Somerset Patriots - Suggested Lesson Plans Grades K-8 - The Present
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The
Somerset Patriots
Present:
Suggested Lesson Plans
Grades K-8
1
Table of Contents
Lesson Plans
Mathematics 3-7
Language Arts 8-11
Science 12-16
Social Studies 17-20
Appendices
Appendix A: Mileage Chart
Appendix B: 2014 Schedule
Appendix C: TD Bank Ballpark Diagram
Appendix D: Professional Infield Diagram
Appendix E: Merchandise, Concessions, Ticket Prices
Appendix F: Atlantic League Division Breakdown
2
MATHEMATICS
Lesson Plan 1
“Time & Distance”
Focus:
Using the chart below and distance scales (Appendix A), have students perform calculations in
relation to travel times and distances of visiting teams within the Atlantic League and their trips
to Bridgewater.
Materials:
Calculator
Pencil
Paper
Procedure:
1. Refer to Appendix A to determine mileage to Bridgewater from other Atlantic League cities.
2. Before field trip, determine how long was the visiting team’s trip if they traveled at a rate of
55 mph and stopped for a one-hour lunch?
3. Have your students estimate the distance and the time it will take your class to arrive at TD
Bank Ballpark.
Bridgeport, CT
Lancaster, PA
Waldorf, MD
York, PA
Camden, NJ
Central Islip, NY
Sugar Land, TX
At the Game:
1. On the way to the game, determine how many miles your class traveled to TD Bank Ballpark
and record the length of the trip. What was your average speed?
2. Using the data your class collected on the trip to the game; determine what time your class
must leave the stadium in order to return to school on time. What’s the maximum length of time
the game can last for your class to see the entire game?
Beyond the game:
1. Using a cumulative mileage chart (Appendix A) and the Somerset Patriots 2014 Schedule
(Appendix B), determine the total number of miles that the Patriots will travel this season. Start
with month to month, and have students do a total.
2. If the Somerset Patriots were to use plane travel rather than bus travel, how much travel time
would The Somerset Patriots save? Assume an average air speed of 400 mph (miles per hour).
3
MATHEMATICS
Lesson Plan 2
“Size/Dimensions of a Baseball Field”
Focus:
Although baseball is the same basic sport, regardless of whether it’s played on a little league or a
professional playing field, the size of the field may vary. How the field dimensions are displayed
also depends on the country you are in. The Toronto Blue Jays have their fields in Canada.
Canada uses the metric system whereas we use the American system here in the United States.
Materials:
Dimensions of your school’s baseball field, TD Bank Ballpark (Appendix C), and a
professional infield (Appendix D)
Rulers
Paper
Pencil
Protractors (optional)
Graph Paper
Stopwatch
Procedure:
1. Instruct the students to use the dimensions of the two fields to create a scale drawing. For
younger students, a pre-drawn field may be used.
2. Using their scale drawings, calculate the following:
TD Bank Ballpark’s Field
• Area of infield in square feet
• Area of infield in square inches
• Distance from pitcher’s mound to home plate in feet
• Distance from pitcher’s mound to home plate in inches
• Distance from base to base in feet
• Distance from base to base in inches
3. How many square inches larger is TD Bank Ballpark’s infield compared to your school’s
infield?
4. Find the perimeter of each infield. What is the difference in perimeter between the two fields?
5. If a runner were travelling at 10 feet/second, how long would it take to get from home plate to
first base? Determine for both your school’s field and TD Bank Ballpark’s.
6. Now instruct the students to convert their measurements to the metric measurements. Explain
to the students why it is important to understand both systems of measurement. This is important
to know as baseball continues to expand into international markets.
At the Game:
1. Using a stopwatch, time the players as they run to first base, second, etc. Which players
clocked the fastest speeds? How fast were they traveling (feet per second)?
4
2. Plot the landing point of each fair ball hit for one full inning. Estimate the distance of each fair
ball and the total distance traveled.
Beyond the Game:
1. Using your choice of materials, construct a 3-D model of TD Bank Ballparks to scale in
groups of two.
2. Determine the area of a chalkboard eraser. How many chalkboard erasers would it take to
cover the playing surface at TD Bank Ballpark?
5MATHEMATICS
Lesson Plan 3
“Calculating Costs”
Focus:
Using basic mathematical principles, calculate and compare the cost per student on the field trip
versus the standard cost.
Materials:
Calculator
Pencil
Paper
Graph paper
Ruler
Procedure:
1. Have each student tally the total amount of money they individually spent at TD Bank
Ballpark on their ticket, food, and souvenirs.
2. Determine the total amount of money spent by the class followed by the average per student.
3. Plot the total amount of money spent by each student on a graph. Compare these figures with
the class average.
4. Using the Patriot’s attendance at the game and your class average, estimate how much revenue
the Patriots earned on this particular day. If these numbers held true for the entire 70-game home
season, how much money would the Patriots earn for the year? Discuss whether students feel that
this is an accurate figure (figure given at game).
At the Game:
1. Have each student tally the total amount of money spent at TD Bank Ballpark on their tickets,
food and souvenirs.
2. Have students (perhaps 1 or 2) collect cups and prices for various size drinks. Compare cost
per ounce when students are back in class. Which is the better value?
Beyond the Game:
1. Using actual costs at a Patriots Game (see Appendix E), determine the total amount of money
that the class would have spent as well as the average per student had certain prices not been
discounted.
2. Explain that this is how companies forecast profits for a year and the importance of having a
model that is reflective of the entire population.
3. Discuss potential costs that come out of the Somerset Patriots revenue (management salaries,
game-day labor, electricity, etc…)
6MATHEMATICS
Lesson Plan 4
“Baseball is Math”
“ALL things Exists Through Mathematics”
-Author Unknown
Objectives:
To identify two and three-dimensional shapes, line relationships, classify angles, and determine
the ways that math is used in baseball.
Before the Game:
1. Write the above quote on the board and allow students to share their thoughts regarding the
quote or any other quote you may feel fitting. (Chart the responses).
2. Use an overhead transparency of a baseball field or a picture. Have
students identify perpendicular lines, parallels, angles, etc. Brainstorm a list of shapes found at a
baseball park. Discuss “regular” shapes vs. “non-regular” shapes:
(Congruent shapes, congruent sides, congruent angles). Are there “shapes” which are
symmetrical? Asymmetrical? Why does the baseball diamond need to be a regular quadrilateral?
Why would it not be fair if it weren’t?
At the Game and After the Game:
1. Classify objects seen at TD Bank Ballpark into two and three-dimensional shapes.
2. Have a scavenger hunt to find perpendicular lines, parallel lines, angles (obtuse, right and
acute), and geometric shapes such as cones, spheres, etc. Find out how many lines of symmetry
exist through the infield and the entire field? Students may work in small groups to develop a list
of all the different ways mathematics is used in the game of baseball.
Remind students to think about math uses before the game and after the game.
Back in the classroom, you may choose to compare the lists:
1. Who has the longest list?
2. Who has the most unique response?
3. Add to student generated lists.
4. Create a diorama using geometric shapes.
7LANGUAGE ARTS
Lesson Plan 1
“Investigating Reporting”
Focus:
Choose a topic and investigate it thoroughly. Choose an activity that will enable students to share
knowledge with others in class.
Materials:
Reference Guides
Pencil
Paper
Procedure:
Have students choose from the following topics:
• Minor League Baseball
• Somerset Patriots
• TD Bank Ballpark
1. Create 20 questions that cover the topic of study in groups. Include the answers. Compile the
group results and transform into a “Trivial Pursuit”-style game for the entire class.
2. Create a timeline that shows both the dates and significant people within your topic. Include
pictures if possible.
3. Write a news story about what you learned as if you are a news reporter.
4. List reasons why your topic should be studied in schools. Develop a plan of study or events
that the students could participate in that would make a difference in our society.
5. Describe your topic in a story, poem, skit, or song format.
6. Have students write a proposal as if they were the mayors of their community. This proposal
should attempt to explain how your topic is important to the community and should be preserved.
This proposal should include how the topic can be improved for families, entertainment, cultural
area, etc. Then have the students do a mock press conference.
At the Game:
1. Collect evidence that supports your topic at TD Bank Ballpark.
Beyond the Game:
1. Mail your investigative findings to an appropriate individual within each category and follow
up via mail to that individual to gather their comments and opinions.
8LANGUAGE ARTS
Lesson Plan 2
“A Cat Has Nine Lives, Baseball Has Nine Innings”
Focus:
Expressive writing skills
Materials:
Paper
Pencil
News Articles of a recent Patriots game
Baseball (optional)
Procedure:
1. Show a baseball to the students. Discuss how a baseball feels during a baseball game. (Now
may be a good time to discuss animate and inanimate objects.)
2. Have students make a list of objects on the chalkboard. Write them on separate pieces of paper
and put them in a ‘hat.’ Have students pick an object out, allow a minute for thought, then a two-
minute impromptu speech will be given about what it is like to be that object.
3. Pass the baseball around the class. As the students hold the ball, read the article. At
appropriate times during the article, ask students to stand, holding the ball, and describe how the
ball felt when the action was occurring.
4. After the article is read, engage the students in dialogue concerning the types of writing found
in the sports section of the newspaper.
5. Pass a copy of the article out to the students. Using the article, instruct students to write a
fictional narrative describing the nine innings of life that a baseball lives, from the baseball’s
perspective.
At the Game:
1. Record what happens to the baseball for one inning – where it’s thrown, if it’s hit, etc.
Beyond the Game:
1. Students will use facts from the game to create other written works such as:
Exposition Persuasive Writing
Summary Informational Writing
Personal Experience Narrative Letters
Invitations Thank You Notes
Letter to the Editor Directions
Journal
2. Create a story using your observations from the game about what it’s like to be a baseball (or
any other inanimate object) at TD Bank Ballpark. Make a picture book about it.
9LANGUAGE ARTS
Lesson Plan 3
“Language Arts Focus”
Focus:
Use notes taken during the game to create different writing styles.
Materials:
Pencil
Paper
Procedure:
Section 1 – Write a descriptive narrative using action and sensor details about the game. Take
notes at the game. Include at least one simile or metaphor.
Section 2 – Write a four-line, four-stanza poem about the baseball game. Include a baseball
border or background. Take notes at the game. Include at least one simile or metaphor.
Section 3 – Write an essay comparing and contrasting early baseball (1920s) with today’s game.
Take notes at the game. Include at least one simile or metaphor.
Section 4 – Illustrate TD Bank Ballpark. Write a descriptive essay about the ballpark. Take notes
at the game. Include at least one simile or metaphor.
At the Game:
1. Ask students to take notes of the ballpark and the game. What do they see, hear and smell?
What does the ballpark look like? What are its outstanding features? What is happening on the
field?
2. Identify different perspectives to base your writings on (e.g. the players, baseballs, outfield
fence, umpire, etc.).
Beyond the Game:
1. Take your poem and create an attractive “baseball-themed” postcard.
2. Create a frame for your TD Bank Ballpark illustration and display each student’s creation in
class.
10LANGUAGE ARTS
Lesson Plan 4
“Telling a Story Through A Photo”
Before the Game:
1. Review with students the parts of speech and how each works together in a sentence to
complete a thought in written or oral communication.
2. When you read about baseball games in the newspaper, some of the highlights are recorded in
photographs and the accompanying cut lines or captions. These captions are created with
complete sentences and have been formed with the various parts of speech. Select a photo and its
caption from the sports page. Clip the photo and attach it to a piece of paper.
3. Have students try to find examples of each of the following parts of speech in the caption and
list them on the paper; nouns/pronouns, verbs, adverbs, and adjectives. Was every word in the
caption used? If not, what parts of speech are not listed? Categorize the remaining words.
At the Game:
As a class, or individually, take photos throughout the game.
Beyond the Game:
1. Students will create their own cut lines or captions to match their photograph or drawing. They
should include and identify each of the parts of speech discussed before the game.
2. Display their pictures and captions to convey the events of the day to others in the school
community.
11SCIENCE
Lesson Plan #1
“Nutrition at the Game”
Before the Game: Introduce a Nutritional Pyramid to your students. Go through examples and
have students monitor what they eat the week leading up to the game, while classifying each
item as they note it. Students will find some items have two or three classifications. (You may
have to discuss portions with them.) At the end of the week, discuss if students ate a well
balanced diet.
At the Game: List consumable products that you see. Create a list of the items observed or
consumed. Are they healthy? Why do the Patriots offer this product? Why do they offer this
brand?
After the Game: Create a list of food items and discuss what products on this list fall into the
food pyramid. Did the students find a complete meal at the game? Have students discussed items
that can be additionally sold at the game. Cover cost, preparation, time, handling, shelf life, etc.
12SCIENCE
Lesson Plan #2
“The Center of Gravity”
Focus:
Baseball players use a variety of bats. Some players use heavy bats and other use lightweight
bats. How does the length and weight of a bat affect the center of gravity? Why is the center of
gravity important to baseball players?
Materials:
Variety of baseball bats
2 feet of string
Procedure:
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 students to predict where they think the center of gravity may be located
2. Take the string and tie it to the bat somewhere around the middle. Make the knot loose
because 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 knot becomes balanced, measure the distance from the thick end of the bat to the
place at which the knot balances the bat. This spot is the center of gravity for the bat (mark with
masking tape).
5. Have students study data and determine the relationship between the increase in the size of bat
and the distance the center of gravity is from either end. Put into ratio form.
6. Explain why the center of gravity (COG) is important to a batter?
At the Game:
1. Observe players’ baseball bats as they step up to home plate. Which players appear to have the
largest baseball bats? Does this player’s statistics justify him using this bat size?
Beyond the Game:
1. What other careers require materials that are perfectly balanced? List those materials.
13SCIENCE
Lesson Plan #3
“Galileo’s Principles”
Focus:
Complete the following tables and discover the formulas expressing the relationships between
each measurement.
Materials:
Pencil
Baseball
Stopwatch
Procedure:
Find the rule or formula used in each chart. Allow students to experiment with formulas
determined form the tables with a baseball and a stopwatch.
At the game:
1. Using your stopwatch, collect sample data from the following:
a) Total time in air of fly balls.
b) Total time of descent of a fly ball.
c) Estimate the height and the distance of each fly ball.
Beyond the Game:
1. Using the sample data collected at the game, does your data support the theories from the
tables above?
2. What outside forces may have affected your findings (in relation to the charts)? (i.e. weather)
14SCIENCE
Lesson Plan #4
“The Coefficient of Restitution”
Materials:
3 Baseballs
3 Golf Balls
1 Tennis Ball
Freezer
Calculator
Before the Game:
1. Students, with the assistance of their teacher, may dissect a baseball, a golf ball, and a tennis
ball to determine their construction. In doing so, compare the three types of balls.
2. Create a chart with three columns. List the characteristics and descriptions of each ball
(i.e. circumference, diameter, material, etc).
3. Discuss the coefficient of restitution: (The measure of elasticity of the collision between ball
and bat).
4. Freeze one baseball and one golf ball. Drop one frozen ball and one room temperature ball of
each type to show the effect of temperature on the coefficient of restitution. Discuss how weather
and temperature may affect a baseball game and the ball used for it.
At the Game:
Students will note the game time temperature and then take notes based on the travel of the ball
as it relates to the temperature. Does the distance change, as the day gets warmer or cooler?
Beyond the Game:
Students may participate in a class discussion based on the transfer of kinetic energy from the bat
to the ball. Where else does energy transfer other than the ball? What assumptions may be made
if you replaced the baseball with a golf ball?
c = coefficient of restitution (dimensionless)
h = bounce height
H = drop height.
Curveball
During the course of the Patriots game, both pitchers will throw many types of pitches to the
batters that they face. These include a fastball, slider, knuckleball and curveball. Today we will
look at what allows a pitcher to throw a curveball and what it is a curveball actually does. Take a
look at the diagram below, read the short description and then answer the questions below.
About A Curveball:
The diagram below shows you how you would grip a baseball when you want to throw a
curveball. When throwing this pitch, a pitcher can make a baseball “curve” up to 17 ½ inches in
the time it takes a ball to get to the plate. Generally, it takes .55 seconds for a baseball to get to
home plate from a pitchers mound. A baseball curves because of the 216 red stitches made of
15cotton, that a baseball together. In addition to holding the ball together, they hold a thin layer of
air around them as they spin.
A curveball is thrown with more topspin so that more air will flow around the
bottom of the ball than the top. This causes the air to move faster around the
bottom of the ball, crating less pressure, allowing the ball to drop or curve.
The curveball generally travels 70-80 miles per hour and will rotate 1900 times per minute.
1. When a pitcher throws a curveball, what is the farthest distance he can make the ball curve?
______________________
2. What part of the baseball helps make the ball curve?_______________
3. Creating ___________ on the bottom of the baseball allows it to curve?
4. Research the average speed of a fastball in professional baseball.
5. How much time does a batter have to react to a pitch thrown?
16SOCIAL STUDIES
Lesson Plan #1
“Decision-Making and Resources”
Focus:
All businesses make decisions based on their available resources. The Somerset Patriots, as a
business, are no different.
Materials:
List of people and materials involved with running the Somerset Patriots
Pencil
Paper
Procedure:
Discuss the following factors of production terms: land, labor, capital, entrepreneurship, goods,
services, production, consumption, revenue, resources, factors of production, competitive
market, supply and demand.
1. Create a large list of any and all people and materials that your class believes are involved in
running the Patriots team. This could be as small as the grass at TD Bank Ballpark or as
important as the Patriots manager.
2. Place the students in small groups with the following instruction:
a) Evaluate each item on the list to determine which factor of production term it is most
associated with.
b) Create a graphic organizer that will display your evaluation.
3. Compare the results as a class.
At the Game:
1. Looking at the advertisements on the Patriots outfield walls, categorize them as goods or
services.
2. Why do companies want their name in a stadium? Which companies do you think would be
smart to advertise on the outfield wall and why?
Beyond the Game:
1. Research professional baseball for taxes and regulations that are placed on teams. How do
they affect the decision-making and resources used?
2. How are the Patriots similar or different to other types of businesses?
17SOCIAL STUDIES
Lesson Plan #2
“The Somerset Patriots…History in the Making”
Focus:
To learn about the historical background of the Somerset Patriots.
Materials:
Pen or pencil
Paper
Encyclopedia
Procedure:
1. Research the history of the Somerset Patriots and plot the major developments on a time-line.
2. Examine the history of Bridgewater and the surrounding areas during the same time period.
* Plot major developments on a separate time-line.
At the Game:
1. Be sure to visit the Club Level Lounge and look at the historical information along the wall.
Beyond the Game:
As an extended activity, have students do a research paper/project on the “History of Baseball.”
Who invented baseball? Progression of leagues? Then have students create a pictorial timeline
with pictures of important people or places in the history
18SOCIAL STUDIES
Lesson Plan #3
“Find My Way to the Ballgame”
Objectives: Each student 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 Bridgewater 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 students 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 students to use that information to make a map of their route.
At the Game: On the bus, cars, or on the walk to TD Bank Ballpark, have students 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 Chimney Rock Road!” Check
those written directions upon the return trip.
After the Game: As a class, draw a map of your recorded route to TD Bank Ballpark. Include
all streets you traveled on, and mark the turns. Individual students 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.
19SOCIAL STUDIES
Lesson Plan #4
“Plotting Minor League Baseball Teams”
Before the Game:
(See Appendix F for a listing of every Atlantic League team. For additional information, utilize
team websites, library, contact Patriots Rep, etc,).
1. Have your students select or assign them to five different minor league baseball teams.
2. Ask each student to plot each team in its exact location on the U.S. map.
3. Using the teams assigned to each students, have the students research the following items and
then compare their findings to those of the Somerset Patriots. Add your own comparisons!
4. Review information about the elevation of cities being considered and their physical
differences. Have students consider some of the history of the cities and the history of baseball in
each city. How does the team’s presence affect the city?
Team Name:
Level of Professional Baseball:
Name of League:
2011 Attendance
Number of Games Played:
Stadium Name:
Total Cost to Build Stadium
Cost of a hot dog:
Cost of a ticket:
Downtown or Suburbs:
Distance from Bridgewater (miles):
Nearest body of water:
City Population:
Withstanding, any information you may feel relative to the assignment, please include
information not available, assign students to contact organizations and ask.
At the Game:
1. On the way to the game, ask the student who was assigned the Patriots opponent to report their
findings to the rest of the class.
2. Discuss how the Patriots and the Township of Bridgewater compare to the opponent.
Beyond the Game:
1. Have each student choose one major league team as well. Compare and contrast the
differences between major and minor league baseball.
2. Locate cities without a baseball team that have comparable statistics and city information that
would make them ideal hosts to a new professional team. Have any of these cities attempted to
lure a team in the past?
20APPENDIX A
BPT CMD LAN LI MD SOM SL YRK
Bridgeport - 152 225 90 305 104 1,710 245
Camden 152 - 83 140 135 71 1,571 104
Lancaster 225 83 - 212 139 125 1,519 26
Long Island 90 140 212 - 292 91 1,708 233
S. Maryland 305 135 139 292 - 223 1,437 115
Somerset 104 71 125 91 223 - 1,620 149
Sugar Land 1,710 1,571 1,519 1,708 1,437 1,620 - 1,502
York 245 104 26 233 115 149 1,502 -
*all distances in miles
21APPENDIX B 22
APPENDIX C 23
APPENDIX D 24
APPENDIX E
Tickets:
School Day Tickets: $5.00 each
Concessions:
Merchandise:
Foam Finger: $4.00
Mini Bat: $6.00
T-shirt: $18.50
Logo Baseball: $6.00
Adjustable Hat: $17.00
Fitted Hat: $24.00
Sparkee Inflatable Doll: $5.50
Patriots Keychain: $3.50
25APPENDIX F
ATLANTIC LEAGUE TEAMS
FREEDOM DIVISION
Lancaster Barnstormers
York Revolution
Sugar Land Skeeters
Somerset Patriots
LIBERTY DIVISION
Southern Maryland Blue Crabs
Bridgeport Bluefish
Camden Riversharks
Long Island Ducks
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