Tpsteach.files.wordpress.com



Goal 5: Create inquiry-based learning experienceEDUC 550/CI 590N: Teaching with Primary SourcesLesson Plan Name:Morgan MoserLesson Title:Baseball: Geometry’s Favorite Past TimeOverview:Using the Library of Congress and other websites as resources, the students will examine the history of baseball (both men’s and women’s) and the changes in its equipment and regulations. From the information gathered from the internet, the students will calculate distances on a baseball field (applying known theorems, formulas, and laws) as well as calculate the change in volume and surface area of the different sizes of baseball used in league play.Standards:CCSS.MATH.CONTENT.HSG.SRT.D.11(+) Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g., surveying problems, resultant forces). HYPERLINK "" CCSS.MATH.CONTENT.HSG.SRT.C.8Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.* HYPERLINK "" CCSS.MATH.CONTENT.HSG.MG.A.3Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).* HYPERLINK "" CCSS.MATH.CONTENT.HSG.GMD.A.3Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.*Understanding Goal:Geometry helps us understand all aspects of life.Objectives:Given a baseball diamond, the student will be able to apply properties of geometric shapes and calculate distances on the diamond using the Pythagorean Theorem, Law of Sines/Law of Cosines, and the 45-45-90 triangle.Investigative Question:How can the knowledge of right triangles help us understand baseball rules and regulations?Time Required:Two 50-minute periodsRecommended Grade Range:8-10Subject/Sub‐Subject:Math/GeometryMaterials Used:(ex., Analysis tools, handouts, rubrics, PowerPoint slides, etc. needed to conduct the lesson)PowerPoint slides to introduce lesson as well as display pictures from the Library of CongressSmartboard to display PowerPointHandout/Worksheet (includes clip-art pictures of baseball fields for students to use to calculate distances, blank chart for students to complete with the changes in women’s baseball rules and regulations, and the questions the students are to answer using websites).Computer lab/mobile lab for internet research. Procedures:A numbered list of specific procedures taken to implement this lesson. The lesson will begin with a brief discussion of the current rules and regulations of major league baseball diamonds. Many of the students are aware that the distance between the bases in major league play is 90 feet. A picture of the closest major league baseball diamond from Busch Stadium in St. Louis, MO will be displayed on the Smartboard. At this point, the students and I will discuss the true geometrical shape of a baseball diamond and its properties. Through this discussion, the students will determine that a baseball diamond is in fact a square. The students and I will then begin to discuss Part 1: Lesson Procedure – Major League Baseball and Special Right TrianglesStart with the “hook” of showing a photo of Busch Stadium when it was first built. Ask why we would be looking at this picture.Explain the students the activity, and that it is based on historical primary sources.A brief discussion of the current rules and regulations of major league baseball diamond infield will occur next. Many of the students are aware that the distance between the bases in major league play is 90 feet. A picture of the closest major league baseball diamond from Busch Stadium in St. Louis, MO will be displayed on the Smartboard. The students will receive a handout with several clip-art baseball diamonds. The images will be used by the students to answer the problems we discuss in class.The students and I will discuss the geometrical shape formed by the four bases of the infield of a baseball diamond. The shape on the picture of the baseball diamond will be outlined using the Smartboard. Once the shape has been identified as a square, we will discuss the properties of a square (all right angles, diagonals congruent, composed of two 45-45-90 degree triangles, etc.). After we have identified the shape and its properties, we will discuss throw from home plate to 2nd base. This path will be drawn on the picture displayed on the Smartboard. A discussion will then follow that the path of the baseball is a diagonal of the square and is also a hypotenuse of a 45-45-90 degree triangle. Using the previous information and their knowledge of the 45-45-90 right triangle or the Pythagorean Theorem, the students will calculate the distance from home plate to second base (in both radical and decimal form). The students will be using their handout of clipart to show their work.The students will now calculate the perimeter and area of the baseball diamond.After the students have completed all calculations, we will view several pictures of baseball diamonds from the early 20th century. These pictures are available from the Library of Congress website.Part 2: Lesson Procedure – History of BaseballA short discussion on the history of baseball will follow. Using the SmartBoard, several pictures will be displayed of major league baseball diamonds as well as baseball fans from the early 20th century. While these photos are displayed, we will discuss the students’ reaction to the photos. We will also discuss how major league baseball stadiums and diamonds have changed through the years as well as how the appearance of the fans has changed. Using the Library of Congress website as well as other reputable sources, the student will answer the following questions:In what year was baseball founded?The first women’s baseball team was formed in what year?When was the Star Spangled Banner song at a baseball game for the first time?In what year did the pitching distance increase from 50 feet to 60.5 feet?What year was the All-American Girls Baseball League Formed?What year did Jackie Robinson make his debut?Part 3: Lesson Procedure – World War 2, Segregation, and Women’s BaseballAfter the students have answered the questions above, I will discuss with the class the last two questions. The All-American Girls Baseball League was formed in 1943 and Jackie Robinson made his debut in 1945. The students and I will discuss the events that were happening in America during that time and how those events impacted baseball. In 1943, 340 Major League Baseball players were serving in World War 2. As a result to a majority of the League’s players being overseas (and a loss of revenue for team owners), the All-American Girls Baseball league was formed. Using the Library of Congress website, the students will answer the following questions about women’s baseballWho proposed a professional women’s league?How many teams were there originally? What were the names of the teams?Who holds the records for the most RBIs in league history?What year did the league end?What regulations did the league begin and end with?After the students have answered the questions above, the class will view pictures of the All-American Girls Baseball League from both the Library of Congress blog and the Official Website of the All-American Girls Professional Baseball League (AAGPBL). While viewing the pictures, we will discuss the uniforms of the players, the players’ appearances, and the names of the baseball teams. We will also discuss the different people in the photographs (the managers and the chaperone) and the parts these people played. Part 4: Lesson Procedure – The Changing Rules and Regulations of the All-American Girls Baseball LeagueIn the last question, the students become aware of the changing rules and regulations that the All-American Girls Baseball League faced. The league started out using more of the standard softball rules, but transitioned to follow the rules of baseball. A brief discussion of why the students think the rules were changed will occur.The students and I will now discuss the changes in the rules and regulations of the All-American Girls Baseball League. Using the Smartboard and the AAGPBL website, I will display the list of equipment and facility changes of the AAGPBL from 1943-1954. This list includes the changes in the size of the baseball, the length between bases, and the distance from the pitching mound to home plate. The students will fill in the chart on their worksheet.Using the information provided on the AAGPBL, the students will calculate the surface area and volume of the different ball sizes used by the AAGPBL from 1943-1954. Before calculating the surface areas and volumes, we will discuss the meaning of the dimension of a baseball. The change in volume and surface area will be discussed.Using their provided worksheet with the clipart of the baseball diamonds and the information provided by the AAGPBL website, the students will now calculate the distance from home plate the 2nd base as well as the area of the baseball diamonds for the six different base lengths of the AAGPBL during 1943-1954. The differences among these will also be discussed.Resources Used: Specific texts, online materials and Web sites referenced during the lesson. Library of Congress items should be in a separate paragraph with the following information for each item, listed in order of use within the procedure section of lesson:TitleURLAuthor / CreatorDate of CreationDate of AccessPart 1View of Busch Stadium field 2:Batter running to first base and catcher scooping the ball in infield during World Series game between Chicago Cubs and Detroit Tigers(NUMBER+@band(ichicdn+s006077))Chicago Daily News, Inc., photographerOct. 8, 1907March 10, 2014Cubs baseball player running to third base during a game between the Chicago Cubs and the Cincinnati Reds at West Side Grounds(NUMBER+@band(ichicdn+s006865))Chicago Daily News, Inc., photographer1908March 10, 2014Anson, throwing the first pitch of the season at a baseball game between the Chicago Cubs and the Cincinnati Reds at West Side Grounds(NUMBER+@band(ichicdn+s006860))Chicago Daily News, Inc., photographer1908March 10, 2014White Sox at Comiskey Park with a batter standing at home plate and catcher throwing the ball.(NUMBER+@band(ichicdn+s008839))Chicago Daily News, Inc., photographer1910March 10, 2014Baseball, fans standing in the grandstands at Weeghman Park on opening day(NUMBER+@band(ichicdn+s060613))Chicago Daily News, Inc., photographer1916March 10, 2014Huge crowd of baseball fans watching baseball scoreboard during World Series Game in New York City. 27, 1911March 10, 2014Secretary of State views All-Star game. Washington D.C., July 7. Secretary of State with Mrs. Cordell Hull joined the thousands of other rabid baseball fans at Griffith Stadium today to witness the 1937 All-Star Game, 7/7/37 7, 1937March 10, 2014Baseball Almanac: Baseball Rule Change Timeline Timeline 31943 Rockford Peaches Racine Belles Milwaukee Chicks Chicago Colleens League of Their Own AllenApril 3, 2013March 10, 2014Part 4AAGPBL Rules of Play Resources:Common Core State Standard Initiative Website Literacy Component:(Describe how you will be using media literacy according to the NAMLE principles and key questions)1. Media Literacy Education requires active inquiry and critical thinking about the messages we receive and create. While viewing the pictures of baseball diamonds from the early 20th century as well as pictures from the AAGPBL, some items we will discuss include the uniforms of the players, the stadium itself, and how the spectators are dressed. With the AAGPL pictures we will discuss the uniforms and the appearance of the women. As discussed in the key questions in the NAMLE principles, we will talk about the students’ reactions to the pictures and their interpretation of the pictures. We will also discuss what values of the time are implied in the pictures, etc. 4. Media Literacy Education develops informed, reflective and engaged participants essential for a democratic society.For this component, we will again be discussing the pictures of the AAGPBL. While examining the photos, the students will be asked whether the picture represents all women during the 1940s – 1950s (the style of hair, clothing, appearance, occupation, etc.). We will also discuss cultures that are not represented in the pictures and why those cultures are missing. We might also discuss current sports and how women are represented in sports today (and what message their portrayal might be sending).Assessment:(Details about how the teacher will evaluate student learning)The students will turn in their completed worksheet with the answers to all internet search questions as well as their calculations. These worksheets will be graded for accuracy.Extensions:(Provide extension ideas pertaining to this lesson)Lesson Procedure – ExtensionIn this part of the lesson, the students will be asked to calculate distances and areas based upon “what if” changes to the rules and regulations of baseball. The students will be asked the following questions (rounding their answers to the nearest whole number):If the angle between the bases was changed from 90 degrees to 85 degrees (leaving the distance between the bases at 90 feet), using the Law of Sines or the Law of Cosines, calculate the distance from homeplate to second base.If the angle between the bases was changed from 90 degrees to 110 degrees (leaving the distance between the bases at 90 feet), using the Law of Sines or the Law of Cosines, calculate the distance from homeplate to second base.If the distance from homeplate to second base is 103 feet (and the distance from first to second is 90 feet), using the Law of Sines or the Law of Cosines, calculate the angle between the bases.Conclusion:(Besides the assessment, how will you wrap up this lesson? Video? Review game? Donut party?)To wrap up this lesson, the students will watch the movie, “A League of Their Own.” After watching, the students and I will discuss the similarities and differences between the movie and their brief research on women’s baseball. A trip to St. Louis to view Busch Stadium would also be a great way to wrap up the lesson. At the Stadium, we could actually measure the distance between the bases as well as the distance from home plate to second base. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download