid geometric figures and use their understanding to show relationships and solve problems.

PERFORMANCE OBJECTIVE: Identify the variety of shapes that can be seen throughout a ball park. Determine the number of different shapes that can be stenciled to form a ball park

LESSON CONTENT: Students work as individuals throughout this activity. Using pictures of various ballparks throughout the MLB, students identify as many different shapes as possible that can be seen throughout a particular baseball park. After identifying the shapes, students can make a list of each shape and provide examples of where it can be found in the baseball park and its particular purpose. After identifying all the shapes seen throughout the ballpark, students use stencils to make their own baseball park. As students develop their baseball park, they should keep track of the total number of each shape that is used.

ASSESSMENT: Students may be assessed on their identification of shapes in the baseball park, creativity of baseball park design, use of shapes in design, identification and documentation of shapes used.

REFLECTIONS:

COURSE TITLE: Science LESSON NUMBER: 1 of 3

UNIT: Education at the Ballpark SPECIFIC TOPIC: Waves of Green

MATERIALS: List of Grass Types Computer


STANDARDS: Science – 3rd Grade VUSD – Physical Science – Using meaningful questions and conducting investigations, students will understand that energy and matter have multiple forms and can be changed from one form to another. VUSD – Life Science – Using meaningful questions and conducting investigations, students will understand that adoptions in physical structure or behavior may improve an organism’s chance for survival. C.S.B.O.E. – Investigation and Experimentation – 5 – Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations.

PERFORMANCE OBJECTIVE: Identify the different types of grass that are used in a residential and sports setting. Determine the best grass for use in a baseball park and the necessary conditions for growth. Conduct a grass growing experiment.

LESSON CONTENT: Pre-Game Activity – Students may work in groups or as individuals for this activity. Students research the types of grasses that are used in residential and sports setting. After research is completed, assign each group/student a grass type to perform further research; students should discover as many details about the type of grass as possible (i.e. growing conditions, water amount needed, etc). Extensions – After assigning each group a type of grass to research, purchase the specific grass seed. Have students implement their research by attempting to grow their particular grass.

Game-Time - Have the students observe the field and identify areas where the grass is growing and where it is not. Attempt to explain why the grass is growing or not growing in a particular area. What does the Rawhide Grounds Crew do before and after the game to take care of the grass? How is the baseball park grass treated differently than a residential yard?

10th Inning (Post-Game Activity) – Review the observations made during the game about the areas of growth and the care given to the grass. Review grass growing experiment (if applicable).

ASSESSMENT: Students may be assessed on grass research, game-time observations, experiment procedure and documentation, group cooperation and team work, etc.

REFLECTIONS:


UNIT: Education at the Ballpark SPECIFIC TOPIC: Weather Report

MATERIALS: Recorded weather reports (for example)


STANDARDS: Science – 3rd Grade VUSD – Physical Science – Using meaningful questions and conducting investigations, students will understand that energy and matter have multiple forms and can be changed from one form to another. VUSD – Life Science – Using meaningful questions and conducting investigations, students will understand that adoptions in physical structure or behavior may improve an organism’s chance for survival.

PERFORMANCE OBJECTIVE: Identify weather conditions over a period of time. Develop a weather broadcast. Create weather reports for game attended.

LESSON CONTENT: Pre-Game Activity – Students may work with a group or as individuals for this activity. Students are to study the weather for a seven to ten day period. Students can create a weather chart where each day’s weather can be recorded (similar to a five day broadcast on the television broadcast). Students should also identify how the reporters use maps, tables, charts, and graphics to communicate easily to the views. Students should also identify the appropriate clothing based on the weather forecast. Extensions – Once the day of attending the baseball game has been identified, each group/student should develop a broadcast based on the known or predicted weather broadcast.

Game-Time – Groups/students observe and record the weather conditions of the game, change in conditions throughout the game, and how the changes affected the game (sun setting creating shadows, etc.).

10th Inning (Post-Game Activity) – Each group/student are to create a weather report using maps, tables, charts, and graphics. Also included in the report should be a comparison of the game-day weather prediction and the actual weather.

ASSESSMENT: Students may be assessed on weather chart creations, broadcast observations, develop weather broadcast (recorded), game-time observations, post-game weather report.

REFLECTIONS:


UNIT: Education at the Ballpark SPECIFIC TOPIC: Batting With a Sense of Gravity

MATERIALS: Bats (provided by Rawhide) 2 feet of string Small round stickers

LOCATION: Classroom

STANDARDS: Science – 3rd Grade VUSD – Earth Science – Using meaningful questions and conducting investigations, students will understand that objects in the sky move in regular and predictable patterns. C.S.B.O.E. – Investigation and Experimentation – 5 – Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations.

PERFORMANCE OBJECTIVE: Identify the center of gravity of different baseball bats.

LESSON CONTENT: Before conducting the experiment, teacher should tie a loose knot in the string (should be able to move up and down the bat). Students work as individuals for this activity but are placed in groups so the number of students working with each bat is equal. Without touching the bat, students are to place their sticker where they believe the center of gravity is located on the bat.

One person in each group lets the bat hang horizontally from the string. If the bat does not stay horizontal, have students decide if the string should be moved up or down to find the center of gravity. Once the center of gravity is discovered, place a sticker at the location of the knot. Have the group measure the distance from the thick end of the bat to the sticker.

Students are to compare their predictions to that actual location of the center of gravity.

* Please contact Heather to arrange for pick-up of baseball bats (to be returned to ballclub)

ASSESSMENT: Students can be assessed on the experiment process and comparison of student measured and actual center of gravity.

REFLECTIONS:

COURSE TITLE: Physical Education LESSON NUMBER: 1 of 6

UNIT: Education at the Ballpark SPECIFIC TOPIC: Earthball Throw

MATERIALS: 1 large inflatable ball (provided by Rawhide) 12 softee baseballs (provided by Rawhide) 20-25 cones or other markers Cue checklist sheet (provided)

LOCATION: Large indoor/outdoor activity area

STANDARDS: Physical Education – 3rd Grade NASPE - Standard 1 - Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. NASPE - Standard 2 - Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. NASPE - Standard 5 - Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

PERFORMANCE OBJECTIVE: Perform an overhand throw demonstrating the proper skills cues. Listen attentively to all directions given throughout lesson.

LESSON CONTENT: Before the activity, create two squares using cones -- one 30'x30' square and, outside of it, a larger 50'x50' square. Explain the activity to students, letting them know you will be focusing on how well they are throwing during the activity. Once you are done with the explanation, place the cage ball in the center of the small square. Divide students into four groups; each group stands evenly spaced along one side of the 50' square.

The interior of the large square is known as the "Danger Zone"; players are not permitted to enter this zone. Also, let students know that all play must cease when the teachers STOP signal is given.

Give four balls to four students on each side of the square. At your signal, players overhand throw balls at the earthball and make it roll across another side of the square, all while keeping the ball from rolling across their own line. If the earthball crosses over a side of the square, the ball is placed in the middle of the square and play begins again.

Balls outside the "Danger Zone" may be picked up and used by any team. Also, balls may only be thrown, and the earthball cannot be touched with the body.

While students are playing, observe their ability to overhand throw correctly according to the cue(s) you have been instructing and hopefully they have been learning. For example, you may observe students to see if they step with the opposite foot; use follow-through; arm way back, etc. Periodically stop the activity to give the group feedback on how they are throwing.

* Please contact Heather to arrange pick-up of needed equipment

ASSESSMENT: Students may be assessed on the Cue Checklist Sheet (provided).

REFLECTIONS:

Class Name/Grade: Time: PE Teachers' Cue Focus:

Cue Checklist Sheet Student Name Cue: Cue: Cue:

* - - - * - - - * - - - * - - - * - - - * - - - * - - - * - - - * - - - * - - - * - - - * - - - * - - - * - - - * - - - * - - - * - - - * - - - * - - - * - - - * - - - * - - - (!+) Performs this cue almost every time-effortless. (!) Performs this cue some of the time-almost has it. (!-) Doesn't perform cue correctly anytime-lucky when they do. :-( Off task behavior so didn't observe. Based on these observations I need to work on the following tasks the next time I teach this skill:


UNIT: Education at the Ballpark SPECIFIC TOPIC: Throwing and Catching Medley

MATERIALS: Variety of balls to throw Tape or CD and player for background music.



PERFORMANCE OBJECTIVE: Perform an overhand throw using a variety of equipment. Listen attentively to all directions given throughout lesson.

LESSON CONTENT: Students find a partner. One partner is asked to stand up while the other partner sits down. The standing partner selects the first object to be used in the throwing and catching medley. The sitting partner finds a space out on the floor to work in. When everyone is ready, the music starts and the activity begins; everyone is actively engaged in throwing and catching with a partner.

When the music stops the partner without the object sits down. The partner with the object takes the object over to the equipment area and swaps it out for a different object. Students should be encouraged to do this quickly. After all partners are back at their space, the music begins again and the game resumes. Students should be able to use six or seven different objects of different size, shape, texture and weight.

Variations: Vary objects as needed for students with disabilities.

ASSESSMENT: During the activity you should assess the particular cue(s) you are working on by observing as you move around and provide feedback. Encourage students to make adjustments as needed to allow for high success rates.

REFLECTIONS:


UNIT: Education at the Ballpark SPECIFIC TOPIC: Throw and Run Challenge

MATERIALS: Various objects for throwing and catching (one per each group of 3 students) 4 poly spots or other markers such as cones for each group




LESSON CONTENT: Quickly review the cues taught earlier for the overhand throw (step with opposite foot; extend to target; etc.). Divide class into groups of three (grouping by skill level is helpful here). Explain and demonstrate the following activity:

Each group of three will choose 4 markers and one object to throw and catch. The four markers need to be set down in a row (as if on a line), with two of them (A and B) set approximately 15-20 feet apart and the other two markers (C and D) set approximately 10 feet apart. Markers A and B should be separated from markers C and D by approximately 5 feet.

At the teacher's signal, players A and B (standing on those respective markers) begin to throw and catch the ball back and forth to each other, counting how many throws they make. They MUST be standing on the markers when they throw. Also at the signal, player C (standing on marker C) begins to run back and forth from marker C to D, counting how many times he/she is able to run back and forth (player C must touch each marker each time). After 30 - 40 seconds or so, the teacher's signal stops everyone. Players A, B, and C compare their scores and then rotate positions (A to B, B to C, C to A).

After all players have gotten to play at each marker, bring students in to discuss the quality of their throwing and catching. Note to them that the more accurate their throws are, the more "points" they will score.

Variations - You can also use this activity to observe students abilities to catch. Other skills such as passing (foot; chest; bounce) and rolling can also be used for this activity, depending upon which grade level you are working with.

ASSESSMENT: While students are playing, observe their ability to throw, using the cue which you are focusing on. For example, if you are looking at "extending to your target", note whether a student "almost all the time", "sometimes", or "rarely" extends or follows-through to their partner.

REFLECTIONS:


UNIT: Education at the Ballpark SPECIFIC TOPIC: Fielding

MATERIALS: Baseball gloves for all students 5-6 baseballs Whiffle balls Plastic bats



PERFORMANCE OBJECTIVE: Demonstrate the proper fielding technique. Perform an overhand throw demonstrating the proper skills cues. Listen attentively to all directions given throughout lesson.

LESSON CONTENT: Partners – Students work in partners for the fist activity. Students start by standing 5 feet away from each other, one with a glove and one with a ball. Student will the ball, rolls it on the ground to the partner who fields it, and rolls/tosses it back, process is repeated. After approximately 30-45 seconds, students change rolls, repeat. Progression – Increase the distance between the partners as the students skills increase. Profession – Have each set of partners use a plastic bat and whiffle ball to hit a ball to the ground to practice fielding

Group – Students work in groups of 4-7 and one ball per group. Students form a circle, all facing each other. Student with the ball rolls it to another student who fields it and rolls it to another student. Time each group for approximately 30-45 seconds, have students count the number of fields they get in a specific time period. Progression – As students’ skills increase, instead of actually fielding the ball they can tap it to the next person which will result in faster ball movement.

In-Field - Using a plastic bat and whiffle balls, have students practice fielding a ball being hit from a farther distance. Have students practice from each in-field position as well as out-field position. Progression – As students’ skills improve, begin to use a real ball and bat.

ASSESSMENT: Students may be assessed on fielding technique by a rubric that is developed by teacher based on desired skill cues.

REFLECTIONS:


UNIT: Education at the Ballpark SPECIFIC TOPIC: Throw the Yard

MATERIALS: Variety of balls to throw Crates Clean trash cans Boxes




LESSON CONTENT: Start the lesson off with an instant activity that involves throwing and catching (for example, get a ball and a partner and begin to throw and catch to each other). When done, let students know that they will be working on a throwing game today. Remind them that the purpose of the game isn't to see who "wins", but rather, for them to show how well they can throw using one of the throwing cues. Let them know you will be looking for them to use this cue today all through the lesson, and you'd rather see them making a few "good" throws versus lots of "bad" throws.

Divide the area and students in the class into four (or more) equal-sized "yards" (use cones if needed) and teams, respectively (hint: place students on teams so that each team has students with differing throwing abilities--for example, don't put all the "good" throwers on the same team).

Place the same number of crates, large and small boxes, and large garbage cans (clean!) in similar places in each of the "yards". Give each team the same number of objects to use for throwing (e.g., yarn balls, "gator" balls, bouncy foam balls, etc.). On the "go" signal, students try to throw balls from their area into the containers in the others' yards. Students may pick up balls from the ground or take them out of containers to throw.

On the teachers "stop" signal have students divide the balls up so each team once again has an equal number of balls, and begin the game again.

ASSESSMENT: As the game progresses, observe students on one team at a time. Record whether they are throwing using the cue you are looking for "most or all of the time"; "some of the time"; "almost none of the time". Try to observe each student for at least five throws. As you stop each round, give students feedback on their use of the throwing cue.

REFLECTIONS:


UNIT: Education at the Ballpark SPECIFIC TOPIC: Frisbee Baseball

MATERIALS: Frisbees -- one per student Hula hoops -- four per team of four to five students (alternatives: carpet squares, chalk-marked bases ...) Pencil and paper Tape measure (optional)




LESSON CONTENT: Arrange students into groups of four, and give every student a Frisbee. Players start at "home plate." Each player takes a turn tossing a Frisbee to "first base." The goal is to toss the Frisbee so it comes in contact with, or falls inside of, the hoop. Players take turns until everyone on the team has reached first base. A scorekeeper on each team records how many tosses it takes each player to reach first base. Next, the players take turns trying to reach second base, then third base, and finally home plate. The scorekeepers keep track of the number of tosses each player makes as he or she moves around the bases. The player who needs the fewest tosses to reach home plate is the home run leader. Progressions If you do not have hoops, use carpet squares, chalk, or any other material to mark the location of the bases. If the carpet square is smaller than a hoop would be, place a ruler at each base. Students use the ruler to verify whether the Frisbee comes within 18 inches (or some other pre-determined distance) of the base to score. If two or more teams play on the same diamond, start each team at a different base. For older students, increase the space between hoops or use playground landmarks that are 100 feet or more apart as bases. If you elect to use landmark bases, then all players must play the same field in order for scores between teams to be comparable. Teams could all start at home plate, or each team could start at a different base. Students can play several rounds and figure their "averages" by adding their total tosses and dividing the sum by the number of "at bats" they had. The lower the average, the better. Students might determine team averages too. In that case, monitor student play and help students work on being good team members by encouraging teammates and congratulating them on their attempts. Work measurement into the activity by having students use a tape measure before each throw to determine how far they must toss the Frisbee to reach the base.

ASSESSMENT: Students may be assessed on them correctly figure their averages over several "at bats."

REFLECTIONS:

COURSE TITLE: Health LESSON NUMBER: 1 of 2

UNIT: Education at the Ballpark SPECIFIC TOPIC: Baseball Menu

MATERIALS: Nutritional labels for Rawhide ballpark food (provided by Rawhide upon request) Worksheet


STANDARDS: Physical Education – 3rd Grade NHES – 1 – Students will comprehend concepts related to health promotion and disease prevention to enhance health. HNES – 2 – Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. NHES – 3- Students will demonstrate the ability to access valid information and products to enhance health. NHES – 5 – Students will demonstrate the ability to use decision-making skills to enhance health.

PERFORMANCE OBJECTIVE: Identify the nutritional value of a variety of foods that can be found at a baseball park. Develop a personal menu while attending a baseball game. Determine the value of food eaten while attending a baseball game.

LESSON CONTENT: Pre-Game Activity – Pass out nutritional labels of food available at the Rawhide ballpark to each student (each one is different). Students record the main information for each label (serving size, calories, fat, sodium, and protein). Once everyone has gotten a chance to look through the label, it is passed to the next person. Pass all the labels around until everyone has gotten a chance to look at them. Using the information gathered from the labels, students develop a personal menu of foods that they plan to eat while attending a baseball game.

Game-Time – Write down all the foods that were eaten during the game.

10th Inning (Post-Game Activity) – Review the nutritional value of each of the foods and the serving size. Using the list of foods that were eaten during the game, students develop a list of the foods eaten and determine the total intake of calories, fat, sodium, and protein. Students then develop a food period to make a visual of the food groups eaten. Students compare their pre-game menu and the actual menu. Class discussion on what could have been eaten to make the evening healthier.

ASSESSMENT: Students may be assessed on product nutrition review, menu development, game-time food recording, post-game menu review, food pyramid development, and participation.

REFLECTIONS:

COURSE TITLE: Health LESSON NUMBER: 2 of 2

UNIT: Education at the Ballpark SPECIFIC TOPIC: Mended Hearts, Broken Hearts, Healthy Hearts, Half-Hearted

MATERIALS: CD/Tape Player Music Paper Hearts

LOCATION: Classroom

STANDARDS: Physical Education – 3rd Grade NHES – 1 – Students will comprehend concepts related to health promotion and disease prevention to enhance health. HNES – 2 – Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. NHES – 3- Students will demonstrate the ability to access valid information and products to enhance health. NHES – 5 – Students will demonstrate the ability to use decision-making skills to enhance health. NHES – 7 – Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

PERFORMANCE OBJECTIVE: Demonstrate exercises that can burn calories. Identify the number of calories per gram for protein, carbohydrates, and fats. Perform a variety of locomotor movements while maintaining control of body.

LESSON CONTENT: Preparation - Draw large construction-paper hearts in various colors (see examples below). On the front of each heart, left or right side, write one of three nutrients while on the other side put a related picture. On the back of the carbs and protein hearts put a "4" (calories per gram), and a "9" on the back of the fats hearts. Opposite the calorie number put the name of an exercise (jumping jacks, arm circles, etc.) For example: Nutrient Food Cals Exercise / Fats Butter 9 Crunches / Proteins Steak 4 Pushups / Carbs Potato 4 Jumping Jacks / Cut all hearts in half to separate each nutrient-food (front) from its corresponding calories-exercise (back). Make several colors of each combination to create variety and suspense from trial to trial.

Activity - 1. Scatter the half-hearts on the floor throughout the activity area (either side up). 2. On the signal to move(e.g., Heart of Rock N’ Roll, etc.), children perform a locomotor skill around the room (walk, run, skip, hop, gallop, leap, roll). 3. At the stop signal (pause music), instruct the children to "go to the half-heart closest to you." 4. "Pick up your half-heart and in ten seconds find the person with the other half of your heart." Match colors, nutrient, and food (red protein with red steak, blue fat with blue cheese, purple carbs with purple bread etc.). 5. After partners "mend their heart,” they look on the back and both partners perform the number of repetitions (one for each calorie per gram) for the activity listed (e.g.,9 jumping jacks). 6. After completing the activity, "Skip (hop, etc.) with your half-heart, away from your partner, stop and set your half-heart at your new location." Start the music and repeat 2-5

ASSESSMENT: Students learn that they have to exercise more than twice as much (9 cals. vs. 4 cals.) to burn off every 1 gram of fat relative to every 1 gram of carbs or protein. For the math variation, students can record, on a task sheet, all the half-heart combinations they experienced. Students can add up the number of total repetitions (calories) they performed. The total can determine the number of grams of fats (carbs or proteins) that can make up the total, or different combinations thereof that they can consume to balance the total. You can even list each food on the task sheet and make up the "lunch menu" each student experienced, compare total calories with classmates, and decide who consumed the most calories and thus needed to perform the most exercise just to "maintain" their weight. This can lead into a discussion of losing weight by exercising more than calories consumed.

REFLECTIONS:

Documents

Elementary Education Curriculum Program · Dear Teachers, Welcome to the hot new curriculum program in the Central Valley! The Rawhide baseball club has formatted several Math, Science,