baseball is Education A TEACHER’S GUIDE TO THE 2 nd ANNUAL EDUCATION DAY 10: 30 a. m. • WEDNESDAY, APRIL 28 th, 2010 presented by our friends at
TABLE OF CONTENTS INTRODUCTION MATHEMATICS SCIENCE SOCIAL STUDIES LANGUAGE ARTS PAGE 2 PAGES 3 - 12 PAGES 13 - 16 PAGES 17 - 23 PAGES 24 - 31 Aerial view of Joe Davis Stadium, Huntsville, AL. Baseball is Education is presented by Mathnasium, The Little Gym and NAECU. 1
INTRODUCTION FOR EDUCATORS This Teacher’s Guide was designed and created to provide you with a training aid that takes education outside the classroom and onto the baseball diamond. The ideas, lesson plans and instruction provided in this booklet are a guide for you, the frontline educator, to assist you in creating interesting, educationally appropriate ideas to assist in our 2 nd Annual Education Day scheduled for Wednesday, April 28 th, at Joe Davis Stadium at 10: 30 a. m. Educators have provided ideas and suggestions for this booklet. You responded with your expertise, time and enthusiasm. You represent what’s right in our schools today - educators that care about making learning innovative and exciting for their students! We are proud to announce that Mathnasium The Math Learning Center, The Little Gym and the North Alabama Educators Credit Union (NAECU) have partnered with the Stars as the official sponsors of this unique program. This guidebook has been designed by educators for educators. Although, it’s geared towards grades K – 8, it can be tailored to meet the needs of any classroom. This booklet has been organized with the following concerns: • Educators customize their lesson plans to meet the needs of their students. • Educators may use parts of a lesson plan to create or customize their own plan. • studies. • Educators can use baseball as a daily example of why education is important. This curriculum has been divided into four basic areas of study: MATHEMATICS, SCIENCE, SOCIAL STUDIES AND LANGUAGE ARTS. The provided lesson plans have been designed as complete, top-to-bottom lesson plans. Each focused lesson plan contains exercises to be dealt with in the classroom, at our Education Day game at Joe Davis Stadium, and after the game has been completed as follow-up or additional learning. We sincerely appreciate your school’s or classroom’s participation, and we truly hope that you’ll find this event worthwhile, educational and enjoyable. Additionally, we welcome any specific ideas or comments that would improve Education Day or this booklet for future Education Days. • Was the guide easy to use? • corrections. • than others? • Did you enhance or customize any of the lesson plans? Please share your ideas. • inappropriate or something that should have been left out, please let us know. As in the game of baseball, this guide will only get better with practice. On that note, we’d like your ideas for future booklets. Please send your ideas, comments, lesson plans and other feedback to us at buck@huntsvillestars. com. Baseball is Education is presented by Mathnasium, The Little Gym and NAECU. 2
Baseball is Education MATHEMATICS • LESSON PLAN #1 THE SHAPE OF THE GAME Children will be able to: • Sort or identify objects based on multiple attributes Objectives: The child will identify common shapes in the environment; to combine shapes to make a new whole, to develop concepts of properties of shapes, especially the consistency of the properties regardless of orientation of the shape. Materials: Pictures of baseball fields/stadiums, in lieu of or in addition to experience with a real field; pattern blocks, building blocks, or parquetry blocks; paper versions of those blocks (commercial or childmade). Before the Game: Practice identifying shapes in the environment by noting those in the classroom, 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 experience 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, rectangles, 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 children stand at various places when taking their seats to see the game from a variety of perspectives. Beyond the Game: Children can 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, tan grams, parquetry blocks or any combination of those. Paper versions or photographs can record the work. Children should be able to name the shapes they used and what they represented. Baseball is Education is presented by Mathnasium, The Little Gym and NAECU. 3
BASEBALL DIAMOND DIMENSIONS Baseball is Education is presented by Mathnasium, The Little Gym and NAECU. 4
Baseball is Education MATHEMATICS • LESSON PLAN #2 DOUBLE PLAY Children combine two (or three or four) numbers taken from players’ jerseys to make a target total (100, 50, 25, etc…). Students will be able to: • Add or subtract whole numbers and explain, illustrate or select thinking strategies for making computations. Objectives: The child will use a variety of strategies to determine a variety of number combinations that would meet a target number such as 100. Materials: Stars Game Day Roster Insert or listing of players by jersey number, paper, pencil and calculator. Before the Game: Practice combining numbers to make target numbers…especially combinations which equal ten or one hundred. Use ten charts, hundred 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 value of the jersey numbers of the pitcher and the catcher, or the pitcher and the current batter; the total of the jerseys of two (or more) players making a double play (or of those caught in a double play), etc. Beyond 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 numbers 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 another target number)? Can you research the building population to find two (or three or more) classrooms whose total number of children is 100 (or other target number)? Baseball is Education is presented by Mathnasium, The Little Gym and NAECU. 5
HUNTSVILLE STARS ROSTER Baseball is Education is presented by Mathnasium, The Little Gym and NAECU. 6
Baseball is Education MATHEMATICS • LESSON PLAN #3 ROAD TRIP Students will be able to: Add • making computations. Objectives: The child will use a variety of strategies to calculate the time involved for determined distances with varied speeds. Materials: Southern League Road Map with mileage and time charts. Before the Game: Practice calculating the time needed to travel between Southern League cities. Add variations of bus speed, timed lunch breaks and other trip interruptions. Compute miles per gallon and expected fuel costs based on current gas prices. At the Game: Determine what amount of time is needed for the Chattanooga Lookouts to return home to Chattanooga, Tennessee from Huntsville at an average speed of 60 mph (or other variations). Beyond the Game: Have students calculate estimated arrival times for local road trips between school and various points of interest in Madison County using speed and distance. As a class project, using the Stars 2010 schedule, determine how many miles the Stars will travel during the 2010 baseball season. Other variations: Have students plan a family vacation with a limited amount of funds available for travel and entertainment. Set fuel costs. Where will the student’s family travel? Have students calculate mileage and fuel consumption based on their family car. Baseball is Education is presented by Mathnasium, The Little Gym and NAECU. 7
ROAD TRIP 9 10 2 3 4 1 6 8 7 ## 1 2 3 4 5 6 7 8 9 10 5 Team Birmingham Barons (Birmingham, AL) Carolina Mudcats (Zebulon, NC) Chattanooga Lookouts (Chattanooga, TN) Huntsville Stars (Huntsville, AL) Jacksonville Suns (Jacksonville, FL) Mississippi Braves (Pearl, MS) Mobile Bay. Bears (Mobile, AL) Montgomery Biscuits (Montgomery, AL) Tennessee Smokies (Kodak, TN) West Tenn Diamond Jaxx (Jackson, TN) Parent Club Chicago White Sox Cincinnati Reds Los Angeles Dodgers Milwaukee Brewers Florida Marlins Atlanta Braves Arizona Diamondbacks Tampa Bay Rays Chicago Cubs Seattle Mariners Stadium Regions Park Five County Stadium Bell. South Park Joe W Davis Stadium Baseball Grounds of Jacksonville Trustmark Park Hank Aaron Stadium Montgomery Riverwalk Park Smokies Park Pringles Park Stadium-to-Stadium Driving Distances & Times Team 1 2 3 4 5 6 7 8 9 10 Birmingham Barons Carolina Mudcats Chattanooga Lookouts Huntsville Stars Jacksonville Suns Mississippi Braves Mobile Bay. Bears Montgomery Biscuits Tennessee Smokies West Tenn Diamond Jaxx BIR CAR CHA HSV JAX MIS MBL MON TEN WTN Miles Time Miles Time Miles Time 598. 0 160. 5 119. 0 460. 0 226. 0 256. 0 85. 6 288. 6 241. 3 9: 10 2: 24 1: 53 7: 28 3: 22 3: 49 1: 20 4: 25 4: 33 598. 0 496. 9 600. 1 461. 7 820. 7 769. 4 599. 0 365. 6 689. 4 9: 10 7: 55 9: 41 7: 01 12: 24 11: 40 9: 11 5: 50 10: 43 160. 5 496. 9 105. 1 465. 2 383. 0 403. 4 233. 0 132. 3 259. 2 2: 24 7: 55 1: 50 7: 08 5: 39 5: 56 3: 27 2: 08 3: 56 119. 0 600. 1 105. 1 566. 6 334. 3 362. 4 192. 3 233. 6 183. 9 1: 53 9: 41 1: 50 8: 52 5: 00 5: 26 2: 57 3: 51 3: 29 460. 0 461. 7 465. 2 566. 6 597. 2 411. 2 376. 8 529. 1 720. 6 7: 28 7: 01 7: 08 8: 52 9: 25 6: 08 6: 14 8: 04 11: 00 226. 0 820. 7 383. 0 334. 3 597. 2 185. 5 243. 6 511. 5 295. 5 3: 22 12: 24 5: 39 5: 00 9: 25 3: 22 4: 13 7: 40 4: 29 256. 0 769. 4 403. 4 362. 4 411. 2 185. 5 171. 9 532. 0 388. 2 3: 49 11: 40 5: 56 5: 26 6: 08 3: 22 2: 35 7: 58 6: 51 85. 6 599. 0 233. 0 192. 3 376. 8 243. 6 171. 9 361. 6 314. 3 1: 20 9: 11 3: 27 2: 57 6: 14 4: 13 2: 35 5: 29 5: 36 288. 6 365. 6 132. 3 233. 6 529. 1 511. 5 532. 0 361. 6 324. 6 4: 25 5: 50 2: 08 3: 51 8: 04 7: 40 7: 58 5: 29 4: 55 241. 3 689. 4 259. 2 183. 9 720. 6 295. 5 388. 2 314. 3 324. 6 4: 33 10: 43 3: 56 3: 29 11: 00 4: 29 6: 51 5: 36 4: 55 Mileage and travel times listed above were obtained from Yahoo Maps® and determined by using stadium address-to-address calculations. Your actual distances and travel times may vary depending on weather conditions, road construction, traffic and speed. Please use this mileage guide only as an estimate. Don’t drink and drive, drive safely, respect the laws of the road, drop some classic Rrock into your car’s sound system, kick it up a few notches, rock on and we’ll see you down the road! Baseball is Education is presented by Mathnasium, The Little Gym and NAECU. 8
2010 HUNTSVILLE STARS SCHEDULE APR SUN MON TUE WED THU FRI SAT 1 2 MAY SUN MON TUE WED THU FRI 3 JUN SAT SUN MON WED THU FRI SAT 1 MOB 7: 00 1 BIR TUE 2 MOB 7: 00 3 MOB 7: 00 4 MOB 7: 00 5 TEN 4 5 6 7 8 CHA 9 CHA 10 CHA 2 BIR 3 BIR 4 WTN 7: 00 5 WTN 7: 00 6 WTN 7: 00 7 WTN 7: 00 8 WTN 6: 00 6 TEN 7 TEN 8 TEN 9 TEN 10 CAR 11 CAR 12 CAR 11 CHA 12 CHA 13 14 JAX 7: 00 15 JAX 7: 00 16 JAX 7: 00 17 JAX 6: 00 9 10 MTG 11 MTG 12 MTG 13 MTG 14 MTG 15 TEN 6: 00 13 CAR 14 CAR 15 16 MTG 7: 00 17 MTG 7: 00 18 MTG 7: 00 19 MTG 6: 00 18 JAX 1: 00 19 WTN 20 WTN 21 WTN 22 WTN 23 WTN 24 CHA 6: 00 16 TEN 1: 00 17 TEN 7: 00 18 TEN 7: 00 19 TEN 1: 00 20 MIS 21 MIS 22 MIS 20 MTG 1: 00 21 22 JAX 23 JAX 24 JAX 25 JAX 26 JAX 25 CHA 1: 00 26 CHA 7: 00 27 CHA 7: 00 28 CHA 10: 30 29 BIR 30 BIR 23 MIS 24 MIS 25 26 BIR 7: 00 27 BIR 7: 00 28 BIR 7: 00 29 BIR 6: 00 27 JAX 28 29 CHA 7: 00 30 CHA 5: 00 DH 30 BIR 1: 00 31 MOB 4: 00 SUN MON TUE WED THU FRI SAT 1 MTG 2 MTG 3 MOB 7: 00 4 MOB 6: 00 JUL SUN 5 TEN TUE WED AUG SEP THU FRI SAT SUN MON TUE WED THU FRI SAT 1 CHA 7: 00 4 TEN MON 2 CHA 7: 00 3 CHA 6: 00 1 MIS 1: 00 2 CAR 7: 00 3 CAR 7: 00 4 CAR 7: 00 5 CAR 7: 00 6 CAR 7: 00 7 TEN 7 CHA 8 CHA 9 CHA 10 CHA 8 TEN 9 TEN 10 TEN 11 TEN 12 WTN 7: 00 13 WTN 7: 00 14 WTN 6: 00 13 11 6 TEN 14 MIS 7: 00 15 MIS 7: 00 16 MIS 7: 00 17 WTN 6: 00 15 WTN 1: 00 16 WTN 1: 00 17 18 BIR 19 BIR 20 BIR 21 BIR 25 MTG 1: 00 26 MOB 27 MOB 28 MOB 18 WTN 1: 00 19 WTN 7: 00 20 WTN 1: 00 21 22 JAX 23 JAX 24 JAX 22 BIR 23 MTG 7: 00 24 MTG 7: 00 25 JAX 26 JAX 27 28 MIS 7: 00 29 MIS 7: 00 30 MIS 7: 00 31 MIS 6: 00 29 MOB 30 31 MTG 5 MOB 1: 00 6 MOB 1: 00 AWAY HOME OPP TIME Southern League All-Star Game 7: 30 pm, July 12 th, 2010 Joe Davis Stadium, Huntsville SOUTHERN LEAGUE TEAMS TICKET PRICES & PACKAGES NORTHERN DIVISION SKYBOX SUITE RATES (FOOD & DRINK EXTRA) CAR CHA HSV TEN WTN Carolina Mudcats (Cincinnati Reds) Chattanooga Lookouts (Los Angeles Dodgers) Huntsville Stars (Milwaukee Brewers) Tennessee Smokies (Chicago Cubs) West Tenn Diamond Jaxx (Seattle Mariners) BIR JAX MIS MOB MTG Birmingham Barons (Chicago White Sox) Jacksonville Suns (Florida Marlins) Mississippi Braves (Atlanta Braves) Mobile Bay. Bears (Arizona Diamondbacks) Montgomery Biscuits (Tampa Bay Rays) SOUTHERN DIVISION All scheduled games, times, locations, promotions, giveaways and events are subject to change without notice. For the latest game or team information, call (256) 882 -2562, or log onto the team’s official website at www. huntsvillestars. com. Southern League rules prohibits bringing outside food and beverage into Joe Davis Stadium. All Bags are subject to search. Please drink responsibly and use a designated driver! 10 -person: $225 • 15 -person: $300 • 25 -person: $500 GROUP TICKETS Save money by purchasing group tickets to enjoy a game with your family and friends. Your group will receive a PA Announcement welcome to the game and have your group’s name printed in our Game Day Roster Insert. The cost per ticket for groups is: $6 (20 -49), $5 (50 -99) and $4 (100+). PICNIC AREA All-You-Can-Eat Picnic and game ticket: $18 person. Picnic begins when the gates open and lasts three hours. A minimum of 50 people is required to reserve a picnic. For exclusivity of the picnic area a minimum group size of 100 is required for Sundays - Wednesdays and 150 for Thursdays - Saturdays. SEASON TICKETS Easily the most economical way to watch the Huntsville Stars, season tickets also offer the most benefits. Season Ticket Holders will receive blank-date tickets that can be used for any 2010 home game. This package also includes a ticket for the 2010 Southern League All-Star Game and free home playoff tickets, if applicable…$385 per seat. E-NEWSLETTER If you’re a hard-core fan and want to receive email updates and discount offers that are not advertised anywhere else, log on to our website at www. huntsvillestars. com and look for the team newsletter sign-up box near the bottom of the home page. No personal information is required to receive this free e-newsletter except for your email address. Sign up today! Baseball is Education is presented by Mathnasium, The Little Gym and NAECU. 9
Baseball is Education MATHEMATICS • LESSON PLAN #4 NINETY FEET Children explore the magical distance of 90’ (the distance between bases) through movement, estimation, measurement, counting and the use of a variety of measurement units. Students will be able to: • Apply the use of tools to measure length. • Use mental, paper-and-pencil and physical strategies to determine time elapsed. Objectives: The students will use a variety of materials and strategies to analyze a specific distance, concentrating on estimation strategies. Materials: A variety of materials to use for measuring units (unifix cubes, large paper clips, pencils, books, toothpicks, etc. ), stopwatches, paper and a pencil. Before the Game: Measure and mark off 90’ in the hallway or outside on the playground. Determine how many X (hands, feet, cubes, blocks, books, pencils, baby steps, giant steps, scissors steps, etc. ) would equal the 90’. At the Game: Give groups of three-to-five 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. Beyond 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 could run it, walk it, skip it, hop on one foot or walk backwards. Ask students to compare the distance of running the bases in baseball (a home run) to a football player running 100 yards for a touchdown. Which player ran farther? Baseball is Education is presented by Mathnasium, The Little Gym and NAECU. 10
Baseball is Education MATHEMATICS • LESSON PLAN #5 CALCULATING Children use calculators to experiment with a variety of number computations. Students will be able to: • for making computations. Objectives: The child will use a variety of strategies (and a calculator) to solve mathematical problems. Materials: Calculators, newspaper sports pages (especially the box scores from the game the children just attended). Before the Game: List all of the things a person can quantify (use numbers to talk about) related to a baseball game. These can include all the statistics 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: Children choose some events or items they would like to count and record and maintain their count(s). Beyond the Game: Children can use the information from the game, from newspapers and from team stats on the next page to determine the following using their calculators: • outfield positions hit, on average, the same as they did the day of the game. • their own section. The • every hot dog, if each person who bought a ticket that day averaged one hot dog each. • times each during the game…for one game, and then for the season and more. The children will be able to think of MANY things! Baseball is Education is presented by Mathnasium, The Little Gym and NAECU. 11
STARS 2008 FINAL TEAM STATS Baseball is Education is presented by Mathnasium, The Little Gym and NAECU. 12
Baseball is Education SCIENCE • LESSON PLAN #1 RAIN DELAY The children will describe the weather on the day of the game and apply their understanding of weather to other game conditions. Students will be able to: • Make predictions about the weather from observed conditions and weather maps. Objectives: The child will create a simple weather report. Materials: Thermometers, weather sections of newspapers, video of weather portions of news, paper and pencil. Before the Game: As a class, children will make observations of weather on a daily basis and devise means to record their weather observations. These should include notations of temperature, precipitation and sky conditions. Periodically, watch on television or on videotape some weather reports and discuss what is included in these reports and how they are expressed and explained. How do the weather reporters use maps, tables, charts and graphic displays to communicate and explain the weather to their viewers? At the Game: Make careful observations of the weather conditions on game day. Note the temperature in the Huntsville Times or on www. weather. com before you leave your school. Beyond the Game: Children make a full weather report of the game day conditions. This project provides them an opportunity to combine their experiences with television weather casting and the weather conditions they experienced at game day. These may be videotaped, recorded or simply enjoyed by their classmates. Other Variations: Discuss why baseball games are canceled or postponed due to certain weather conditions. Have children research the relationship between other sports and weather conditions. Are football games canceled when it rains or when it is cold? Why or why not? What about soccer, hockey, basketball, horse racing, auto racing, fishing or other sports? Baseball is Education is presented by Mathnasium, The Little Gym and NAECU. 13
Baseball is Education SCIENCE • LESSON PLAN #2 COMPETITION IS THE MOTHER OF INVENTION Children conceptualize an invention that would improve the performance of a particular position player on a baseball team or an invention that would make the job of a stadium worker a little bit easier. Students will be able to: • Explain the operation of a simple mechanical device. Objectives: The child will observe events and explain how to affect a change in that event for a specific purpose. Materials: Paper and pencil Before the Game: List the people who they will likely be able to observe at the ballgame. What are their roles and functions? Children choose which roles they would like to analyze in order to invent for them. Teams of children can decide to work for the pitcher, the batter, a fielder, the catcher, the ticket taker, the food vendor, the usher or the fan. At the Game: As the children enjoy the game, they also should make careful observation of their ‘client’ and of their movements and of the tools they use. Also, make note of the inventions already in place: bills on the players’ caps, change dispensers for the vendors, the weight rings (doughnuts) on the batters’ bats before batting, rosin (talc) for the pitcher, binoculars and a big scoreboard for the fans and more. Beyond the Game: Teams discuss the observations they made of their ‘client’ at the ballgame. Choose one component of that person’s actions or an attribute of the tools they use or of the stadium/environment itself and invent a way to improve or simplify their performance. His or her improvements might consist of a more efficient way of moving, an improvement on a tool, a new tool to use, an adjustment made to the working environment, or something the ‘client’ might wear. Diagrams and descriptions of these inventions can be shared with the other teams of inventors and the best ones may be sent to the Stars. Baseball is Education is presented by Mathnasium, The Little Gym and NAECU. 14
Baseball is Education SCIENCE • LESSON PLAN #3 THE GREATEST DISTANCE IS SOUND Students will be able to: • Make inferences from observations of phenomena • Predict the inferences of the motion of some objects on other objects • Evaluate a simple procedure to carry out an exploration Materials: Hammer or piece of wood the size of a hammer, baseball bat (aluminum and/or wooden bat), 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 as you move from one end to the other). 1. What did you notice about the sound of the bat each time you hit it? 2. Where is the spot that makes the clearest, most solid sound? 3. Measure how far this spot is from the thick end of the bat (inches or cm). 4. instruments are called percussion instruments? ) At the Game: Observe the sound that the Stars players’ bats make. Are these sounds different from the sounds of your bat? Do ground balls sound differently than fly balls? 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. Beyond the Game: Experiment with other sports equipment (tennis racket, racquetball racket, hockey stick, etc. ) to find the “center of percussion. ” Graph your findings. Why do professional players use wooden bats whereas collegiate players down through Little League use aluminum bats? Note that collegiate baseball players are now slowly being required to switch from aluminum bats to wooden bats. Why? Baseball is Education is presented by Mathnasium, The Little Gym and NAECU. 15
Baseball is Education SCIENCE • LESSON PLAN #4 THE CENTER OF GRAVITY Students will be able to: • Make predictions then inferences from observations of phenomena • Evaluate a simple procedure to carry out an exploration • Evaluate conclusions based on scientific data Materials: Variety of baseball bats, two feet of string Before the Game: On every bat, there is a spot where the weight is concentrated. This spot is called the center of gravity. The students can find the spot by following the directions. 1. Instruct the student to predict where they think the center of gravity may be located. 2. loose because you may need to slide the knot up and down the bat. 3. 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? At the Game: Observe players’ baseball bats as they step up to home plate. Which players appear to have the largest baseball bats? Does this players’ personal and baseball statistics justify him using this size bat? Beyond the Game: Ask students about other careers that require materials that are perfectly balanced? List those materials. Discuss reasons why different players use bats of different sizes. Baseball is Education is presented by Mathnasium, The Little Gym and NAECU. 16
Baseball is Education SOCIAL STUDIES • LESSON PLAN #1 INTERVIEW, INQUIRE, INVESTIGATE: WHAT CAN YOU FIND OUT AT THE BALLPARK? Children determine what they would like to know and how they can find it out when visiting Joe Davis Stadium. Students will be able to: • Identify and describe the relationship between human activity and the environment. Objectives: The children will explore the richness of a particular environment and experience by anticipating, planning ahead and seeking out information and understanding through a variety of observations and discussions. Materials: Books about baseball, sporting events, occupations, different stadiums and cities; steno pads and pencils. Before the Game: Hold multiple discussions about what to expect to see and learn at the Education Day baseball game. After the discussion, each child should have several specific plans for observation and gathering information. Some methods might be questioning other fans, interviewing an employee, counting, estimating and sketching what they see, and thinking of specific questions for further research upon their return. At the Game: Children enjoy the game while actively observing and making mental notes of information the class has identified as being of interest. Interviews can be conducted as opportunity affords. Children may choose to sketch or make notes on their pads to record the information they are seeking. Baseball is Education is presented by Mathnasium, The Little Gym and NAECU. 17
Baseball is Education SOCIAL STUDIES LESSON PLAN #2 (INSERT YOUR NAME HERE) STADIUM Children, to any level of complexity and with a variety of focuses, create their own version of a baseball stadium. This can be done on paper, as a classroom center, or in make-believe. It could also take over the classroom for a time. Students will be able to: • Identify and/or describe the relationship between human activity and the environment. Objectives: Children will apply their understanding of economics, occupations and services in developing a model of a baseball stadium. Materials: Child-made props, books about baseball and stadiums, samples of “real” programs, tickets, job applications, paychecks, child-made signs and advertisements, child-made applications, tickets, money, and programs. Before the Game: As a class, plan a day at the ‘ballgame’ within the classroom. Discuss the roles that students can take on, the settings and props to be designed and made and the details to be developed. At the Game: Be very observant and gather examples of hard data (tickets, programs, even food wrappers) to assist in designing the class stadium. Beyond 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 tryouts for players, make real or pretend (paper, clay, cardboard) food, develop roles (such as player, fan, ticket-taker, manager, vendor, announcer, etc. ) and allow opportunities for children to take on multiple roles. Discuss what worked, what didn’t, and why! Baseball is Education is presented by Mathnasium, The Little Gym and NAECU. 18
Baseball is Education SOCIAL STUDIES LESSON PLAN #3 CONCESSION STAND Children gather information to develop and run their own version of a stadium concession stand. Students will be able to: • Apply the counting and collection of coins and bills in a buying situation. • Identify the factors of production needed to produce various goods and services. • Classify various economic activities as examples of production and consumption. 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 (Example: Concessions and Merchandise). Materials: Steno pads, paper, cardboard, clay, paint, markers and pencils. Before the Game: Predict what will be available at the game’s concession stand 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 steno pads. At the Game: Selected students can copy foods and prices from concession stands. All students should notice what the other fans are eating (especially non-student fans) and make mental notes of the ‘best’ foods and the ones not so appealing. Also, remind students to give attention to methods of sale and advertising. Beyond the Game: Students open a concession stand in the classroom. They can work in teams to make their own menus and prices (based on a surveyed interest 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 stand should find ways to “push” items that are underselling. Baseball is Education is presented by Mathnasium, The Little Gym and NAECU. 19
CONCESSION STAND PRICING HOT DOGS HAMBURGER CHEESEBURGER SAUSAGE $3. 00 $5. 00 $4. 00 SOFT DRINK (SMALL) $3. 00 SOFT DRINK (LARGE) $4. 50 BOTTLED WATER $2. 50 POPCORN ICE CREAM $3. 00 PEANUTS NACHOS Baseball is Education is presented by Mathnasium, The Little Gym and NAECU. $3. 00 $5. 00 20
Baseball is Education SOCIAL STUDIES LESSON PLAN #4 DISTANCE LEARNING Children research the cities of the Stars opponents. Students will be able to: • Demonstrate map skills by identifying selected major reference points on earth. emonstrate • scale to measure distances on a map, and a direction indicator. Objectives: The child will use map skills to describe locations of places on a map and compare features of his/her local community with that of other communities. Materials: Southern League map (see page eight of this booklet) Before the Game or Beyond the Game: Children work in teams to research a city in the Southern League. At least one team of children should choose the team the Stars will face on the Education Day game (Chattanooga Lookouts). Some areas of research could include: 1. Population of the city 2. Products and occupations of the city 3. Distance to the city from Joe Davis Stadium 4. Other professional sports teams from the same city or area 5. Historical facts of interest 6. Famous people born in the city Each team should determine and access sources for information (people, books, chambers of commerce, team front offices, internet, etc. ) and then work together to decide how to share the information about their city with the rest of the class. Showcasing could include: posters, maps, tables and graphs, skits, drawings, etc. Baseball is Education is presented by Mathnasium, The Little Gym and NAECU. 21
Baseball is Education SOCIAL STUDIES LESSON PLAN #5 HISTORY Students will be able to: rate • by grouping events on a timeline. Objectives: To develop a timeline of historical events in the history of the Huntsville Stars and Alabama. Materials: Reference materials, Internet Before the Game: Create a list of at least three important dates and events to record on a timeline. Visit a library or the Internet to find three events in Alabama history that occurred between 1985 and 2010. Design a timeline to represent all your information. At the Game and Beyond the Game: Share your tidbits of Stars and Alabama history with others at the game. Return to your classroom and share the new information learned at the game. Huntsville Stars Timeline Huntsville Stars join Southern League as the AA affiliate of the Oakland A’s. The team wins its 1 st of three Southern League championships. 85 86 87 Stars win SL championship. 88 89 90 91 Stars win SL Championship. Stars sign an agreement ith w the Milwaukee Brewers. 92 93 94 95 96 97 98 99 Stars ose l SL finals. 00 01 02 Stars & Lookouts play a tripleheader to end the 2008 regular season. Stars ose l SL Finals. 03 04 05 Baseball is Education is presented by Mathnasium, The Little Gym and NAECU. 06 07 08 09 22
Baseball is Education SOCIAL STUDIES LESSON PLAN #6 IMPACTING A CITY Students will be able to: • Demonstrate knowledge and of ability think bout relationship to a the among events y b recognizing that change occurs in history. • Identify the factors of production needed to produce various goods and services. • Identify factors decisions influence demand the consumer goods that to and services; producer decisions to supply goods or services. Objectives: To determine the impact the Huntsville Stars baseball team has on the Huntsville area. Materials: Huntsville Stars website (www. huntsvillestars. com), newspaper articles, chart paper and markers. Before the Game: Divide the class into groups of 3 -4 students. Ask students to use the Internet, newspapers and any other resources to find out as much as possible about the Huntsville Stars. Each small group will record on chart paper all the ways the Stars has impacted the area. Remind students to think about the factors of production (land, labor, capital and entrepreneurship). Students will bring responses back to the large group. Select a reporter from each group to share responses with the class. Group similar responses. Leave charts hanging in the classroom. At the Game and Beyond the Game: Interview as many people as possible to find out their views on how the Huntsville Stars and Joe Davis Stadium have impacted the Huntsville area. Discuss any additions to the classroom chart. Analyze the list to determine which changes are positive and which changes are negative and why. Discuss the economics of what professional baseball or other small businesses bring to the region (hotels and restaurants for visiting teams and fans, apartments for players, salaries for year-round staff spent locally, etc. ). Baseball is Education is presented by Mathnasium, The Little Gym and NAECU. 23
Baseball is Education LANGUAGE ARTS LESSON PLAN #1 MY LIFE AS A BAT (BATTER, UMPIRE…) The children will take on the perspective of people or objects related to baseball. Students will be able to: • evidenced of of response on the variety a the words, that topic of by use a stays use and detail to support the topic. Objectives: The child will write an essay from the perspective of an object or person related to baseball. Materials: Paper and pencil Before the Game: After reading a variety of baseball oriented literature, children will choose to become a bat, ball, pitcher, umpire, hot dog, vendor, etc. and begin a preliminary draft of a composition written from the perspective of that object or person. Discuss an author’s need to research his/her topics and to take notes from authentic experiences. Then each student makes a list of what to look for and pay attention to at the game in order to contribute detail and interest to their composition. At the Game and Beyond the Game: Gather sensory experiences for the story. Think of descriptive words to represent the sights, sounds, smells, tastes and feelings surrounding your ‘character’ in the composition. Complete the composition incorporating the information, experiences and words learned from the game. Baseball is Education is presented by Mathnasium, The Little Gym and NAECU. 24
Baseball is Education LANGUAGE ARTS LESSON PLAN #2 GRATITUDE EXPRESSED Children will compose a letter, note, or card of thanks. Students will be able to: • the intention clear as evidenced by a response that stays on topic, the use of detail to support the topic and the use of a variety of words Objectives: The child will produce a written product for a specific purpose. Materials: Paper and pencil, markers, card stock and other media as required by the children’s ideas. Beyond the Game: Discuss reactions to the game and the importance of expressing positive reactions to the appropriate audience. Students may decide to express their appreciation to those responsible for purchasing tickets, to a specific ball player for an entertaining game, to an employee of the Stars organization, an usher or ticket-taker, an umpire for a good call, or to their teachers or parents who served as chaperones. Other Variations: Encourage children to use their imaginations when formatting the communication. For instance, the card may take the structure of a scoreboard, be written in the language of a radio sportscaster giving play-by-plays or composed as a comic strip that represents a sequence of events in the game. Baseball is Education is presented by Mathnasium, The Little Gym and NAECU. 25
Baseball is Education LANGUAGE ARTS LESSON PLAN #3 THE SPORTS REPORTERS Children gather facts from a baseball game and use those facts to compose an article reporting on the game and/or act as a sportscaster describing the game. Students will be able to: • which they analyze the text, examine, compare and contrast, explore cause and effect, and/or give fact and opinion. Objectives: The child will express thoughts effectively through written word or drawing and will orally share experiences. Materials: Paper and pencil, steno pads, newspapers and magazines, video clips Before the Game: Read and discuss some published articles describing baseball games found in real newspapers and magazines. List how the reporters described who, when, where, what, and how in the articles. Discuss what kinds of things the reporter probably looked for, did and wrote down while at the event he/she wrote about. Assign teams of children to be responsible for reporting on one different inning at the game. Children could follow one player’s performance to report on. Decide what information is important to gather. Each team should plan how they will record or remember the information it needs. At the Game and Beyond the Game: The teams of children will implement the plans for observing and recalling information from the game. Teams work to compile their observations to share with an audience. Children may represent their news through a collaborative written paragraph, a list of information or through sequential drawings. Other Variations: If you wish your children to extend their work by giving an oral presentation (sportscast or sports reporting), bring in videos of televised sports reporting from ESPN, FOX or network TV to watch and discuss. Then, videotape the presentations to share with parents or other audiences. Baseball is Education is presented by Mathnasium, The Little Gym and NAECU. 26
Baseball is Education LANGUAGE ARTS LESSON PLAN #4 ROVING REPORTERS Students will be able to: • elements of nonfiction by responding to items in which they summarize the text and use of graphic aids. Objectives: To write a news story related to a baseball game. Materials: Sports section of the newspaper, account of Education Day at Joe Davis Stadium, notebook. Before the Game: Read the sports section with the class. Analyze the components of a newspaper article. As a class, write a descriptive, yet fictional account of a sporting event. Include all necessary components. At the Game and Beyond the Game: Students will take notes to include in a news article. Students may choose to write about the game day (a player, Education Day at the Ballpark, the game crowd, etc. ) or perhaps interview individuals at Joe Davis Stadium. Students write the news articles and put them together to create a class sports page. Share the sporting news with the rest of the school. PLEASE CONTACT THE STARS STAFF BEFORE APRIL 9 TH IF YOU HAVE STUDENTS WHO WISH TO INTERVIEW PLAYERS/COACHES BEFORE THE START OF THE EDUCATION DAY GAME! Baseball is Education is presented by Mathnasium, The Little Gym and NAECU. 27
MINOR LEAGUE BASEBALL TEAMS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75. Aberdeen Iron. Birds (SS) Akron Aeros (AA) Albuquerque Isotopes (AAA) Altoona Curve (AA) Arkansas Travelers (AA) Asheville Tourists (A) Auburn Doubledays (SS) Augusta Green. Jackets (A) Arizona League Angels (R) Arizona League Athletics (R) Arizona League Brewers (R) Arizona League Cubs (R) Arizona League Giants (R) Arizona League Mariners (R) Arizona League Padres (R) Arizona League Rangers (R) Arizona League Royals (R) Bakersfield Blaze (A+) Batavia Muckdogs (SS) Beloit Snappers (A) Billings Mustangs (R) Binghamton Mets (AA) Birmingham Barons (AA) Bluefield Orioles (R) Boise Hawks (SS) Bowie Baysox (AA) Bowling Green Hot Rods (A) Brevard County Manatees (A+) Bristol Sox (R) Brooklyn Cyclones (SS) Buffalo Bisons (AAA) Burlington Bees (A) Burlington Royals (R) Carolina Mudcats (AA) Casper Ghosts (R) Cedar Rapids Kernels (A) Charleston River. Dogs (A) Charlotte Stone Crabs (A+) Charlotte Knights (AAA) Chattanooga Lookouts (AA) Clearwater Threshers (A+) Clinton Lumber. Kings (A) Colorado Springs Sky Sox (AAA) Columbus Catfish (A) Columbus Clippers (AAA) Connecticut Defenders (AA) Corpus Christi Hooks (AA) Danville Braves (R) Dayton Dragons (A) Daytona Cubs (A+) Delmarva Shorebirds (A) Dunedin Blue Jays (A+) Durham Bulls (AAA) Elizabethton Twins (R) Erie Sea. Wolves (AA) Eugene Emeralds (SS) Everett Aqua. Sox (SS) Fort Myers Miracle (A+) Fort Wayne Tin. Caps (A) Frederick Keys (A+) Fresno Grizzlies (AAA) Frisco Rough. Riders (AA) Gulf Coast League Blue Jays (R) Gulf Coast League Braves (R) Gulf Coast League Cardinals (R) Gulf Coast League Dodgers (R) Gulf Coast League Indians (R) Gulf Coast League Marlins (R) Gulf Coast League Mets (R) Gulf Coast League Nationals (R) Gulf Coast League Orioles (R) Gulf Coast League Phillies (R) Gulf Coast League Pirates (R) Gulf Coast League Red Sox (R) Gulf Coast League Reds ® 76. 77. 78. 79. 80. 81. 82. 83. 84. 85. 86. 87. 88. 89. 90. 91. 92. 93. 94. 95. 96. 97. 98. 99. 100. 101. 102. 103. 104. 105. 106. 107. 108. 109. 110. 111. 112. 113. 114. 115. 116. 117. 118. 119. 120. 121. 122. 123. 124. 125. 126. 127. 128. 129. 130. 131. 132. 133. 134. 135. 136. 137. 138. 139. 140. 141. 142. 143. 144. 145. 146. 147. 148. 149. 150. Gulf Coast League Tigers (R) Gulf Coast League Twins (R) Gulf Coast League Yankees (R) Great Falls Voyagers (R) Great Lakes Loons (A) Greeneville Astros (R) Greensboro Grasshoppers (A) Greenville Drive (A) Gwinnett Braves (AAA) Hagerstown Suns (A) Harrisburg Senators (AA) Helena Brewers (R) Hickory Crawdads (A) High Desert Mavericks (A+) Hudson Valley Renegades (SS) Huntsville Stars (AA) Idaho Falls Chukars (R) Indianapolis Indians (AAA) Inland Empire 66 ers (A+) Iowa Cubs (AAA) Jacksonville Suns (AA) Jamestown Jammers (SS) Johnson City Cardinals (R) Jupiter Hammerheads (A+) Kane County Cougars (A) Kannapolis Intimidators (A) Kingsport Mets (R) Kinston Indians (A+) Lake County Captains (A) Lake Elsinore Storm (A+) Lakeland Flying Tigers (A+) Lakewood Blue. Claws (A) Lancaster Jet. Hawks (A+) Lansing Lugnuts (A) Las Vegas 51 s (AAA) Lehigh Valley Iron. Pigs (AAA) Lexington Legends (A) Louisville Bats (AAA) Lowell Spinners (SS) Lynchburg Hillcats (A+) Mahoning Valley Scrappers (SS) Memphis Redbirds (AAA) Midland Rock. Hounds (AA) Mississippi Braves (AA) Missoula Osprey (R) Mobile Bay. Bears (AA) Modesto Nuts (A+) Montgomery Biscuits (AA) Myrtle Beach Pelicans (A+) Nashville Sounds (AAA) New Britain Rock Cats (AA) New Hampshire Fisher Cats (AA) New Orleans Zephyrs (AAA) Norfolk Tides (AAA) Northwest Arkansas Naturals (AA) Ogden Raptors (R) Oklahoma City Red. Hawks (AAA) Omaha Royals (AAA) Oneonta Tigers (SS) Orem Owlz (R) Palm Beach Cardinals (A+) Pawtucket Red Sox (AAA) Peoria Chiefs (A) Portland Beavers (AAA) Portland Sea Dogs (AA) Potomac Nationals (A+) Princeton Rays (R) Pulaski Mariners (R) Quad Cities River Bandits (A) Rancho Cucamonga Quakes (A+) Reading Phillies (AA) Reno Aces (AAA) Rochester Red Wings (AAA) Rome Braves (A) Round Rock Express (AAA) 151. 152. 153. 154. 155. 156. 157. 158. 159. 160. 161. 162. 163. 164. 165. 166. 167. 168. 169. 170. 171. 172. 173. 174. 175. 176. 177. 178. 179. 180. 181. 182. 183. 184. 185. 186. Sacramento River Cats (AAA) Salem Red Sox (A+) Salem-Keizer Volcanoes (SS) Salt Lake Bees (AAA) San Antonio Missions (AA) San Jose Giants (A+) Sarasota Reds (A+) Savannah Sand Gnats (A) Scranton/Wilkes-Barre Yankees (AAA) South Bend Silver Hawks (A) Spokane Indians (SS) Springfield Cardinals (AA) St. Lucie Mets (A+) State College Spikes (SS) Staten Island Yankees (SS) Stockton Ports (A+) Syracuse Chiefs (AAA) Tacoma Rainiers (AAA) Tampa Yankees (A+) Tennessee Smokies (AA) Toledo Mud Hens (AAA) Trenton Thunder (AA) Tri-City Dust Devils (SS) Tri-City Valley. Cats (SS) Tulsa Drillers (AA) Vancouver Canadians (SS) Vermont Lake Monsters (SS) Visalia Rawhide (A+) West Michigan Whitecaps (A) West Tenn Diamond Jaxx (AA) West Virginia Power (A) Williamsport Crosscutters (SS) Wilmington Blue Rocks (A+) Winston-Salem Dash (A+) Wisconsin Timber Rattlers (A) Yakima Bears (SS) MINOR LEAGUE BASEBALL CLASSIFICATIONS Minor League Baseball is nicknamed the ‘Farm System. ’ It’s where all of the future Major League superstars play today; to learn, improve and climb the ladder towards playing for a Major League team. There are six levels of Minor League Baseball. They are (from top to bottom): AAA AA A+ A SS R Triple A Double A A-Advanced A Short Season A Rookie 178. The Huntsville Stars are the AA Affiliate of the Milwaukee Brewers. Only four Stars players per year on average ultimately make it to the Major Leagues! All players realize that their odds are slim and that having an education is of utmost importance in assisting in with their goals. Being able to compute their batting averages, or calculate bat speed when swinging at pitches, or clocking themselves running 90 feet…knowing that an education is needed to play the game of baseball is paramount to a player’s success! 179. The Stars players also realize that there is a life after baseball, nobody plays forever, and that an education is needed for every player’s future. Baseball is Education, a wonderful tool to motivate, educate and inspire the youth of today! Baseball is Education is presented by Mathnasium, The Little Gym and NAECU. 28
MADISON COUNTY DEMOGRAPHICS ZIP CODE Total Population % White % Black % American Indian and Alaska Native % Asian % Native Hawaiian and Pacific Islander % Other Total Households Median household income in 1999 Per capita income in 1999 35671 2, 125 58. 60% 34. 90% 1. 10% 0. 30% 0. 00% 5. 10% 814 $32, 458 $15, 080 35739 3, 891 93. 70% 2. 80% 1. 00% 0. 50% 0. 00% 2. 10% 1, 542 $36, 574 $16, 470 35741 2, 602 92. 20% 5. 00% 0. 90% 0. 50% 0. 00% 1. 40% 960 $54, 948 $27, 940 35748 5, 447 88. 00% 8. 80% 1. 20% 0. 00% 1. 80% 2, 051 $40, 000 $18, 530 35749 13, 186 74. 20% 21. 80% 0. 80% 1. 00% 0. 00% 2. 20% 4, 470 $55, 046 $21, 148 ZIP CODE Total Population % White % Black % American Indian and Alaska Native % Asian % Native Hawaiian and Pacific Islander % Other Total Households Median household income in 1999 Per capita income in 1999 35750 11, 890 93. 50% 2. 90% 1. 30% 0. 40% 0. 00% 1. 90% 4, 253 $40, 508 $16, 966 35756 4, 200 57. 10% 39. 90% 0. 50% 0. 70% 0. 00% 1. 70% 1, 606 $41, 151 $17, 409 35757 7, 533 80. 40% 15. 60% 0. 80% 1. 00% 0. 00% 2. 10% 2, 651 $56, 971 $24, 086 35758 30, 401 79. 80% 13. 40% 0. 60% 3. 40% 0. 00% 2. 70% 11, 642 $62, 550 $27, 249 35759 4, 305 88. 10% 8. 20% 1. 10% 0. 80% 0. 00% 1. 70% 1, 572 $59, 556 $25, 616 ZIP CODE Total Population % White % Black % American Indian and Alaska Native % Asian % Native Hawaiian and Pacific Islander % Other Total Households Median household income in 1999 Per capita income in 1999 35760 4, 787 95. 80% 0. 30% 1. 40% 0. 20% 0. 00% 2. 30% 1, 922 $35, 000 $19, 158 35761 8, 294 86. 80% 7. 70% 2. 10% 0. 20% 0. 00% 3. 20% 3, 095 $36, 520 $17, 392 35763 7, 204 93. 50% 3. 60% 0. 70% 0. 80% 0. 00% 1. 50% 2, 519 $62, 114 $28, 414 35773 9, 580 84. 30% 12. 20% 1. 00% 0. 20% 0. 00% 2. 30% 3, 487 $38, 894 $16, 422 35776 3, 896 95. 00% 0. 30% 2. 40% 0. 10% 0. 00% 2. 20% 1, 534 $34, 710 $15, 912 ZIP CODE Total Population % White % Black % American Indian and Alaska Native % Asian % Native Hawaiian and Pacific Islander % Other Total Households Median household income in 1999 Per capita income in 1999 35801 22, 425 87. 00% 9. 70% 0. 50% 1. 20% 0. 00% 1. 70% 10, 313 $44, 539 $32, 843 35802 20, 445 87. 50% 7. 00% 0. 50% 3. 20% 0. 00% 1. 70% 9, 431 $55, 364 $34, 125 35803 25, 651 90. 40% 2. 40% 0. 70% 4. 10% 0. 00% 2. 40% 9, 896 $61, 776 $26, 802 35805 21, 096 58. 10% 34. 30% 0. 80% 2. 50% 0. 00% 4. 20% 9, 481 $22, 370 $14, 447 35806 11, 173 71. 80% 21. 70% 0. 80% 3. 00% 0. 00% 2. 60% 4, 941 $56, 184 $28, 216 ZIP CODE Total Population % White % Black % American Indian and Alaska Native % Asian % Native Hawaiian and Pacific Islander % Other Total Households Median household income in 1999 Per capita income in 1999 35808 2, 369 56. 90% 31. 70% 0. 40% 2. 00% 0. 00% 8. 10% 490 $35, 435 $14, 860 35810 28, 230 26. 00% 70. 30% 0. 60% 0. 00% 2. 60% 10, 795 $37, 351 $17, 453 35811 23, 833 70. 80% 26. 20% 0. 90% 0. 40% 0. 00% 1. 70% 8, 645 $46, 328 $19, 831 35816 15, 487 32. 30% 61. 70% 0. 50% 2. 20% 0. 00% 3. 30% 6, 682 $23, 540 $15, 156 BY SEX Male Female BY AGE Under Age 5 5 - 9 10 - 14 15 - 19 20 - 24 25 - 34 35 - 44 45 - 54 55 - 59 60 - 64 65 - 74 75 - 84 85 & Older Median Age BY ADULTS 18 & Older 21 & Older 62 & Older 65 & Older BY RACE White Black Hispanic Asian Native Other Island ## 185, 930 190, 823 ## 22, 741 24, 770 25, 927 27, 903 26, 108 47, 169 58, 649 56, 782 22, 696 18, 662 26, 509 14, 688 4, 149 37. 40 ## 286, 663 267, 570 56, 813 45, 346 ## 282, 652 82, 542 9, 961 8, 650 4, 910 4, 054 437 35824 3, 146 68. 40% 22. 40% 0. 60% 5. 50% 0. 00% 3. 00% 1, 508 $52, 049 $32, 229 Madison County POPULATION 1980 Census 1990 Census 2007 Estimate % Growth 2000 -2007 HOUSEHOLDS 1980 Census 1990 Census 2000 Census RACE (Census 2000) Population White Black Asian & Pacific Islander Other Races INCOME & AGE (Census 2000) Average Household Income Per Capita Income Median Age City of Huntsville 196, 966 238, 912 276, 700 312, 734 13. 0% 145, 604 159, 789 158, 216 171, 327 8. 3% 67, 082 91, 208 109, 955 51, 113 63, 058 66, 742 276, 700 72. 1% 22. 8% 2. 0% 3. 1% 2, 040 5, 967 11, 143 158, 216 64. 5% 30. 2% 2. 3% 3. 0% $57, 220 $23, 091 35. 7 82, 440 110, 893 134, 643 29, 329 80. 1% 13. 0% 3. 6% 3. 3% $55, 856 $24, 015 36. 7 242, 971 293, 047 342, 376 386, 632 12. 9% Huntsville Metro Area 1 6, 081 14, 904 29, 329 38, 275 30. 5% City of Madison 342, 376 74. 3% 21. 0% 1. 7% 3. 0% $72, 432 $27, 821 34. 5 $55, 343 $22, 073 35. 7 Source: U. S. Census Bureau (www. census. gov) 1 Includes Madison and Limestone counties. Baseball is Education is presented by Mathnasium, The Little Gym and NAECU. 29
CASEY AT THE BAT by ERNEST L THAYER The outlook wasn't brilliant for the Mudville nine that day, The score stood four to two, with but one inning more to play. And then when Cooney died at first, and Barrows did the same, A pall-like silence fell upon the patrons of the game. A straggling few got up to go in deep despair. The rest Clung to that hope which springs eternal in the human breast. They 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 the bat. But Flynn let drive a single, to the wonderment of all. And Blake, the much despised, tore the cover off the ball. And when the dust had lifted, and men saw what had occurred, There was Jimmy safe at second and Flynn a-hugging third. Then from five thousand throats and more there rose a lusty yell; It rumbled through the valley, it rattled in the dell; It pounded through 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 t'was Casey 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 "That ain't my style, " said Casey…"Strike one!" the umpire said. From the benches, black with people, there went up a muffled roar, Like the beating of the storm waves on a stern and distant shore. "Kill him! Kill the umpire!" shouted someone on the stand, And it's likely they'd have killed him had not Casey raised his hand. With a smile of Christian charity, great Casey's visage shone, He stilled the rising tumult, he bade the game go on. He signaled 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 strain, And they knew that Casey wouldn't let that ball go by again. The sneer has fled from Casey's lip, the teeth are clenched in hate. He pounds, with cruel violence, his bat upon the plate. And now the pitcher holds the ball, and now he lets it go, And now the air is shattered by the force of Casey's blow. Oh, somewhere in this favored land the sun is shining bright. The band is playing somewhere, and somewhere hearts are light. And, somewhere men are laughing, and little children shout, But there is no joy in Mudville -- mighty Casey has struck out. This cast bronze statue depicts the immortal Mighty Casey, from the poem "Casey at the Bat. " Standing tall at 14 ½ feet, Casey is an original statue which stands at Dolphins Stadium (Davie, FL), the home of the Florida Marlins. It is one of four Casey statues made by Colorado artist Mark Lundine. A miniature version of this statue is located in the ground floor lobby of Space Coast Stadium, the home of the Huntsville Stars sister team, the Brevard County Manatees, in Viera, FL. Stadium. A second full-sized statue is located outside Space Coast Stadium. Baseball is Education is presented by Red Robin, NAECU & Off Campus College Bookstore 30
TAKE ME OUT TO THE BALL GAME CASEY AT THE BAT by ERNEST L THAYER In 1858, the first known baseball song was written, The Base Ball Polka! It was not quite as famous as Jack Norworth's 1908 classic, Take Me Out to the Ball Game, which was written on some scrap paper on a train ride to Manhattan, New York. Norworth then provided those lyrics to Albert Von Tilzer who composed the music which in turn was published by the York Music Company and before the year was over, a hit song was born. Ironically, like a Paul Harvey story, Norworth never personally attended a baseball game until nearly 40 years after writing his famous song! Below are the complete original lyrics to the song, telling a story of young Katie Casey, the original baseball junkie, who shunned society and theatre for the thrill of the ballpark and the game of ‘Base’ as it was called at the time. Today, as is customary in thousands of baseball stadiums worldwide, we sing only the chorus of the song during the 7 th inning stretch (see bold print below), but it’s worth this space to tell the rest of the story behind the song we all have grown to love and enjoy. Katie Casey was base ball mad. She had the fever and had it bad; Just to root for the home town crew, Ev'ry sou (cent) Katie blew. On a Saturday, her young beau, Called to see if she'd like to go, To see a show, But Miss Kate said, "No, I'll tell you what you can do. “ "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 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. “ Katie Casey saw all the games, Knew the players by their first names; Told the umpire he was wrong, All along good and strong. When the score was just two to two, Katie Casey knew what to do, Just to cheer up the boys she knew, She made the gang 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 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. “ Baseball is Education is presented by Mathnasium, The Little Gym and NAECU. 31
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