Erie SeaWolves

Elementary SchoolCurriculum and

Materials

Table of Contents:

Science............................................ 1

Mathematics................................ 12

Social Studies.............................. 22

Language...................................... 28

Appendix...................................... 33

Lesson Plan # 1“The Roots of Baseball”

Materials: Grass seed, containers in which to grow grass, soil and water

Before the Game: Discuss as a class what plants need in order to grow. Provide students with materials to grow grass in the classroom and discuss how and why the grass at the ballpark is different and similar than the grass that they are growing.

At the Game: Have students observe where the grass is growing at the ballpark and where there is just dirt. Why is no grass growing there? What are the things before, during and after the game that they do to care for the field? Why is it a good idea to play baseball on grass? Are there other surfaces used to play baseball? Which is the best surface and why?

After the Game: Discuss the observations you made as a class. Answer the questions. Did the grass grow in the classroom? Why or why not?

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Lesson Plan #2“Rain Delay”

Materials: Thermometers, weathers sections of the newspapers, video of weather reports in the news. (News = North, East, West, and South)

Before the Game: As a class make observations pertaining to the weather on a daily basis, and devise a means to record the observations, predictions, etc. Make notations of temperature, sky, and weather conditions. Periodically have children watch weather reports as homework, and discuss what these reports expressed. How do reporters use maps, tables, charts, and graphic displays to communicate to viewers? Talk about appropriate clothing in preparing for predictions. Have your students make predictions individually about what they think the weather will be like at the game (video record the predictions in hallway away from other students.)

At the Game: Make observations of weather conditions and note if any conditions interfere with the game. Ideas may include wind, heat, and sun.

After the game: Have children in teams make full weather reports. Possibly make charts of what it was like and showcase them to the students. Show students predictions before the game to the entire class.

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Lesson Plan #3“Does the Game Make Sense?”

Materials: An assortment of coins, game, food, leather, sunflower seeds, cardboard, tape recorders and cassette tapes.

Before the Game: Discuss how we take in information using all of our sense and in turn, use that information to understand the world. Begin making lists that describe a day at school, classifying each list as data gained from looking , smelling, tasting, hearing or touching. Have the students try this while blindfolded and record as classified information.

At the Game: Play with the student‘s sense. Predict which coin(s) will cover an outfielder or catcher‘s head when held at arms length in the direction of that player. During loud crowd noise, use fingers to plug and unplug ears to make sounds come and go. Try tasting the baseball related food while holding one‘s nose plugged. Does it taste the same? Make a point to thoughtfully touch objects usually taken for granted. (The seats, a ticket, a hotdog bun, the railings, etc.) Have students play the alphabet game attempting to identify each of the sense for every letter if the alphabet. Incorporate a game of, “I spy, I smell, I feel,” etc. and use adjectives or adverbs until students are able to guess the particular sense.

After the Game: Have students work in teams to make games, posters, books, tape recordings, or anything else to showcase sensory experiences of the game. Possibly split teams into “Sensory Teams” and do things like have the “smellers team” make smell boxes of game day smells while a “touches team” can approximate textures in comparison with items in classroom.

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Lesson Plan #4“Building a Stadium”

Objective: Students will be able to list ways an area may be impacted through the building of a stadium.

Materials: Pictures, newspapers, and articles.

Have students build a model of a house or look at pictures of different types of structures and list all of the impacts on the environmental landscapes, waterways, and the displacement of wildlife. Have them list the types of building materials that are used in your building. Discuss various layers within the earth‘s surface. Which of the items are living organisms? How do non-living organisms affect living?

At the Game: Have students identify buildings around Jerry Uht Park. Have the students identify some of the buildings materials used to construct Jerry Uht Park. How does the wall affect the field? List the negatives/ positives that baseball has on the environment? Before exiting the game, take a look at the Beehive, located next to the SeaWolves‘s Stadium.

Beyond the Game: Discuss the changes they saw between the old stadium and the new stadium. Make a chart of what is new and what is old of Beehive and Jerry Uht Park. Have the children list the changes that they have seen in their own neighborhoods. Design a similar chart in reference to these changes and how they affect where they personally live, about healthier, achievable items that they could make available at considerable costs.

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Lesson Plan #5“Nutrition at the Game”

Before the Game: Introduce a Nutritional Pyramid to your students. Gothrough examples with kids and have students monitor what they eat theweek leading up to the game, while classifying each item as they note it.Students will find some items have two or three classifications. (You mayhave to discuss portions with them.) At the end of the week, discuss if students ate a well bal-anced diet.

At the Game: List consumable products that you see. Create a list of theitems observed or consumed. Are they healthy? Why do SeaWolves offer this product? Why do they offer this brand?

After the Game: Create a list of food items and discuss what productson this list fall into the food pyramid. Did the students find a complete mealat the game? Have students discussed items that can be additionally sold at the game. Cover cost, preparation, time, handling, shelf life, etc.

Beyond the Game: Have students write a persuasive letter to SeaWolves.

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Lesson Plan #6“The Center of Gravity”

Materials: Variety of baseball bats, 2 feet of string

Before the Game: On every bat, there is a spot where the weight is concentrated. This spot is called the center of gravity. The students can find the spot by following the directions.1. Predict where the center of gravity is located.2. Take the string and tie it to the bat somewhere around the middle. Make the knot loose be-cause you may need to slide the knot up and down the bat.3. Let the bat hang horizontally from the string so that the bat becomes balanced. This is the time when the knot should be adjusted to enable the bat to hang balanced.4. When the bat becomes balanced, this spot is the center of gravity for the bat. Measure the distance from the thick end of the bat to the place at which the knot is balancing the bat.5. How far off were students from their predictions?

Activity 1: Bernoulli’s Principle

Try these activities to found out how Bernoulli‘s principle works and why catchers wear gloves. As you‘ll see, physics is elementary.

Materials: 2 tennis or ping-pong balls string, masking tape

Procedure: Attach one end of a string to a tennis or ping-pong ball with masking tape. Do the same to the other string ball. Hang the balls from a horizontal bar or a dowel rod. Place the balls at the same level and about 3cm apart. Put your mouth between the two balls about two or three inches from them. What do you think will happen to the balls when you blow a steady stream of air between them. Try it! What did you observe? Attempt to explain your observa-tion.

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Activity 2: Demolitions by Bernoulli

Materials: 1 sheet of 8-1/2 x 11 paper

Procedure: Draw lines to divide your paper into 3 sections – a 2-inch, 7-inch and 2-inch por-tion. Fold your paper along the lines to make a “house” (walls are 2 inches high; flat roof is 7 inches wide). Set the “house” on a table. What do you predict will happen when you blow hard under the house? Try it! What did you observe? How can you explain your observation?

Activity 3: Fastball Egg Toss

Materials: Raw eggs, Old bed sheets

Why do outfielders and pitchers wear gloves and protective padding? The answer seems obvious, but it‘s based on a physics principle called momentum and impulse. The momentum an object has is a product of its mass times the velocity with which it is moving (momentum equals mass time velocity). Momentum can be transferred from one object to another. Impulse is the product of a force on an object and the time it takes for the force to be applied (impulse equals force times time). The impulse imparted to an object equals the change in momentum of the object. If the time is increased, force is decreased and vice versa.When a baseball is caught, the momentum of the moving ball is transferred to the glove. Outfielders and catchers decrease the force of the ball by moving their hand with the ball as they catch it, slowing down the impact. This, along with the padding in the glove, increases the time of impact (impulse), thus decreasing the force with which the ball hits the glove. Protective padding in all sporting equipment and shoes follows this same principle. You can see this phenomenon yourself by trying the Fastball Egg Toss.

Procedure:

1. Hold a flat bed sheet at each of the 4 corners to provide a large target for the pitcher. Make a “pocket” in the bottom of the sheet by holding it up slightly. (You want to prevent the egg from rolling out of the sheet.)2.Throw an egg into the sheet as fast and hard as you can.The object is to break the egg by throwing it into the sheet. (You may want to place the egg in a plastic sandwich bag, just in case.)3. An egg cannot be thrown hard enough into a sheet to break the shell because the sheet, which “gives” transfers the momentum of the egg over a long period of time, greatly decreasing the force on the egg shell.4. Compare what happens when momentum is transferred abruptly. Drop the raw egg (in the plastic bag) on a solid surface. Now, time is very short, making the force much greater.

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I. Introduction- rational, goals, target audienceHave you ever wondered about those raised red cotton stitches on a baseball? Sure, they hold the cowhide together, but did you know they also teach an interesting lesson in aero- dynam-ics? Why do some hitters choke up on the bat? Why do some players wear batting gloves? Why is every hit not a home run? Why are baseball gloves made of leather? What‘s the major league math behind woods versus aluminum bats? Find answers to these questions in the physics of friction, center of mass, forces of motion and other concepts that become fascinating fac-tors in a batter‘s ability to launch the ball. Maybe Isaac Newton couldn‘t snag a pop fly, but he can coach you in the surprisingly scientific feat of catching up to a 100 miles per hour fastball in just .04 seconds and sending it into orbit! Step out of the dugout and up to the plate as the Baseball Hall of Fame delivers a lively look at science on the sandlot.

BackgroundBaseball fans, and even those who do not necessarily enjoy the game, may be surprised to learn how science directly influences a batter‘s ability to hit the home run, a pitcher‘s tal- ent for throwing a curve ball, or a fielder‘s spectacular diving catch. While professional ath- letes do not necessarily understand the physics of their sport, the principles and concepts of science can enhance their performance when studied and applied to the execution of fundamental skills on the diamond. All-Star players, such as Derek Jeter, David Wright, and Ozzie Smith, may intuitively understand and apply physics in using gravity, effort force, speed, momentum and velocity to their advantage. Even those players who do not comprehend the theories of science and their relevance to the game are demonstrating physics and incorpo- rating mathematics, often unaware they are doing so. Grasping how to use their variables to one‘s benefit can mean the difference between a Hall of Fame career and a brief stay in the major leagues. Standing waves, center of mass, the effort force on a lever, impulse, friction, aerodynamics, and projec-tile and linear motion are all intricate to strategy in the dugout and rivalries on the field as teams compete in using physics to their athletic advantage.

II. VocabularyAcceleration Aerodynamics Air resistance AngleCenter of mass CollisionConservation of Energy DensityDistance EnergyEffort Force ForceFrictionFulcrum

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GravityImpulseLeverLinear motionMassMomentumNewton‘s Laws of MotionNode of standing wavePressureProjectile motionRebound forceSpeedSweet spotVelocityVibrationWave WorkIII. Suggested Pre-Program ActivitiesHave 2 students hold a Slinky toy between them. Stretching the Slinky on the ground across several feet, have 1 student swing it back and forth, side to side. This demonstrates the highs and lows of a standing wave caused by the vibrating movements. Discuss types of levers used in daily life. List examples of first-, second- and third-class levers and the differences between them. Different types of levers can be illustrated by using a block of wood (a fulcrum), a ruler, and a weight to create resistance. Find the center of mass or gravity of different objects by balancing them on a fulcrum. Ask students why they cannot stand themselves straight against a wall and bend over to touch their toes without moving their heels. Explain that this task is challenging because their center of mass is no longer over their feet, thus causing them to lose their balance. After measuring the mass and volume of different objects, calculate and compare their density. These items might include cork, wood, metal, plastic, aluminum, etc. Determine the amount of friction acting on a block of wood as it is pulled across differ-ent surfaces as measure by a force measure, such as a spring scale. The surfaces might include leather, a table, sandpaper, indoor/outdoor carpeting, grass, dirt, etc.

Experiment to Try:To demonstrate reaction time, have 2 students work together using a metric ruler. One student will hold the rule with the 0cm end between the other student‘s thumb and forefinger. This student will catch the ruler when it drops. Look where the ruler is caught. Look at the reaction times worksheet and read the reaction time for the distance on the ruler. Repeat the activity twice. Find the average of the reaction time trials to get the reaction time. Have the students switch places and repeat the same procedures to find the other person‘s reaction time. A variation of this activity is to have the student dropping the ruler say “ball” or “strike” as the ruler falls. The other student must catch the ruler is it is a strike or let it go if it is a ball.

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Science

Less Plan #7“The Greatest Distance is Sound”

Materials: Hammer or piece of wood the size of a hammer, baseball bat, and a ruler.

Before the Game: Hold the bat horizontally with one hand. With your other hand, pick up a hammer or piece of wood. Strike the bat at points that are one inch (2,5 cm) apart. Start at the heavier end of the bat. Listen to the sound the bat makes each time you hit it. Note all changes of sound from one end to the other. What did you notice about the sound of the bat each time you hit it? Where is the spot that makes the clearest, most solid sound? Measure how far this spot is from the thick end of the bat (In. or cm.) Why do you think the spot is called the center of percussion?

At the Game: Observe the sound the SeaWolves‘ bats make. Are these sounds different from the sounds you made? Do ground balls sound different then fly balls? Is the sound a foul ball makes any different to that of a fair ball? What is the sound of a ball directly fouled backwards? What does that tell you about the spot it hits on the bat?

Related Ideas: You may even choose to have various students close their eyes for one half inning of the game. Have these students attempt to determine the distance that the ball traveled based on the sound of the bat. Have your students track the difference between their guess and the actual distance of the ball.

After the Game: Experiment with other sports equipment (tennis rackets, racquetball rackets, hockey stick, etc.) to find the center of percussion – Why do professional players use wooden bats while little leaguers use alumi- num? Note that college players are slowly being required to switch from aluminum to wood. Why is this? Search appendix for specific bat sizes and how they relate to ages and sizes of players.

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Lesson Plan #8 “Birds Eye View”

Before the Game: List all the people who the students will likely see at theballgame. What are their roles and functions? Students may choose which role and person they would like to analyze in order to create new inventions in which to make their jobs more functional. Students may choose the pitcher, batter, fielder, catcher, ticket taker, food vendor, usher, or even the fan.

At the Game: As they enjoy the game they should make observations of their client and of their movements and the tools they use. Also make note of the inventions already in place; bills on caps, change dispensers for vendors, etc.

After the Game: Have teams discuss the observations they made about theclients. Have them choose one component of the person‘s actions or attribute of the tools they use or the stadium they use it in. How are the tools applied? Also, invent improvements to simplify the work or improve their performance. The improvements may consider but not be limited to the efficiency of movement, tool improvement, or adjustments to tools and gear. Design diagrams and write descriptions of these inventions and send them to the SeaWolves!

Beyond the Game: Prep the students about how the inventions play a part in our everyday lives and where and how to carry on with these inventions.

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Lesson Plan #1“The Shape of the Game”

Materials: Pictures of baseball fields/stadiums, (in lieu of or in addition toexperience with a real field); pattern blocks, building blocks, or parquetry blocks; paper versions of those blocks (commercial or child-made).

Before the Game: Practice identifying shapes in the environment by noting those in the clas-room, the playground and at home (homework assignment)? Look for what might be found at the game by looking at pictures of baseball fields or talking about children‘s previous experi-ences with baseball fields from playing, watching TV or seeing games before.

At the Game: Examine the baseball field to find shapes such as circles, squares, triangles, rectan-gles, ovals and other shapes. Record by drawing on a pad, listing, reporting to a recorder (adult), or by reporting back after the game. Be sure to draw attention to the baseball diamond... it IS a square! Have students stand at various places when taking their seats to see the square from a variety of perspectives. Observe different 3D shapes as well; sphere, cube, rectangular prism, etc.

After the Game: Students may work in teams to make a drawing or model of a baseball field, stadium, scoreboard, or portion of any of those using a combination of simple shapes. These can be made using pattern blocks, building blocks, tangrams, parquetry blocks or any combination of those. Paper versions or photographs can record the work. Students should be able to name the shapes they used and what they represented.

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Lesson Plan #2“Double Play”

Before the Game: Utilizing the appendix for SeaWolves Statistics, practice combining numbers to make target numbers, especially combinations, which equal ten, or one hundred. Use tens charts, hundreds charts, two-color chips, unifix cubes, place value blocks and more to explore combinations. Explore using a calculator too!

At the Game: Informally use mental computations to add pairs of numbers, such as the total of the runs batted in, and the total of two (or more) players making a double play (or of those caught in a double play), etc.

After the Game: Set a target number (such as 100) and have the children work in teams using copies of the player roster to find as many combinations of player stats to equal that target. How many can you find using just two numbers? What is the highest number of player numbers to total 100?

Other variations: Play with other ways to reach a target number: Can you find two people in class whose weight is equal to 100 (or other target number)? Can you research the building population to find 2 (or more) classrooms whose total number of children are 100 (or other target number)?

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Lesson Plan #3“Scoreboard Math”

Materials: Student-made nine-inning scoreboard, paper and pencil.

Before the Game: The students make a 2 X 9 matrix to represent a scoreboard, placing the opponent‘s team name and the SeaWolves name in front of the rows of nine. Students then predict the score for each team per inning and then compute their prediction for the final score. Make a blank scoreboard to take to the game.

At the Game: Mentally compute the total score per inning. They may take a blank scoreboard to record the actual score per team, per inning. OR take and use their predictions: How much would the SeaWolves have to score in an inning to make the predicted total for that inning? How many runs will the SeaWolves (or their opponents) need to score in the remainder of the game to equal the total predicted score for that team? (i.e. if you predicted the two teams would score 5 runs in the 3rd inning and the other team scored 1 in the 3rd, how many would the SeaWolves have to score that inning to make your prediction accurate?)

After the Game: Use blank scoreboards to make up all the ways on this scoreboard that a team can score 15 runs in 9 innings, all the ways a team can go ahead of a team up by 6 in the 7th inning,or all the ways a team can score X runs in X innings. Compare the predictions made to the actual scores on the scoreboards. Students can analyze their predictions by inning and by team. How close were your predictions? Which inning came closest to the predicted score?

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Lesson Plan #4“Ninety Feet”

Materials: A variety of materials to use for measuring units (unifix cubes, large paper clips, pencils, books, toothpicks, etc.), stopwatches, paper and pencil.

Before the Game: Measure and mark off 90‘ in the hallway or outside. Determine how many _______’s (hands, feet, cubes, blocks, books, pencils, baby steps, giant steps, scissors steps, etc.) would equal the 90‘.

At the Game: Give groups of 3 - 5 children a stopwatch, pencil and paper to record. Periodically, children may time the speed of a player‘s run from one base to another and record the number of seconds.

After the Game: Using the 90‘ distance you marked off at school, and the timed runs as recorded at the game as baselines, estimate how quickly you can run it? Walk it? Skip it? Hop on one foot? Walk backwards? In 90 feet, does a player hit his potential fastest speed? At what point does he reach it?

Lesson Plan #5“Baseball IS Math”!

“ALL Things Exist Through Mathematics.” - Author unknown

Materials: Paper and pencil.

Before the Game: Write the above quote on the board. (Or any quote that may apply). Allow stu-dents to share their thoughts regarding the quote. Chart the responses.

At the Game and Beyond the Game: Students may work in small groups to develop a list of all the different ways mathematics is used in the game of baseball (each student group should generate a list of at least 10 examples). Remind students to think about before the game and after the game. Back in the classroom, compare lists. Identify: Who has the longest list? Who has the most unique response? Add to student generated lists.

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Lesson #6“Calculating”

Materials: Calculators, newspaper sports pages (especially the box scores for the game the children just attended)

Before the Game: List all of the things that a person can quantify (use numbers to talk about) related to a baseball game. These can include all the statistics that the newspapers include about the game as well as fan attendance, food sales, money taken in through ticket sales, number of non-players in uniform, number of times your row had to stand up to let someone in or out, number of water fountains or restrooms, and as many as the children can think of.

At the Game: Students may choose some events or items they would like to count and record and maintain their count(s).

After the Game: Students may use information from the game, from the newspapers, and from the appendices of this guide to calculate the follow- ing: The number of hits by outfielders for a season... if for the whole season the three outfield positions hit, on average, the same as they did the day of the game. The number of females attending the game, if each section had the same number as their own section. The number of inches of mustard, if spread from one end of a hot dog to the other on every hot dog, if each person who bought a ticket that day averaged one hot dog each. The number of times people in a row would stand if every person got up two times eachduring the game.... for one game, and then for the season and more. The students will be able to think of MANY things!

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Lesson Plan #7“How Much Time Has Elapsed”

Materials: Clock or watch, paper, pencil, and calendars.

Before the Game: Explore different timepieces - watches, clocks (including digital), an hourglass, etc. Discuss “elapsed time” using the classroom clock with an example of the day (i.e. school day began at 8:30 am and now its 10:00 am, how much time has elapsed?) Have students give examples of their own. Pass out calendars and discuss how many days, months have elapsed since the school year began, since a field trip, since a holiday, etc. or how long is it until an event will occur? Use birthdays or even a student‘s favorite television show. As a class, predict how long the game, certain innings, or the National Anthem will take. How long will it take to get to the game?

At the Game: Break students into groups having them responsible for a particular inning and note the beginning and ending times of their assigned inning. Students would also be responsible for noting when the National Anthem began, how long it took to get to the game, what time the 7th Inning Stretch occurred and what time the last out occurred.

After the Game: Develop a classroom chart of how long each inning was. Each group will record the data that they collected. Compare the class predictions versus the actual times and create graphs to show the similarities or differences. Class discussion about how long the season is using days and months. How much time elapses until the next season? Using the class chart that is made the students will answer: What was the shortest/longest inning? How much time elapsed between 1st and 3rd inning? How much time elapsed between beginning of the game and the 7th Inning Stretch?

Using a calendar: How much time elapses between the school year beginning and ending? Summer vacation? Teachers may wish to graph student data using a line or bar graph.

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Lesson Plan #8“Locating the Opponents”

Objectives: To interpret a map of the Eastern League teams and to estimate the distance from Erie, PA to each opposing team. Students will complete the given chart and calculate the actual distances.

Materials: Appendix A: (Map of Eastern League teams). Appendix B: (Eastern League Mileage Chart), and a map of the USA

Before the Game: 1. Study Appendix A. Use the information to complete the chart below and estimate the distance from Erie PA, to each opposing team. Ask students to compare their measurements with classmates. 2. Measure the actual distance. Teach students to use string to measure the distance from city to city on a map. Using the Appendix B, how close were your estimates? TEAM NAME LOCATION (state) ESTIMATION (miles) MEASUREMENT (miles) DIRECTION TRAVELED

Akron Aeros Altoona Curve

Binghamton Mets Bowie BaySox

New Britain Rock CatsHarrisburg Senators

New Hampshire FisherCats Portland Sea Dogs

Reading Fightin’ Phils Richmond Flying Squirrels

Trenton Thunder

At the Game: Students may list signs, vendors, players, and stands among other items in the ballpark located, North, South, East, and West of where their seats are.

After the Game: Using a SeaWolves 2012 schedule and Appendix B, calculate the total number of miles the Erie SeaWolves will travel this season, in a month, or in a week. If the SeaWolves are traveling by bus, at 60 miles per hour, how long would it take to go from Erie to the various cities?

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Lesson Plan #9“Making Change”

Materials: Concessions price list, story problem worksheet (teacher will create), and lined paper.

Before the Game: Distribute story problems created by the teacher made. For example: If you brought $16.00 to the game, could you afford...? How much would it cost if you, your brother, and your uncle purchased SeaWolves tickets? What would your change be if you bought...? Have the students create their own story problems. After looking over the prices, have students create their own budget plan. Include what they intend to purchase at the game and how much money they will need.

At the Game: Students should record and track their purchases, and make note of other prices throughout Jerry Uht Park, including Merchandise, Game Programs, etc.

After the Game: Students evaluate their own purchases. Did they stick to their budget plan? Was the plan unrealistic or sound? How could money have been better spent? Teachers may wish to graph student individual expenditures compared to their classmates or graph totals of items purchased (number of cotton candy, number of popcorn, number of hot chocolates, etc.).

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MathematicsLesson Plan #8

“Show me what this means”

Materials: Erie SeaWolves Demographics, graph paper, pencil, colored pencils ormarkers.

Before the Game: Examine the demographics and from that information, have the class, groups, or individuals create graphs and pie charts that visu- ally display these statistics. Create by hand, or on computers if available.

At the Game: Have students observe the crowd to estimate attendance using categories:

1. Male/Female. 2. Age (0-2, 3-18, 19-50, 51 or older). 3. The number of innings people stay at the game. 4. The number of fans wearing team apparel.

Jot down some notes. Does the crowd match the findings on our graphs? What is different?

After the Game: Estimate the changes that occur on School Days with the SeaWolves demographics. Create new graphs that might better demonstrate demographic breakdowns on School Days.

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Lesson Plan #11“Concession Stand”

Objectives: Develop a menu for a classroom concession stand, based on student preferences and feasibility. Estimate costs of common items based on prior experiences and on remain-ing competitive prices, design and make signage and advertisements, and apply knowledge of occupations involved through role-playing.

Before the Game: Predict what will be available at the game‘s concession stand and the prices. Make a list of things to look for while at the game and prepare a few students with assignments to record information.

At the Game: Selected students can copy foods and prices from concession stands (Appendix). All students should notice what the other fans are eating (especially NON-student fans), and make mental note of the “best” foods and the ones not so appealing. Also remind students to give attention to methods of sale and advertising.

After the Game: Children open a concession stand in the classroom. They can work in teams to make their own menus and prices (based on surveyed interests of classmates) and set up a structure and roles for acting out the concession stand.

Other variations: Give various budgets to fans. Ask “What can you buy for $5?” and require students to think of three different meal combinations for one amount. Ask what they can buy with a specified amount to share among three people or what can they buy with a $5 bill and still have “folding money” left for their mom and/or dad. Workers in the concession should find ways to “push” items that are underselling.

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Lesson Plan #1“(Put Your Name Here) Stadium”

Objectives: Children will apply their understanding of economics, occupations and service in developing in developing a model of a baseball stadium.

Materials: Student-made props; books about baseball stadiums, samples of real programs, tickets, job applications, and paychecks; student-made signs and advertisements, student-made applications, tickets, money, and programs.

Before the Game: As a class, plan a day at the ballgame within the classroom scheduled for after the field trip. Discuss the various roles that students can take part in . Begin to assign the setting and props to be designed and made, and the details to be developed are a good start.

At the Game: Be very observant and gather examples of hard data. Tickets programs and even food wrappers may help to assist in designing the class stadium.

After the Game: Open the ballpark in the classroom: offer applications and interviews for prospective employees. Develop advertising, design and create the physical representation of the stadium itself, hold try-outs for players, make real or pretend (paper, clay, cardboards) food, develop roles (such as player, fan, ticker-taker, manager, vendor, announcer, etc.) and allow opportunities for children to take on multiple roles. Discuss what worked and what didn’t and why.

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Lesson Plan #2“Concession Stand”

Objectives: Develop a menu for a classroom concession stand, based on student preferences and feasibility. Estimate costs of common items based on prior experiences and on remaining competitive prices, design and make signage and advertisements, and apply knowledge of occupations involved through role-playing.

Before the Game: Predict what will be available at the game‘s concession stand and the prices. Make a list of things to look for while at the game and prepare a few students with assignments to record information on note pads. Teach students about supply and demand and how it relates to higher priced Ballpark food.

At the Game: Selected students can copy foods and prices from concession stands (see appendix). All Students should notice what the other fans are eating (especially NON-student fans), and make mental note of the “best” foods and the ones not so appealing. Also remind students to give attention to methods of sales and advertising.

After the Game: Ask questions that are relative to the price of the food that they took notice to. Why is food at the ballpark more expensive than food else- where? What food was available? What looked like a new item? Why was it new? Why did the SeaWolves not offer certain brands? What brands did the students notice? What is Branding, and how and where does it apply to the SeaWolves game?

Other Variations: Give various budgets to fans. Ask, “what can you buy for $5?” and require students to think of three different meal combinations for one amount. Ask what they can buy with a specified amount to share among three people or what can they buy within a $% bill and still have “folding money” left for their mom and/or dad. Workers in the concession should find ways to “push” items that are underselling. Ask students to take notice as what fast food restaurants are now stating when customers pull up. (Welcome to...would you like to try a value meal)?

Social Studies 23

Lesson Plan #3“Distance Learning”

Before the Game or Beyond the Game: Have students work in teams to research a city that sends a team to oppose the SeaWolves. At least one team of students should choose the team which the SeaWolves will face on the BIE game that they, as a class attending. Some areas of research could include:

Population of the city Products and occupations of the city Distance to the city from ErieSeaWolves (Determine which are closest & farthest.) Other professional sports teams from the same city or area Historical facts of interest Famous persons born in the city

Each team should determine and access sources for information (people, books, Chambers of Commerce, team front offices, Internet, etc.) Work together to decide how to share the information about their city with the rest of the class. Showcasing may include: posters, maps, tables and graphs, skits, drawing, etc.

Social Studies24

Lesson Plan #4“Find My Way to the Ballgame”

Objectives: Each child will work with others to gather information to draw a map of the local community.

Materials: Note pad to record information, maps of the city of Erie and of your city or town (optional).

Before the Game: Walk in the immediate area of the school, making note of the street signs and discussing right and left turns. Ask children to keep track of their route from their homes to the school, noting the names of the streets they ride or walk and of the turns they make on each. Help children to use that information to make a map of their route.

At the Game: On the bus, cars, or on the walk to Jerry Uht Park, have children observe and call out the street signs and turns made. An adult and volunteer students can record the information as given. For example, “Right turn! Now we‘re on Beach Street!” Check those written directions upon the return trip.

After the Game: As a class, draw a map of your recorded route to Jerry Uht Park. Include all streets you traveled on, and mark the turns. Individual children can draw landmarks in the appropriate places and develop keys. Include a compass rose and determine whether they traveled north, South, East, or West on each street. You may choose to post your map to Erieat your town hall for all fans to have available at will!

Social Studies 25

Lesson Plan #5“Maps to Find Your Way”

Before the Game: Ask the students questions: Have you been to a ballpark before? What are some things you have seen in a ballpark? What do you expect to see? What might the ballpark look like? Introduce or review map skills through group and indi-vidual activities, such as creating a classroom map with a key, or a home, or town map. Discuss map keys. What information do you expect to see in the map key and on the map? Use copies of the stadium map to recognize the map key, interpret symbols, and directions before attending the game. (See appendix for directory).

At the Game: Using the map of the stadium, answer teacher directed questions:1. What sections are closest to the merchandise stand? 2. What fun attraction is closest to the picnic area?3. How many total restrooms are in the stadium?4. Where is the closest place to buy ice cream?5. Which three sections are closest to the home dugout? 6. Where would you sit if you hoped to catch a fowl ball?

After the Game: Compare student answers from the At the Game activity. Discuss how students were able to locate information on the map to help them answer questions. As a group of individually, design a pictorial map of the school complete with symbols for the cafeterias, office, classrooms, etc.

Social Studies26

Lesson Plan #6“Women In Baseball”

Task: Create a poster of timeline demonstrating what role women have had in the sport of baseball.

When did women play a major role in the field of baseball?What happened in the nation to bring this about?Who were some of the significant players of the time? What were some of the rules and regulations they were to follow? How did woman‘s roles change with the end of the war? What role do women play in baseball today?

Sites:Here are some websites that may help to assist you in your search: PBS: Women and Girls in Baseball http://www.pbs.org/kenburns/baseball/teachers/lesson9.html

Social Studies 27

Lesson Plan #1“Who, What, When, Where, Why & How?”

Before the Game: Discuss and read published articles found in newspapers and magazines and list how reporters describe the essential who, what, when, where, why and how in articles. Describe what reporters look for and assign children one aspect of the game or an inning to be responsible for when they attend School Days!

During the Game: Have students keep notes of assigned or chosen focus points for the school or class newspaper. If it is the Community Section, what schools attended? What grade levels attended? What did students learn at the game? If the Front Page, what events took place that would warrant such esteem?

After the Game: Have groups break up and take notes and quotations gathered from their experience, and turn them into a story or many stories, depending on how specific you are covering the game and developing your newspaper.

For example:Group 1 – Front Page and Main ThemeGroup 2– Community Section and Schools attendedGroup 3– Sports Section and Stars at the game Group 4 – Town News and Weather at the game

Beyond the Game: Design a full-scale newspaper and share it with the entire school about the trip that was taken. Incorporate advertisement, sponsorship, job listings, photos, charts, etc.

Language Arts28

Lesson Plan #2“My Life as a Bat”

Before the Game: After reading a variety of baseball oriented literature, (see Appendix for recommended literature and websites.), students may choose to become a bat, ball, pitcher, umpire, hot dog, vendor, stadium sign, etc. Discuss what authors need to research about their topics and what they do to take from authentic experiences. Have each student make a list of everything that makes up a baseball game: cleats, grass, lockers, umpires, weather, sunflower seeds, etc.

At the Game: Gather sensory experiences for the story. These include the sights, sounds, smells, and feelings surrounding your character. Some questions you may choose to pose before the game is: what role does your topic play in baseball? Does it affect the game, the crowd, or the price of tickets? Why are you important? If you were replaced, would the game stay the same? What would change?

After the Game: Have students write a first draft story about the object or character chosen by the student. Decide whether you want the students to follow a list of questions, or write creatively. Regardless of the circumstance or type of writing, have the students apply the sensory experiences they underwent. Have the students write a description of the object they chose and through describing sensory details tied with their focus point, participating class may try to guess what it is the student choose to follow.

Beyond the Game: Utilize peer-editing techniques to write a second and final draft of the story.

Language Arts 29

Lesson Plan # 3“Cause it’s One, Two, Three squirts of mustard on the Ole Hot Dog!”

Objectives: The child will explore syllabication, rhythm, and composition through playing with the words and phraseology to write a song.

Before the Game: Teach the students the words to the song “Take Me Out to the Ballgame” Next, elicit a short song sung in the tune of this song, about whatever your classroom would like. (See appendix for lyrics).

At the Game: During the seventh-inning stretch, have the kids sing the lyrics that they made up as loud as they can for the other schools to hear!

After the Game: Create songs that can be applied to the classroom.

Lesson Plan #4“Compare and Contrast

Before the Game: Discuss how to place information into a Venn diagram (similarities and differences). Have students share experiences and events of leagues and groups they‘ve been in. How are they similar/different? After, touch upon experiences they may gain from attending Erie SeaWolves School Days. Ideas may include, participants, workers, merchandise, length of game, etc.

At the Game: Complete the Venn diagram by comparing an aspect of the game to an aspect of that student‘s life. Observe the ideas that are surrounding the game and refocus attention to ideas that the children predetermined in the class.

After the Game: Use the Venn diagram and write a compare/contrast essay using the writing process. Make sure that it is logical, flows, and has a conclusion.

Language Arts30

Lesson Plan # 5“Creative Baseball Poetry”

Before the Game: Have the student practice creating poems in structures of Cinquain‘s and Diamonte‘s, both of which are shaped like baseball diamonds. You may also choose to explore other forms of poetry as well.

At the game: Use all senses to observe the game, stadium, players, fans, field, food, advertisements, plays, vendors, umpire, or anybody/anything your students should choose.

After the Game: Have children create a baseball themed topic for the poem. Final projects can be printed on poster boards with decorative bor- ders and illustrations and then showcased. (Keep in mind, this lesson plan harps upon similar ideas as Lesson Plan # 2 “My Life as a Bat” does. (May choose utilize both as one)

CinquainLine 1 title (noun) 2 syllables

Line 2 description (4 syllables) Line 3 action, 6 syllables

Line 4 Feeling (phrase) 8 syllablesLine 5 Title

DiamonteL1 Noun or SubjectL2 two adjectives,L3 three ing words

L4 four words about the subject L5 three _’ing wordsL6 2 adjectives

L7 synonym for the subject

Language Arts 31

Lesson Plan #6“ERA – Every Random Association”

Objective: 1. To demonstrate an understanding of language and elements of non-fiction by responding to items in which students analyze the text and discern major and supporting ideas. 2. To make or use a table to record and sort information (Lesson plan may be utilized in Math Section as well).

Before the Game: Search appendix, articles, newspapers, etc. for abbreviations that describe statistics and compile a list that you will use to engage students while at the game. (i.e. RBI, CS, HR, ERA, GIDP). Have each student or group generate lists of what these stats could potentially mean (i.e. RBI = Ramirez Best Inning, HR= Hums Randomly, etc). Design abbreviations that you will use to apply to your date at the ballpark. Estimate what numbers you expect for each abbreviations and Why you expect these numbers to be the case.

At the Game: Have children look for events and behaviors that they should keep stats on: BDOOM (balls dropped out of mitts) SOG (Spit on ground) and keep tally of these stats.

After the Game: Take the stats that students compiled and formulate charts, graphs and theories based on the stats. Were student‘s assumptions about the numbers correct? Why or why not? What do these numbers indicate?

Beyond the Game: Design stats that can be simulated in your class and help students become aware with assignments. BR - Bell Rings- You may also choose to take the stats they have compiled and create charts that they are learning in math.

Language Arts32

Eastern Division -Binghamton Mets

-New Britain Rock Cats-New Hampshire

-Portland Sea Dogs -Reading Fightin’ Phils

-Trenton Thunder

Western Division -Akron Aeros

-Altoona Curve -Bowie Baysox

-Erie SeaWolves -Harrisburg Senators

-Richmond Flying Squirrels

2013 EasternLeague Baseball Teams

Appendix 33

Appendix34

Appendix 35

Club AK AL BN BO ER HA NB NH PO RE RI TR

Akron x 187 350 336 121 310 538 709 706 350 439 414

Altoona 187 x 201 167 175 138 374 520 552 170 268 239

Binghamton 350 201 x 266 254 181 216 338 360 143 400 165

Bowie 336 167 266 x 337 109 323 460 508 123 127 149

Erie 121 175 254 337 x 298 497 579 485 310 457 374

Harrisburg 310 138 181 109 298 x 271 430 480 65 220 132

New Britain

538 374 216 323 497 271 x 150 210 224 453 167

New Hampshire

709 520 338 460 579 430 150 x 94 370 588 304

Portland 706 552 360 508 586 480 210 94 x 420 650 360

Reading 350 170 143 123 310 65 224 370 420 x 260 73

Richmond 439 268 400 127 457 220 453 588 650 260 x 280

Trenton 414 239 165 149 374 132 167 304 360 73 280 x

Appendix36

Player POS G AB R H 2B 3B HR RBI TB BB SO SB CS OBP SLG AVG OPS E Justin Henry OF 113 376 52 116 24 6 0 46 152 62 52 21 8 .410 .404 .309 .814 9

Ben Guez RF 38 127 18 38 4 5 4 24 64 13 22 2 6 .372 .504 .299 .876 1

Francisco Martinez 3B 91 348 63 98 14 4 7 46 141 19 80 7 8 .319 .405 .282 .724 27

Brandon Douglas 2B 124 499 72 140 30 3 3 46 185 25 57 22 4 .320 .371 .281 .691 15

Shawn Roof DH 61 151 17 42 5 1 0 13 49 12 19 6 8 .343 .325 .278 .668 3

Audy Ciriaco SS 101 390 56 108 23 8 5 55 162 10 64 5 6 .301 .415 .277 .717 14

Jamie Johnson CF 137 534 93 147 33 5 4 51 202 84 92 14 12 .376 .378 .275 .754 3

Bryan Pounds 3B 90 326 48 89 25 1 5 40 131 41 81 0 4 .364 .402 .273 .766 4

Jeff Kunkel C 12 37 1 10 0 0 0 8 10 1 9 0 0 .317 .270 .270 .587 0

Rawley Bishop 1B 124 455 58 121 28 0 10 67 179 52 106 16 4 .347 .393 .266 .741 3

Michael Rockett OF 39 134 17 35 4 1 2 15 47 4 29 3 1 .284 .351 .261 .634 1

Michael Bertram 1B 82 267 33 69 20 0 5 30 104 33 75 2 4 .348 .390 .258 .738 1

Deik Scram OF 67 213 40 55 12 4 7 39 96 39 68 3 1 .377 .451 .258 .828 0

Carlos Guillen 2B 1 4 0 1 0 0 0 0 1 0 2 0 0 .250 .250 .250 .500

Bryan Holaday C 95 330 35 80 18 0 7 42 119 27 76 6 1 .304 .361 .242 .665 9

John Murrian C 42 154 15 37 6 2 5 20 62 3 42 0 0 .263 .403 .240 .665 5

Gustavo Nunez SS 34 121 13 26 3 0 2 8 35 5 27 4 3 .252 .289 .215 .541 3

Adam Calderone OF 38 129 5 26 7 2 2 19 43 8 26 5 0 .246 .333 .202 .580 2

C.J. Retherford 3B 5 17 2 3 1 0 0 2 4 0 2 0 0 .176 .235 .176 .412 0

William Bergolla 2B 6 23 3 4 1 0 0 2 5 1 7 0 0 .200 .217 .174 .417 0

Cale Iorg SS 26 84 8 14 1 0 2 6 21 4 28 2 1 .213 .250 .167 .463 6

Brent Wyatt OF 22 68 7 11 2 0 1 8 16 9 19 2 1 .260 .235 .162 .495 0

Zachary Maggard C 1 1 0 0 0 0 0 0 0 0 1 0 0 .000 .000 .000 .000

Billy Alvino C 1 3 0 0 0 0 0 0 0 0 0 0 0 .000 .000 .000 .000 0

Player W L ERA G GS CG SHO SV IP H R ER HR HB BB SO WHIP HLD GF

Casey Crosby 9 7 4.10 25 25 0 0 0 131.2 122 68 60 11 5 77 121 1.51 0 0

Jay Voss 9 7 3.67 19 19 1 1 0 115.1 96 50 47 11 3 37 101 1.15 0 0

Jacob Turner 3 5 3.48 17 17 0 0 0 113.2 102 47 44 9 7 32 90 1.18 0 0

Mark Sorensen 7 7 6.49 17 17 1 0 0 97.0 121 78 70 17 4 26 56 1.52 0 0

Brooks Brown 3 9 5.67 17 17 0 0 0 93.2 111 68 59 10 4 27 65 1.47 0 0

L.J. Gagnier 4 6 6.04 16 15 1 1 0 82.0 86 57 55 13 12 28 72 1.39 0 0

Rob Waite 4 4 4.56 40 1 0 0 2 75.0 87 43 38 6 4 29 63 1.55 4 13

Jared Gayhart 5 0 3.38 37 2 0 0 1 66.2 58 27 25 8 3 26 58 1.26 4 14

Austin Wood 5 5 3.16 50 0 0 0 6 62.2 57 25 22 5 4 28 61 1.36 6 23

Ramon Garcia 3 3 4.57 23 7 0 0 0 61.0 61 32 31 8 3 16 49 1.26 2 7

Luis Marte 3 0 1.70 23 1 0 0 3 53.0 29 10 10 3 1 18 68 0.89 2 13

Luke Putkonen 1 7 7.57 11 11 0 0 0 52.1 68 50 44 8 2 22 23 1.72 0 0

Drew Smyly 4 3 1.18 8 7 0 0 0 45.2 32 10 6 1 1 15 53 1.03 0 0

Chance Ruffin 3 3 2.12 31 0 0 0 10 34.0 23 9 8 2 1 16 43 1.15 0 28

Robbie Weinhardt 1 1 4.05 16 0 0 0 1 26.2 29 12 12 3 1 11 23 1.50 2 8

Tyler Stohr 0 2 4.21 20 0 0 0 3 25.2 22 12 12 3 1 17 27 1.52 1 12

Zach Simons 0 1 5.01 15 0 0 0 1 23.1 19 13 13 6 1 13 17 1.37 3 4

Lester Oliveros 2 0 0.53 10 0 0 0 0 17.0 11 1 1 0 1 4 28 0.88 0 6

Cory Hamilton 1 2 7.80 11 0 0 0 0 15.0 19 21 13 1 4 15 8 2.27 1 3

Trevor Feeney 0 1 6.43 3 3 0 0 0 14.0 19 10 10 0 0 5 12 1.71 0 0

Zach Samuels 0 0 3.60 7 0 0 0 0 10.0 9 4 4 0 3 3 6 1.20 0 2

Ryan Robowski 0 1 7.27 6 0 0 0 0 8.2 17 8 7 2 0 3 7 2.31 0 1

Matt Little 0 0 3.38 6 0 0 0 0 8.0 9 3 3 0 0 6 4 1.88 0 4

Brendan Wise 0 1 31.50 3 0 0 0 0 2.0 9 7 7 0 0 2 1 5.50 1 1

Matt Hoffman 0 0 54.00 1 0 0 0 0 0.1 0 2 2 0 0 2 0 6.00 1 0

Batting

Pitching

Appendix 37

BATTING AVERAGEThe most used statistic in baseball is “batting average.” The batting average is usually a decimal correct to three decimal places. The formula for determining a hitter’s batting average is the number of hits divided by the at bats.

AVG = H ÷ ABbelow .220 weak hitter 220-.250 low to average hitter.250-.300 good, solid hitter .300 & up excellent hitter

ON-BASE PERCENTAGEThis statistic shows the percentage of time a player can be expected to reach a base safely, either by a hit, a walk (BB) or being hit by a pitch (HBP). The on-base percentage is represented by a decimal and carried out to three decimal places. The higher the percentage, the more likely the player is to reach a base safely.

OB% = (H + BB + HBP) ÷ (AB + BB + HBP + SAC (Flys))

SLUGGING PERCENTAGEThe slugging percentage is used to compare power hitting in a fair way. This average is represented by a decimal and carried out to three decimal places. The slugging percentage is an average found by dividing the total bases by the at bats.

SLG% = TB ÷ AB

EARNED RUN AVERAGEThe earned run average is represented by a decimal and carried out to three decimal places. The formula for the earned run average is found by multiplying a pitcher‘s earned runs(ER) by nine and dividing that number by innings pitched (IP):

ERA = (ER * 9) ÷ IP

HOME RUN EXPECTANCYThis measure shows, on the average, how often a player can be expected to hit a home run. This statistic is important because a player hitting a home run not only scores a run for the team, they hit in any other player who is on base prior to hitting the home run. The home run expectancy can be found by dividing the number of total at bats by the number of home runs.To simplify this as a unit ratio, round off to the nearest whole number.

HR: CUM AB RATIO = (AB + BB) ÷ HR

STRIKE OUT EXPECTANCYThis measure shows, on the average, how often a player can be expected to strike out. This statistic is important because not only does a strike out represent an out, runners on base can not advance when this occurs. The strike out expectancy is found by dividing the number cumulative at bats by the number of strike outs. To simplify this unit as a ratio, round off.

SO: CUM AB RATIO = AB ÷ SO

Appendix38

SeaWolves Concessions

Smith’s Hot Dog $3.25Italian Sausage $4.25BBQ Pulled Pork Sandwich $5.25Pizza Slice $4.00Candy $3.00Frozen Lemonade Cup $4.00Ice Cream Novelty $3.50Nachos $3.75Pretzel w/Cheese $3.25Roasted Peanuts $3.75Cracker Jack $3.50Bag of Chips $2.50Fruit Cup $2.50Large Soft Drink $4.00Small Soft Drink $3.00Bottled Water $3.25Bottled Gatorade $3.50Slushie $3.50Coffee/Capp/Hot Chocolate $2.25Frozen Lemonade Cup $4.00Grilled Chicken Club $5.50Hamburger/Cheeseburger $4.75Cheddar Bacon Burger $5.50Mushroom Swiss Burger $5.50Veggie Burger $4.75Footlong Hot Dog $6.25

Cajun Sausage $4.50Bratwurst $4.50Super Nachos $6.50BBQ Pulled Pork Nachos $6.50Philly Steak $6.50Hamburger/Cheeseburger $4.75Popcorn Box $3.75Popcorn Tub $4.50Cotton Candy $3.00Helmet (Dip N Dots) $6.00Cup (Dip N Dots) $4.00Cotton Candy $3.00½ Pint Ice Cream $4.00Ice Cream Novelty $3.50Ice Cream Cookie Sandwich $4.00Corn Dog $3.75Cheese Dog $4.25Chicken Tenders w/Fries $6.50French Fries $4.25Garlic Fries $5.00Cheese Fries $4.75Pepperoni Balls $5.00Funnel Cake $5.00Flavored Waffle Cone $5.00Helmet Sundae $5.00

Appendix 39

SeaWolvesAppendix40

Stadium Map

This song was written in 1908 by a man named Jack Norworth. One day when he was riding a New York City subway train, he spotted a sign that said “Ballgame Today at the Polo Grounds.” Some

baseball-related lyrics popped into his head, that were later set to some music by Albert Von Tilzer, to become the well known baseball song, “Take Me Out To The Ballgame.” Despite the fact that

neither Norworth or Tilzer had ever been to a baseball game at the time the song was written, it is one of the most widely sung songs in America.

(1927 version) Nelly Kelly loved baseball games,

Knew the players, knew all their names, You could see her there ev’ry day, Shout “Hurray” when they’d play.

Her boy friend by the name of Joe Said, “To Coney Isle, dear, let’s go,”

Then Nelly started to fret and pout, And to him I heard her shout.

“Take me out to the ball game, Take me out with the crowd.

Buy me some peanuts and Cracker Jack, I don’t care if I never get back,

Let me root, root, root for the home team, If they don’t win it’s a shame.

For it’s one, two, three strikes, you’re out, At the old ball game.”

Nelly Kelly was sure some fan, She would root just like any man,

Told the umpire he was wrong, All along, good and strong.

When the score was just two to two, Nelly Kelly knew what to do,

Just to cheer up the boys she knew, She made the game sing this song.

“Take me out to the ball game, Take me out with the crowd.

Buy me some peanuts and Cracker Jack, I don’t care if I never get back,

Let me root, root, root for the home team, If they don’t win it’s a shame.

For it’s one, two, three strikes, you’re out, At the old ball game.

Take Me Out to the Ball GameAppendix 41

by David AlderCurious George Plays Baseballedited by Margaret Rey & Allan ShalleckDerek Jeterby Michael BradleyDiamond Life: baseball’s sights, sounds and swingsby Charles R. SmithDog on Third Baseby Constance HiseExtra Inningsby Robert Newton PeckFrank and Ernest Play Ballby Alexandra DayGrandma’s at Batby Emily Arnold McCullyHere Comes the Strikeout!by Leonard KesslerHome Fieldby David SpohnHooray for Snailby John StadlerHooray for the Dandelion Warriors!by Bill CosbyI Use Math at the Gameby Joanne MatternInfield Hitby Thomas J. DygardIron Man: the Cal Ripken Jr. Storyby Harvey RosenfeldLa Historia del beisbolby Anastasia SuenLatino Legends: Hispanic in Major League Baseballby Michael SilverstoneLet’s go to a Baseball Gameby Mary HillLucky Me!by Lisa PapademetriouLuke Goes to Batby Rachel IsadoraMacMillan Book of Baseball Storiesby Terry EganMax: Story and Picturesby Rachel IsadoraMiracle at the Plateby Matt ChristopherMouse Practiceby Emily Arnold McCullyMudball

A Baseball All-Starby Brendan JanuaryAlbert's Ballgameby Leslie TyronAlex Rodriguezby Jeffrey ZeuhlkeArthur and the Seventh Inning Stretcherby Stephen KrenskyArthur Makes the Teamby Marc BrownBabe Ruth and the Ice Cream Messby Dan GutmanBallparkby Elisha CooperBallpark: The story of America’s Baseball Fieldsby Lynn CurleeBaseballby James KelleyBaseballby Tom OwensBaseball Ballerinaby Kathryn CristaldiBaseball Camp on the Planet of Eyeballsby Jon BullerBaseball for Everybody:by Tom GlavineBaseball’s Bestby Andrew GutelleBaseball’s Boneheads, Bad Boys, & just Plain Crazy Guysby George SullivanBaseball's Greatest Hittersby S.A. KramerBaseball's Greatest Pitchersby S.A. KramerBases Loaded: Great Baseball of the 20th Centuryby Mel CebulashBats About Baseballby Jean Little & Claire MackayBlack Diamondby Patricia & Fred McKissackBob Fellerby Morris EckhouseCal Ripken Jr.: My Storywith Dan GutmanCal Ripken Jr.: Play Ballwith Mike BryanCam Jansen/Babe Ruth Baseball

Books About Baseball

Appendix42

by Matt TavaresMy Dad's Baseballby Ron CohenNana Hannah's Pianoby Barbara BottnerNegro Leagues:all-black baseball by Emily Brooksby Laura DriscollNever Fear, Flip the Dip is Here!by Philip HanftNice Hit! You can play Baseball by Nick FauchaldNick Plays Baseballby Rachel IsadoraPaul the Pitcherby Paul SharpPee Wees on Firstby Judy DeltonPlay Ball, Amelia Bedelia!by Peggy ParrishPlaying Right FieldPride of Puerto Rico: the Life of Roberto Clemente by Paul Robert WalkerPromises to Keep: How Jackie Robinson changed Americaby Sharon RobinsonRoberto Clemente: Pride of the Pittsburgh Piratesby Jonah WinterRoberto Clemente: The Great Oneby Bruce MarkRonald Morgan Goes to Batby Patricia Reilly GiffSammy Sosaby Carrie MuskatSatchel Paigeby Kathryn Long HumphreyShoeless Joe and Black Betsyby Phil BildnerTake Me Out to the Ballgameby Maryann KovalskiTake Me Out to the Ballgameby Jack NorworthTeammatesby Peter GoldenbookThat Sweet Diamond:baseball poemsby Paul B. JaneczkoThe Baseball Birthday Partyby Annabella PragerThe Baseball Counting Bookby Barbara Barbieri McGrath

The Berenstein Bears Play Ballby Stan & Jan BerensteinThe Boy Who Saved Baseballby John RitterThe Case of the Unnaturalby David D. ConnellThe Dog that Pitched a No Hitterby Matt ChristopherThe Everything Kids’ Baseball Bookby Richard MintzerThe Field Beyond the Outfieldby George Sullivan by P.J. PetersonThe Fireplug is First BaseThe Fox Under First Baseby Jim LatimerThe Journal of Biddy Owens: the NegroLeaguesby Walter Dean MyersThe Jungle Baseball Gameby Tom PaxtonThe Math Curseby Jon Scieszka & Lane SmithThe Not-So-Minor Leaguesby Douglas Gay & Kathlyn GayThe Rainy Day Grumpby Deborah EatonThe Ripken Way: A Manual for Baseballand Lifeby Cal Ripken Sr.The Shot Heard „Round the Worldby Phil BildnerThe Spy on Third Baseby Matt ChristopherThe World of Baseballby James BuckleyWinners Take Allby Fred BowenWorld Seriesby James BuckleyYoung Cam Jansen and Baseball Mysteryby David AlderZachary's Ballby Matt Tavares

Appendix 43

Official Site of Major League Baseballhttp://www.mlb.com

Official Site of the Erie SeaWolveshttp://www.seawolves.com

Official Site of Minor League Baseballhttp://www.minorleaguebaseball.com

Official Site of the Detroit Tigershttp://detroit.tigers.mlb.com

Exploratorium: Science of Baseballhttp://www.exploratorium.edu/baseballScientific research and interactive experiments. Requires Shockwave for some of the features.

The Baseball Archivehttp://baseball1.comSabermetrics is the mathematical and statistical analysis of baseball records.

General Essays & Background Theoryhttp://www.stathead.com/bbeng/general.htm

Baseball Think Factoryhttp://www.baseballthinkfactory.comDedicated to the thoughtful analysis of baseball, both real and imagined. Assistance for bothsabermetricians and game players is provided here.

Stathead Consultinghttp://www.stathead.comProviding perfomance analysis and forecasting services to the professional industry, includes theBaseball Engineering Library

Society of American Baseball Research (SABR)http://sabr.orgThe Society for American Baseball Research (SABR) was formed in August 1971 in Cooperstown,New York. It now consists of more than 6,700 members.

Supervisionhttp://www.questec.com/A pitch tracking system that produces a real-time computer animation of the pitch immediately afterthe actual pitch is thrown.

Baseball Related WebsitesAppendix44

Rules of the Game - Official Baseball Ruleshttp://mlb.mlb.com/NASApp/mlb/mlb/official_info/official_rules/foreword.jspLinks for baseball lingo definitions as well as links for official major league rules.

3000 Hit Clubhttp://www.baseballhalloffame.org/exhibits/online_exhibits/3000_hit_club/index .htmBaseball Hall of Fame page paying tribute to the exclusive 3000 hit club membership

National Baseball Hall of Famehttp://www.baseballhalloffame.orgInformation regarding the Baseball Hall of Fame and the game of baseball itself.

Negro Leagues Baseball Museumhttp://www.NLBM.com

Negro Baseball Leagueshttp://www.blackbaseball.com

Official Baseball History: The National Baseball Hall of Fame and Museumhttp://web.baseballhalloffame.org/index.jsp

The official web site of the Hall of Fame. Don‘t miss the Members‘ Gallery(http://www.baseballhalloffame.org/hofers_and_honorees/plaques/index. htm)

John Skilton’s Baseball Linkshttp://www.baseball-links.com/The Web‘s most comprehensive collection of links to baseball resources.

Miscellaneous British Baseball Federationhttp://www.bbf.orgThe British Baseball Federation is the governing body for baseball in Great Britain.

Baseball Prospectushttp://www.baseballprospectus.comCurrent season analysis.

Box Scores, game logs, history and morehttp://www.retrosheet.org

Players. History, stats and morehttp://www.thebaseballpage.com

Appendix 45

Early History: Baseball developed from variations of the English game of rounders, from related regional and local games, and from children‘s games like “one old cat,” all of which had evolved through centuries. In the 1840‘s Alexander Cartwright of the New York Knickerbocker Club standardized many of the features and field dimensions still in use today. Sportswriter Henry Chadwick wrote (1858) the first rule book, and though the rules continue to change by small degrees, by 1900 the game was essentially that of today. The story that Abner Doubleday invented baseball in 1839 has thus been discredited.

The Development of Professional Baseball: In the mid-19th century baseball was primarily popular among local clubs in the Northeast, often made up of members of the same occupation. Eventually competition broadened, and an organization to promote standardized rules and facilitate scheduling, the National Association of Baseball Players, was formed in 1858. The movement of Union soldiers during the Civil War helped to spread the game, and increased opportunities for leisure, improved communications, and easier travel after the war fostered a wider competitive base and increased interest. In 1869, Harry Wright organized the Cincinnati Red Stockings, baseball‘s first professional team, and took them on a 57-game national tour, during which they were unbeaten. Seeking to expand on the Reds‘ success, the National Association of Professional Baseball Players in 1871 chartered nine teams in eight cities as the first professional league. In the 1870‘s a number of competing leagues were formed, including the National League, which soon became the predominant association. Financial hardships, gambling-related scandals, and franchise upheaval plagued all the leagues, and a players‘ revolt in 1890, which resulted in a short-lived Players Association, weakened the National League. A competing league, the Western Association, changed its name to the American League in 1900 and placed clubs in several eastern cities. In 1903 the champions of the American and National Leagues met for the first time in what became known as the World Series. Both leagues fought off the challenge of the Federal League in 1914-15, but baseball‘s popularity and stability were threatened when the 1919 Chicago White Sox conspired to lose the World Series. Club owners then hired Judge Kenesaw Mountain Landis as the first baseball commissioner (1920-44) and charge him with resolving the crisis. Landis banned eight members of the “Black Sox” for life (despite their acquittal in a court of law), helping to lift suspicion from the professional game.

The Golden Years: The years between 1920 and World War II were the heyday of Babe Ruth, the game‘s preeminent legend. Other stars made their names as well: Ruth‘s durable New York Yankees teammate, Lou Gerhig; the Contentious batting champion Ty Cobb; outstanding pitchers like Lefty Grove, Dizzy Dean, and Walter Johnson; graceful Yankee center fielder Joe DiMaggio; and sluggers Hank Greenberg and Jimmie Foxx, among others. Fans flocked to the large stadiums built in the 1920‘s. Integration of Professional Baseball: During World War II, many major league stars served in the armed forces. By the mid-1940‘s, most had returned to their teams, but major league baseball continued to exclude black players, who, barred by a color line drawn in the 1880‘s, showcased their skills in separate leagues, especially the Negro National League (1920) and the Eastern Colored Leagues (1923). Black players like Satchel Paige, Buck Leonard, josh Gibson, and Judy Johnson, among the best in baseball, often played before large crowds, “invisible” to the white public. In 1947, Branch Rickey, Brooklyn‘s general manager, began the integration of the major leagues by bringing Jackie Robinson to the

A Brief History of BaseballAppendix46

Dodgers. Weathering the great pressure and the hatred of many players and fans, Robinson became one of the most electrifying performers in the game, paving the way for other black stars like Willie Mays and Hank Aaron.

Expansion and Labor Conflict: The locations of major league franchises, stable for 50 years, became unsettled in the 1950‘s. The Boston Braves moved to Milwaukee in 1953, and other teams joined a westward migration made feasible by the expansion of air travel and attractive by population shifts (and, ultimately, by the promise of regional television coverage). The 1957 exodus of the Brooklyn Dodgers and the New York Giants for California jarred New Yorkers but helped cement the game‘s nationwide base. In 1961, the two major leagues entered into a period of expansion, gradually adding new teams. In the 1960‘s and 1970‘s, however, baseball‘s popularity was challenged by disillusionment of the young with established institutions, by the television-spurred boom of the national Football League (television was also presumed largely responsible for the shrinkage of the minor- league system), and by divisiveness within the sport over new artificial playing surfaces, indoor stadiums, and rule changes like the American League‘s 1973 introduction of a designated hitter to bat for the pitcher (the National League never adopted the measure). Player-club relations were tumultuous in the 1970‘s. The Major League Baseball Players‘ Association, formed in 1966, pushed for an end to the reserve clause, a contractual stipulation that bound a player to one club unless he was traded, released, or retired. Although the U.S. Supreme Court had upheld the clause three times in 50 years, mid-1970‘s arbitrator declared several players “free agents,” and thereafter the sport was obliged to allow freer player movement among bidding teams. The Players‘ Association continued through the 1970‘s and the 1980‘s to strengthen the bargaining positions, salaries and pensions of the players. Conflict between team owners and players resulted in numerous work stoppages after 1972, the worst of which canceled the final third of the 1994 season, including the World Series. Despite these distractions, however, the major-league game continued to flourish. As Babe Ruth was held to have carried the game through the post-Black Sox era, the breaking of Lou Gerhig‘s consecutive games played record in 1996 by Cal Ripken, Jr. and the assult on the single season home run record by Mark McGwire and Sammy Sosa in 1998 was seen as “rescuing” the game from its self-inflicted troubles. By the late 1990‘s there were 30 teams in six divisions in the major leagues (limited interleague play was introduced in 1997), attendance and television revenues were high, and talk about eventual expansion into Latin America and Asia was heard.

Bibliography See L.S. Ritter, The Glory of their Times (1966); D. Voight, American Baseball (3 Vol., 1966-83); R.W. Peterson, Only the Ball was White (1970); H. Seymour, Baseball:The Early Years (1960), Baseball: The Golden Age (1971), Baseball: The People’s Game (1990); G. Ward and K. Burns, Baseball (1994); Baseball Encyclopedia (10th ed. 1996); J. Thorn et al., Total Baseball (6th ed. 1999). Taken from: The Columbia Electronic Encyclopedia Copyright 1994, 2000, Columbia University Press

Appendix 47

Ace: A team's best starting pitcher Alley: The section of the outfield between the outfielders. Also "gap." Around the horn: A double play going from third base to second to first. Backdoor Slider: A pitch that appears to be out of the strike zone, but then breaks back over the plate. Bag: A base Baltimore Chop: A ground ball that hits in front of home plate (or off of it) and takes a large hop over the infielder's head. Bandbox: A small ballpark that favors hitters. Bang-Bang Play: A play in which the base runner hits the bag a split-second before the ball arrives or vice versa. Basket Catch: When a fielder catches a ball with his glove near belt level. Bronx Cheer: When the crowd boos. Brush Back: A pitch that nearly hits a batter. Bush: Also "bush league." An amateur play or behavior Can of Corn: An easy catch by the fielder. Caught Looking: When a batter is called out on strikes. Cellar: Last place. Also "basement." Cheese: Also "good cheese." Refers to a good fastball Chin Music: A pitch that is high and inside. Circus Catch: An outstanding catch by a fielder. Closer: A team's relief pitcher who finishes the game. Cutter: A cut fastball (one with a late break to it). Cycle: When a batter hits a single, double, triple and home run in the same game. Dinger: A home run.Dish: Home plate. Fireman: A team's closer or late-inning relief pitcher Fungo: A ball hit to a fielder during practice. A "fungo bat," is longer and thinner than a normal bat. Gap: See "alley." A ball hit here is a "gapper." Gopher Ball: A pitch hit for a home run, as in "go for." Heat: A good fastball. Also "heater." High and Tight: Referring to a pitch that's up in the strike zone and inside on a hitter. Also known as "up and in." Hill: Pitcher's mound Homer: A home run. Other terms include: blast, dinger, dong, four-bagger, four-base knock, moon shot, tape- measure blast and tater. Hot Corner: Third base.

Appendix

Baseball- English Dictionary48

In the Hole: The batter after the on-deck hitter. Jam: When a hitter gets a pitch near his hands, he is "jammed." Also when a pitcher gets himself in trouble, he is in a "jam." Leather: Refers to how good a player plays defensively or handles the glove. Ex: "He flashed some leather on that play." Meatball: An easy pitch to hit, usually right down the middle of the plate. Mendoza Line: A batting average of around .200. Moon Shot: A very long, high home run. Nail Down: Refers to a relief pitcher finishing off the game. “Nail Down a victory.” On the Screws: When a batter hits the ball hard. Also "on the button."Painting the Black: When a pitcher throws the ball over the edge of the plate. Pea: A ball traveling at high speed, either batted or thrown. Pick: A good defensive play by an infielder on a ground ball. Also a "pick-off." Pickle: A rundown. Punch out: A strikeout. Rhubarb: A fight or scuffle. Ribbie: Another way of saying RBI. Also "ribeye." Rope: A hard line drive hit by a batter. Also "frozen rope." Rubber Match: The deciding game of a series. Run-Down: When a base runner gets caught between bases by the fielders. Ruthian: With great power. Seeing-Eye Single: A soft ground ball that squeaks between infielders for a base hit. Set-Up Man: A relief pitcher who usually enters the game in the 7th or 8th inning. Shoestring Catch: A running catch made just above the fielder's shoe tops. Southpaw: A left-handed pitcher. Sweet Spot: The part of the bat just a few inches from the barrel. Tape-Measure Blast: An extremely long home run. Tater: A home run. Texas Leaguer: A bloop hit that drops between an infielder and outfielder. Tools of Ignorance: Catcher's equipment. Twin Killing: A double play. Uncle Charlie: Curve ball. Utility Player: A player who fills in at many positions. Wheels: A ballplayer's legs. Whiff: Strikeout. Yakker: Curve Ball.

Appendix 49

Absorption: When light hits a wall, the wall stops or absorbs the light. Stopping light is called Absorption.Adaptation: A structure of behavior that enables an organism to survive in its environment.Air Mass: A huge body of air which all has similar temperature and moisture.Air Pressure: Particles of air pressing down on the Earth‘s surface.Alcohol: A mixture of ethanol and water that is usually 95 percent ethanol.Atmosphere: The layer of air that surrounds Earth.Balanced diet: To eat a diet that contains nutrients such as vitamins, minerals, and protein in health propor-tions.Body fat: Helps hold in heat, keeping the skin warm.Breath: Air inhaled and exhaled.Burning: When things burn, different kinds of matter form.Chemical Changes: Changes that form different kinds of matter.Chemical Property: A second set of properties in all kinds of matter.Circuit: A path that is made from an electrical current.Closed Circuit: Electricity travels in a closed circuitCloudy: Resembling or relating to clouds; overcast with clouds.Components: A constituent part; ingredient.Condensation: The process by which water vapor changes from a gas to liquidCycles: An interval of time during which a sequence of a recurring succession of events is completed.Defense Mechanism: A response that an organism makes to a stimulus that could pose harm, Disperse: To cause to evaporate or vanish; to cause to break up.Earthquakes: The shaking of Earth‘s surface caused by movement of the crust and mantle.Electric Cell: A device that supplies energy to move charges through a circuit.Electric Current: A flow of electric charges.Electric Field: The space around an object in which electric forces occur.Energy: The ability to cause change, ex. Wind energy can cause a rock to move, heat energy cancause a plastic container to melt.Environment: The things, both living and nonliving, that surround a living thing.Evaporation: The process by which a liquid changes into gas.Force: A push or a pull.Friction: The force between two moving objects that tries to keep the objects from moving freely.Gravity: A force that pulls all objects toward each other. Earth‘s gravity pulls objects towards thecenter of the earthHeat: The movement of thermal energy from one place to another.Heat energy: The transfer of thermal energy from one piece of matter to another.Hurricanes: A tropical cyclone with winds 74mph or greater usually accompanied by rain, thunder and light-ning.Mass: A measure of how much matter there is in an object.Matter: Everything in the universe that has mass and takes up space.Mechanism: A process or technique for achieving a result.Migration: The movement of a group of one type of animal from one region to another and back again.

Baseball- Science DictionaryAppendix50

Moisture: Liquid diffused or condensed in relatively small quantityMoon: A natural object that revolves around a planet.Non-living: A form of matter that exists but does not perform life functions/life processes.Nutrients: Substances that are needed for an organism to live and grow.Odor: A quality of something that stimulates the olfactory organ (scent, smell).Organism: A living thing is called an organismParticle: A minute quantity or small/tiny fragment.Pattern: A sample of traits, acts, or observable characteristics that are similarPerspiration: The release of water, salts, and wastes through pores in the skin.Precipitation: Water that falls to Earth as rain, snow, sleet, or hail.Predator: An animal that hunts another animal for food.Prey: The animal that is hunted is called the prey.Recycle: To reuse a resource to make something new.Reflect: To bounce light off an object.Repel: To drive back, turn away, reject.Revolution: The action of going around in an orbit. The earth circles the sun, called revolution. Earth makes one revolution around the sun every 365 ¼ days. One revolution takes one year.Root: The underground part of a plant that anchors and absorbs water and nutrients.Rotation: The spinning motion of an object on its axis.Saliva: The liquid in the mouth that begins the chemical breakdown of food.Shed: To cast off some natural covering, such as fur or skin.Soil: The loose material (dirt) in which plants can grow in the upper layer of Earth.Sound: A form of energy that travels through matter as waves.Stages: One of a series of positions or time periods. A caterpillar goes through a series of stages before it be-comes a butterfly.Stars: A huge globe of hot gases that shines by its own light.Stem: The part of a plant that supports the leaves and flowers and carries water to those parts.Sun: The sun is the center of the solar system, it is a star, a hot ball of glowing gases.Temperature: The measure of how hot or cold something is.Thermal Energy: The energy that moves the particles in matter.Thermometer: A tool used to measure temperature.Tobacco: A tall erect plant that is cultivated for its leaves. Tobacco is used to make cigarettes, which lead to cancer. These are bad for your health.Tornadoes: A tropical thunderstorm.Trait: A body feature that an animal inherits; it can also be some things that an animal does.Vital role: Necessary to the maintenance of life, important role in the life or survival of an organismVolcano: A mountain that forms when red-hot melted rock flows through a crack onto Earth‘s surface.Volume: The amount of space that matter takes up.Waste: Discarded as worthless, defective, or of no use.Water cycle: A continuous process in which water moves between the atmosphere and Earth‘s surface, includ-ing theuse of water by living things.Weight: The measure of the pull of gravity on an object

Appendix 51

Appendix52

Appendix 53

Appendix54

Your Suggestions are Valuable!

Objective: To Evaluate the activities at the game and write a letter to SeaWolves management voicing your students, classroom, and schools ideas and opinions!

Before the Game: Inform your students that there will be thousands of students from the Erie area at the game. Your class has been selected to evaluate the activities at the game and come up with the new ones. Keep in mind; they should have educational focus and content. Students can brainstorm about what the SeaWolves could do to keep the crowd entertained for as little as 30-90 seconds. (The time between innings).

At the game: Compile a list of ideas such as contests, science experiments, scoreboard activities, promotions, and create a revised list. Rewrite and send the letter to a SeaWolves representative at:

Erie SeaWolves110 East 10th Street

Erie, PA, 16501

Appendix

Community Involvement

55