Introduction
Do you know that much about baseball?
Your job is to find out
SO
BATTER UP !
Task
TASK
As a historian you have been asked to find historical facts about the sport of baseball. This selection must be based upon factual information, by using the internet you will be able to find those facts. Based upon research you will come up with baseball facts. You have four options, those options are
1. Create a map of teams nicknames, where they play or played and how they came up with the name.
2. Create a map that shows where the following players played and name the team or teams they played for.
3. Create a map of stadiums from the past, where were they and which team played in them.
4. Create a baseball skit.
The class will be divided into four groups, each group will investigate a selected piece of baseball history. First group will create a map of team nicknames, where the played and how they came up with the name. The second group will create a map that shows where certain players played and name the team or teams they played in. The third group will create a map of stadiums from the past, where they were located and which team played in them.The fourth group will create a skit regarding baseball.
All groups will display their work and give an oral presentation to their classmates.
Process
Process
We are now ready to get started. Four groups of four, each group will be given a role and each group will give an oral presentation to the class of the work you completed.
Role #1: (Create a map of team nicknames, where they played and how did they come up with the name)
Brooklyn Dodgers
New York Yankees
New York Giants
New York Mets
Houston Astros
Cincinnati Reds
L.A. Angels
Montreal Expos
Washington Senators
Role #2 ( Create a map that shows where the following players played and name the team or teams they played for)
The players are
1. Babe Ruth
2. Ted Williams
3. Willie Mays
4. Hank Aaron
5. Joe DiMaggio
6. Sammy Sosa
7. Mark McGwire
8. Lou Gehrig
9. Ty Cobb
10. Jackie Robinson
Role # 3 ( Create a map of Stadiums from the past, where were they and which teams played in them.
1. Ebbets Field
2. Polo Grounds
3. Tiger Stadium
4. Baker Bowl
5. Forbes Field
6. Jarry Park
7. Griffith Stadium
8. Exhibition Stadium
9. The Astrodome
10. Crosley Field
11. The Kingdome
12. Seal Stadium
13. Candlestick Park
14. League Park
Role # 4 ( Create a baseball skit and create it in a way like the following skits below)
1. "Who's on first" by Abbot and Costello
2. "Baseball-Football by George Carlin
3. "Nobody will ever play baseball" by Bob Newhart
4. "Dueling Hats" by Key & Peele
Evaluation
EVALUATION
Below is the scoring guide which will be used to score your presentation.
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“BATTER UP” SCORING GUIDE |
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Evaluator: |
Project Name: |
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Students: |
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Preliminary Work |
Inc. |
Poor |
Avg. |
Good |
Excellent |
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Students used the internet to get the information |
1 |
3 |
5 |
7 |
10 |
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Students used primary and secondary research which include factual information. |
1 |
3 |
5 |
7 |
10 |
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Work on Their Topic |
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Students showed evidence of understanding their topic. |
1 |
3 |
5 |
7 |
10 |
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Students could follow instructions |
1 |
3 |
5 |
7 |
10 |
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Students could organized their assignment well. |
1 |
3 |
5 |
7 |
10 |
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MAP/SKIT of Central Tendencies |
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Maps and SKITS are correct with labels plotted. |
1 |
3 |
5 |
7 |
10 |
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Students have used creativity in the design of maps and skits |
1 |
3 |
5 |
7 |
10 |
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Students have used correct maximum and minimum file sizes for maps/skits |
1 |
3 |
5 |
7 |
10 |
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Students showed complete understanding of presented maps and skits |
1 |
3 |
5 |
7 |
10 |
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Students used knowledge of file size manipulation to control the size of the presentation. |
1 |
3 |
5 |
7 |
10 |
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Students have labeled maps and performed skits with appropriate words. |
1 |
3 |
5 |
7 |
10 |
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Presentation |
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The presentation is fluent from beginning to end. |
1 |
3 |
5 |
7 |
10 |
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Students understand presentation material such as definition of topic and explanation of how their topic is found. |
1 |
3 |
5 |
7 |
10 |
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Student explained their map and performed their skits fluently |
1 |
3 |
5 |
7 |
10 |
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Overall synthesis of the presentation. |
1 |
3 |
5 |
7 |
10 |
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Total: ________ |
Conclusion
CONCLUSION
This activity will involve finding the greatest baseball stadiums of the past and where the greatest baseball players of all time played. The students will also perform a baseball skit. They will search the web for information. The students will find and locate on a map where the old ball parks use to be, and where famous players played. The students will use this information to present it to their class, and give an oral presentation.
Credits
CREDITS
Baseball; American TV Series, Documentary, Ken Burns. September 18, 1994.
I would like to thank all of you, my classmates, for letting me share my passion, my values, my ways of doing things, and for also letting me in to know all of you.
I want to thank Dr. Sallee for opening up a whole new side of teaching for me, showing me different things and how to do things a different way, and yet get the same result.
Also I want to thank my wife Amy, for putting up with me as I spent endless hours in doing these assignments.
Teacher Page
TEACHER INFORMATION PAGE
Introduction
This WebQuest was designed in a class instructed by Jeremiah Abee in the fall of 2014. Our class constructed a WebQuest with advanced features, including resources for students playing specific roles, and contacts for real-world collaboration.
This activity will involve finding the greatest baseball stadiums of all times as well the players that played in them. The student will search the web for information. The student will use this information to find the location of these stadiums and the players that played in them. They will record all this information on a map as well the student will perform a skit that is baseball related, they will research the skit and perform it in front of the class. Based upon their information collected they will come to a conclusion.
Learner
This lesson is anchored in a middle school PE class and involves finding the central tendencies of data collected. The learner will need to have an understanding of labeling a map and memorizing words
Curriculum Standard
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Determine an author's point of view or purpose in a text and explain how it is conveyed in the text
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
PE 5.2 Evaluate individual responsibility in group efforts.
PE 5.4 Identify the contributions of members of a group or team and reward members for accomplishing a task or goal.
PE 5.5 Accept the roles of group members within the structure of a game or activity.
PE 5.6 Describe leadership roles and responsibilities in the context of team games and activities.
PE 5.7 Model support toward individuals of all ability levels and encourage others to be supportive and inclusive of all individuals.
PERFORMANCE
Goal 1
Use technological tools and other resources to locate and organize information. organize data, information and ideas into useful forms (MAPS) for presentation
Goal 2
Use technological tools to perform an act. Use technology to help memorize lines. Be ready to perform in front of their class
PROCESS
Four students for each group will be assigned to a certain role. The students will find a specific information. The student will then be ask to display this information and give an oral presentation to the class.
RESOURCES NEEDED
Computer lab is needed for students to access World Wide Web.
EVALUATION
“BATTER UP” SCORING GUIDE | |||||
Evaluator: | Project Name: | ||||
Students: | |||||
| |||||
Preliminary Work | Inc. | Poor | Avg. | Good | Excellent |
Students used the internet to get the information | 1 | 3 | 5 | 7 | 10 |
Students used primary and secondary research which include factual information. | 1 | 3 | 5 | 7 | 10 |
Work on Their Topic | |||||
Students showed evidence of understanding their topic. | 1 | 3 | 5 | 7 | 10 |
Students could follow instructions | 1 | 3 | 5 | 7 | 10 |
Students could organized their assignment well. | 1 | 3 | 5 | 7 | 10 |
MAP/SKIT of Central Tendencies | |||||
Maps and SKITS are correct with labels plotted. | 1 | 3 | 5 | 7 | 10 |
Students have used creativity in the design of maps and skits | 1 | 3 | 5 | 7 | 10 |
Students have used correct maximum and minimum file sizes for maps/skits | 1 | 3 | 5 | 7 | 10 |
Students showed complete understanding of presented maps and skits | 1 | 3 | 5 | 7 | 10 |
Students used knowledge of file size manipulation to control the size of the presentation. | 1 | 3 | 5 | 7 | 10 |
Students have labeled maps and performed skits with appropriate words. | 1 | 3 | 5 | 7 | 10 |
Presentation | |||||
The presentation is fluent from beginning to end. | 1 | 3 | 5 | 7 | 10 |
Students understand presentation material such as definition of topic and explanation of how their topic is found. | 1 | 3 | 5 | 7 | 10 |
Student explained their map and performed their skits fluently | 1 | 3 | 5 | 7 | 10 |
Overall performance of the presentation. | 1 | 3 | 5 | 7 | 10 |
Total: ________ |
CONCLUSION
This activity will involve finding the greatest baseball stadiums of the past and where the greatest baseball players of all time played. The students will also perform a baseball skit. They will search the web for information. The students will find where old ball parks use to be, and where famous players played. Students will also learn to memorize lines and perform. The students will use this information to present it to their classmates in a oral presentation.