2013 EDUCATION DAYS

At

Wednesday, April 10th @ 10:05 am Monday, April 29th @ 10:05 am Wednesday, May 15th @ 10:05 am

Curriculum Guide Including

Kentucky’s Learning Goals and Academic Expectations

IMPORTANT: PLEASE READ BEFORE CONTINUING

This curriculum guide was created to provide you with a learning “compass” to help guide your students through a truly rewarding “out of class” experience. The ideas and lesson plans included within stand to serve as a guide to educators to create educational, appropriate ideas to assist in the “Education Day” at Whitaker Bank Ballpark.

The curriculum has been designed by educators for educators. It is intended to help provide activities toward meeting Kentucky’s Learning Goals and Academic Expectations. For your convenience, the Learning Goals and Academic Expectations are listed within the curriculum. Regardless of the activity, the procedures and methods can easily be substituted to fit your appropriate grade level.

This curriculum has been organized with the following in mind: . Educators tailor their lesson plans to meet the needs of their students. . Educators may use bits and pieces of a lesson plan to create their own lesson plans. . Educators have the flexibility to use this curriculum to integrate ideas into current studies.

This curriculum guide has been divided into four basic areas of study: MATHEMATICS, SCIENCE, SOCIAL STUDIES, and LANGUAGE ARTS. Within each of these four areas of study, we have further divided them into two distinct sub-headings: FOCUSED LESSON PLANS and EXTENDED IDEAS.

Focused Lesson Plans: With at least three samples per section, these lesson plans have been designed as a complete, top-to-bottom lesson plan. Each focused lesson plan contains exercises to be dealt with in the classroom, at the “Education Day” games, and after the game has been completed as a follow-up or additional learning.

Extended Ideas: Each section contains a number of ideas that have been designed to peak your interest. Should you find an extended idea applicable to your area of expertise, you are encouraged to develop the concept into a focused lesson plan for use within your classroom. Please do not hesitate to modify, add to, subtract from, or completely re-work these ideas for your own application.

We sincerely appreciate your school’s/classroom’s participation and we truly hope that you find this event worthwhile, educational, and enjoyable. Additionally, we welcome any specific ideas or comments that would aid or improve the “Education Days” or the curriculum guide for future “Education Days.” . Was the guide easy to use? . Were there any errors? If so, please inform us so that we may correct them. . Was there an activity that stood out from the rest – one that your students truly enjoyed? . Did you enhance any of the activities in ways that may interest others? . Were there any activities that “struck out” or should never have been placed in the guide?

Just as in baseball, teaching only gets better with practice. So we’d like your ideas for future editions of this curriculum guide. Send your ideas or lesson plans to:

Lexington Legends Education Day Whitaker Bank Ballpark 207 Legends Lane Lexington, KY 40505 Curriculum Development

This curriculum was adapted from the Akron Aeros’ curriculum guide, which was developed by:

Akron Public Schools Curriculum Specialists Cheryl Baker and Judi Bevly

Downtown Primary School Sheri Leafgren

University of Akron Janel Litzel

Green Middle School Paula Jameson and Michael Curry

Litchfield Middle School Ernie Sigler and Jennifer Bennett

Akron Aeros Kurt Landes and Benjamin Tolchinsky

Adapted for Kentucky by:

Woodford County Middle School Greg Young Whitney Allison Gay Pease

Lexington Legends Chelsea Hansing TABLE OF CONTENTS

Language Arts Focused Lesson Plans Extended Ideas

Mathematics Focused Lesson Plans Extended Ideas

Science Focused Lesson Plans Extended Ideas

Social Studies Focused Lesson Plans Extended Ideas

Appendices Appendix A: Lexington Legends Statistics Appendix B: Statistics Worksheet Appendix C: Key Baseball Formulas Appendix D: Whitaker Bank Ballpark Costs Appendix E: Legends Roster Appendix F: Whitaker Bank Ballpark Diagram Appendix G: Whitaker Bank ballpark Diagram (2) Appendix H: South Atlantic League Map Appendix I: United States Map Appendix J: Lexington Map Appendix K: South Atlantic League Mileage Chart Appendix L: Legends Home Schedule Appendix M: Baseball Definitions Appendix N: Minor League Terms Appendix P: Legends History and Information Appendix Q: Legends Demographics Appendix R: “Casey at the Bat” Appendix S: Baseball Bat Sizes Appendix T: Baseball Scoring Sheet Appendix U: Legends Box Score Appendix V: Box Score Glossary Appendix W: Reading Baseball Statistics Appendix X: Baseball Books & Internet Web Sites Appendix Y: Kentucky Worksheets LANGUAGE ARTS Focused Lesson Plans

Lesson Plan 1 “Investigative Reporting”

Objective: Students will be able to write an informational piece using a prompt and utilize the writing process to make the writing activity clear for the intended audience. Students will also be able to identify significant individuals from the past and explain their contributions.

Kentucky’s Learning Goals and Academic Expectations: (1.11) Students write using appropriate forms, conventions, and styles to communicate ideas and information for different purposes. Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools such as interviews and surveys to find the information they need to meet specific demands, explore interests, or solve specific problems. (2.20) Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective. (3.4) Students demonstrate the ability to be resourceful and creative. (5.1) Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations. (5.4) Students use a decision-making process to make informed decisions among options. (6.2) Students use what they already know to acquire new knowledge, develop new skills, or interpret new experiences.

Materials: Reference guides, pencil, paper

Before the Game: Have students choose from the following topics: Whitaker Bank Ballpark Minor League Baseball Lexington Legends

1. Create 20 questions that cover the topic of study. Include the answers. Compile the results and transform into a “Trivial Pursuit”-type game. 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 our schools. Develop a plan of study or events that the students could participate in that would make a difference in our society. 5. Describe in a story, poem, song format your topic. 6. Have students write a proposal as if they were the mayor 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 areas, etc.

At the Game: Collect evidence that supports your topic at “Education Day.”

Beyond the Game: 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. LANGUAGE ARTS Focused Lesson Plans

Lesson Plan 2 “A Cat Has Nine Lives, Baseball Has Nine Innings”

Objective: Write a fictional narrative using a prompt and utilize the writing process to make the writing activity clear for the intended audience.

KERA Goal: (1.11) Students write using appropriate forms, conventions, and styles to communicate ideas and information for different purposes. (5.1) Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations. (5.4) Students use a decision-making process to make informed decisions among options. (6.2) Students use what they already know to acquire new knowledge, develop new skills, or interpret new experiences.

Materials: Paper, pencil, news articles of a recent Legends game, baseball (optional)

Before the Game: 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. Pass the baseball around the class. As the students hold the ball, read the article. At the appropriate times during the article, ask students to stand, holding the ball, and describe how the ball felt when the action was occurring. 3. After the article is read, engage the students in dialogue concerning the types of writing found in the sports section of the newspaper. 4. 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: 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 “Education Day” to create other written works such as: . Exposition . Summary – summarize the events of one inning of the Legends players . Personal Experience Narrative – write about your trip to the stadium . Persuasive Writing – write one paragraph to convince your parents to bring you to another Legends game . Informational Writing – write a description of your day at the game depicting events in order of occurrence . Letters – draft a letter to one of your favorite players . Invitations . Thank you notes – write and send a thank you note to your teacher for taking you to the game . Letter to the Editor . Directions – write clear directions from your seat to the nearest concession stand . Journal 2. Create a store using your observations from “Education Day” about what it’s like to be a baseball at Whitaker Bank Ballpark or other inanimate objects. LANGUAGE ARTS Focused Lesson Plans

Lesson Plan 3 “Language Arts Focus”

Objective: Write a descriptive narrative, a poem, and essay utilizing the writing process to make the writing activity clear for the intended audience.

KERA Goal: (1.11) Students write using appropriate forms, conventions, and styles to communicate ideas and information for different purposes. (5.1) Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations. (5.4) Students use a decision-making process to make informed decisions among options. (6.2) Students use what they already know to acquire new knowledge, develop new skills, or interpret new experiences.

Materials: Pencil, paper

Before the Game: Section 1 – Write a description narrative using action and sensory details about the game. Take notes at the game. Include at lease 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 lease one simile or metaphor.

Section 3 – Write an essay comparing and contrasting early baseball (1920’s) with today’s game. Take notes at the game. Include at least one simile or metaphor.

Section 4 – Illustrate Whitaker Bank Ballpark. Write a descriptive essay about the park. 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 park 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. Taking your poem, create an attractive “baseball-themed” holiday greeting card. 2. Create a frame for your Whitaker Bank Ballpark illustration and display each student’s creation in class. LANGUAGE ARTS Focused Lesson Plans

Lesson Plan 4 “The 5 W’s and an H”

Objective: Write an informational, nonfiction piece utilizing the writing process to make the writing activity clear for the intended audience.

KERA Goal: (1.11) Students write using appropriate forms, conventions, and styles to communicate ideas and information for different purposes. (5.1) Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations. (5.4) Students use a decision-making process to make informed decisions among options. (6.2) Students use what they already know to acquire new knowledge, develop new skills, or interpret new experiences.

Materials: Notes from “Education Day” game, copy of Legends box score, paper, pencil

At the Game: Take notes of what is happening during the game. What are the important plays of the game?

Beyond the Game: 1. Using the information gathered from “Education Day,” have students answer the following questions: . What happened? . Who did it affect? . When did it happen? . Where did it happen? . Why did it happen? . How did it happen? 2. Use the data above to create the lead paragraph for a news story. 3. Discuss other effective means of lead paragraph writing. Do some reporters choose not to list the important facts of the game first? Why would this be?

Beyond the Game (2): 1. Pretend you are a TV sports newscaster. Prepare a presentation reporting on the game. Videotape the presentation. 2. Write the entire news story for the lead paragraph you wrote earlier. 3. Compare your news story to an actual story written or broadcasted about the same game you attended. LANGUAGE ARTS Extended Ideas

Objective: Read and write poems, informational pieces, thank you letters, letters to the editor, and essays using prompts and utilizing the writing process to make the writing clear for the intended audience.

KERA Goal: (1.2) Students make sense of the variety of materials they read. (2.22) Students create works of art and make presentations to convey a point of view. (5.1) Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations. (5.2 Students use creative thinking skills to develop or invent novel, constructive ideas or products. (5.4) Students use a decision-making process to make informed decisions among options. (6.2) Students use what they already know to acquire new knowledge, develop new skills, or interpret new experiences.

. “CASEY AT BAT” For the entire “Casey at Bat” selection, please see Appendix R.

1. Read all but the last verse of Casey at Bat and ask students to create their own ending. 2. Select a character from the poem and have students create a baseball card for that character. 3. Ask each student to re-write the poem in 1st, 2nd, and 3rd person point-of-views. 4. Ask students to write their own version of Casey at the Bat using a current baseball player or a Legends player.

. BASEBALL LEXICON 1. List baseball terms that mean something totally different outside of baseball (strike, base, pitcher). 2. How did baseball “slang” words develop?

. BASEBALL AND NEWS JOURNALISM 1. Ask students to “announce an inning” as if they were baseball TV/radio analysts using a taped Legends or other game. 2. Using “Education Day” as the basis for this project, have students write a game story for the class/student newspaper. Clip out the game story from the local newspaper. How were the student’ stories different from the local newspapers? 3. Prepare an interview for a Legends baseball player. Why did you want to ask the question you did? What do you think the answer will be?

. WRITING BUSINESS LETTERS 1. After the game, direct students to write a thank-you letter to their principal, school district and the Legends thanking them for allowing the opportunity to attend “Education Day.” 2. Write a letter to the editor of a local newspaper describing your experiences at Whitaker Bank Ballpark. 3. Direct a resume to the Lexington Legends on why you should be hired as a Legends coach or marketing and promotions director. LANGUAGE ARTS Extended Ideas

. ESSAY WRITING 1. “What would you do if you were the Coach or General Manager or even Owner of the Legends?” 2. “What does Big L do in the off-season?” 3. “How do you think baseball originated?” 4. “Describe ‘Education Day’ using each of your senses.” 5. “If you were the owner, how would you create public interest for the Legends? How would you involve the Legends in the Lexington and Central Kentucky communities?” 6. “If you were Big L, what would you do to encourage fans to cheer?”

. BOOK REPORTS Have each student choose a book with a baseball theme (see Appendix X) and create a book report.

. BASEBALL BIOGRAPHIES 1. Direct students to create a baseball card – for themselves! What are their hobbies, interests, age, etc? 2. Choose a baseball player and have students write a biography for that player that will appear on the inside of a book cover.

. BASEBALL & MUSIC 1. Write a song about Whitaker Bank Ballpark and “Education Day.” Create a poem? 2. Dissect songs that use baseball as a theme. What are the lyrics saying?

. KWLS Create a KWL (What I Know, What I Want to Know, What I Learned) chart about baseball. Complete the “K” and “W” prior to attending the game and complete the “L” after the game.

. LEGENDS FAN CLUB Start a Legends fan club in your school or classroom. Design:

1. rap or cheer for the game; 2. fan club button, logo, and banner; and 3. fan club pennant to wave at the game.

. HAND SIGNALS Hand signals are an important part of the baseball game.

1. See if you can copy the hand signals as you watch the Legends game. 2. Before or after the game, develop your own system of hand signals for different purposes (e.g. signals for the classroom, playground, and cafeteria).

. BASEBALL ADVERTISEMENT 1. Have students brainstorm in groups as to what products they could invent and sell at a baseball game. 2. Create a poster advertisement, press release, commercial, feature story, logo, slogan and jingle for their new product. LANGUAGE ARTS Extended Ideas

. CREATE A BASEBALL CARD 1. Have students create their own baseball cards. Students can either create their own stats or borrow them from their favorite Legends player (Appendix A). Include a brief biography. 2. Students could interview a classmate and create a baseball card for that classmate based upon their

. CREATE YOUR OWN BASEBALL PROMOTION Creative promotions are a large part of Minor League baseball.

1. At “Education Day,” what types of events occur, in addition to the ballgame, that attract your attention? 2. Have students create their own “zany” promotion that the Legends could implement at the park. MATHEMATICS Focused Lesson Plans

Lesson Plan 1 “Time & Distance”

Objective: Students will be able to: . Convert, compare and compute with common units of measure within the same measurement system. . Read, interpret and use tables to draw conclusions. . Illustrate the approximate size of units of length and relate the number of units that measure the object to the size of the unit.

Kentucky’s Learning Goals and Academic Expectations: (1.5-1.9) Students use mathematical ideas and procedures to communicate, reason and solve problems. (2.7) Students understand number concepts and use numbers appropriately and accurately. (2.8) Students understand various mathematical procedures and use them appropriately and accurately. (2.10) Students understand measurement concepts and use measurement appropriately and accurately. (5.1) Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations. (5.4) Students use a decision-making process to make informed decisions among options. (6.2) Students use what they already know to acquire new knowledge, develop new skills, or interpret new experiences.

Materials: Calculator, paper, pencil, South Atlantic League Mileage Chart (Appendix K), Legends 2002 schedule (Appendix L)

Before the Game: 1. Convert the distance from one city to Lexington from miles to yards, feet, inches. 2. Before “Education Day,” determine how long was the visiting team’s trip if they traveled at a rate of 55 miles per hour 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 Whitaker Bank Ballpark.

At the Game: 1. On the way to the game, determine how many miles your class traveled to Whitaker 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 Whitaker Bank Ballpark 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: Using a mileage chart (Appendix K) and the Legends 2005 schedule (Appendix L), determine the total number of miles that the Legends will travel this season. MATHEMATICS Focused Lesson Plans

Lesson Plan 2 “Size/Dimensions of a Baseball Field”

Objectives: Students will be able to: . Determine perimeter and areas of common polygons; . Read, interpret and use maps to identify patters and draw conclusions; . Illustrate the approximate size of units of length and relate the number of units that measure the object to the size of the unit; . Convert, compare and compute with common units of measure within the same measurement system.

Kentucky’s Learning Goals and Academic Expectations: (1.5-1.9) Students use mathematical ideas and procedures to communicate, reason and solve problems. (2.7) Students understand number concepts and use numbers appropriately and accurately. (2.9) Students understand space and dimensionality concepts and use them appropriately and accurately. (2.10) Students understand measurement concepts and use measurement appropriately and accurately. (2.19) Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations. (5.1) Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations. (5.4) Students use a decision-making process to make informed decisions among options. (6.2) Students use what they already know to acquire new knowledge, develop new skills, or interpret new experiences.

Materials: Dimensions of your school’s baseball field and those of Whitaker Bank Ballpark (Appendix F & G), rulers, paper, pencil, protractor (optional), graph paper, stopwatch

Before the Game: 1. Measure the dimensions of your school’s baseball field. 2. Instruct students to use the dimensions of your school’s baseball field and Whitaker Bank Ballpark to create a scale drawing. For younger students, a pre-drawn field may be used. 3. Using the scale drawings, calculate the following: Whitaker Bank Ballpark School’s Field a. Area of infield in square feet b. Area of infield in square inches c. Distance from the pitcher’s mound to home plate in feet. d. Distance from the pitcher’s mound to home plate in inches. e. Distance from base to base in feet f. Distance from base to base in inches.

4. How many square inches larger is Whitaker Bank Ballpark infield compared to your school’s field? 5. Find the perimeter of each infield. What is the difference in perimeter between the two fields? 6. If a runner is traveling at 10 feet/second, how long would it take to get from home plate to first base? For a double? For a triple? Determine for both your school’s field and Whitaker Bank Ballpark 7. Would the rate change when a homerun is hit? Why or why not? 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)? 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 Whitaker Bank Ballpark to scale. 2. Determine the area of a chalkboard eraser. How many chalkboard erasers would it take to cover the Whitaker Bank Ballpark infield? MATHEMATICS Focused Lesson Plans

Lesson Plan 3 “Calculating Costs”

Objectives: Students will be able to: . Collect data, create a graph and use the graph to solve application problems; . Apply the concept of average; and . Compute with whole numbers and decimals.

Kentucky’s Learning Goals and Academic Expectations: (1.5-1.9) Students use mathematical ideas and procedures to communicate, reason and solve problems. (2.7) Students understand number concepts and use numbers appropriately and accurately. (2.8) Students understand various mathematical procedures and use them appropriately and accurately. (2.13) Students understand and appropriately use statistics and probability. (5.1) Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations. (5.4) Students use a decision-making process to make informed decisions among options. (6.2) Students use what they already know to acquire new knowledge, develop new skills, or interpret new experiences.

Materials: Calculator, pencil, paper, graph paper, ruler, and Appendix D

At the Game: 1. Have each student record the total amount of money spent at “Education Day” 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 a better value?

Beyond the Game: 1. Determine the total amount of money spent by the class followed by the average per student. 2. Plot the total amount of money spent by each student on a graph. Compare these figures with the class average. 3. Using the Legends attendance for “Education Day” and your class average, estimate how much revenue the Legends earned on this particular day? If these numbers held true for the entire 70-game home season, how much money would the Legends earn for a year? Discuss whether students feel that this is an accurate figure.

Beyond the Game (2): 1. Using actual costs at a Legends game (Appendix D), 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 Legends revenue (management salaries, game-day labor, electricity, etc…). MATHEMATICS Focused Lesson Plans

Lesson Plan 4 “Box Score Statistics”

Objectives: Students will be able to: . Apply the concept of average; . Read, interpret and use tables to solve application problems; and . Compute with whole numbers and decimals.

Kentucky’s Learning Goals and Academic Expectations: (1.5-1.9) Students use mathematical ideas and procedures to communicate, reason and solve problems. (2.7) Students understand number concepts and use numbers appropriately and accurately. (2.8) Students understand various mathematical procedures and use them appropriately and accurately. (2.13) Students understand and appropriately use statistics and probability. (5.1) Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations. (5.4) Students use a decision-making process to make informed decisions among options. (6.2) Students use what they already know to acquire new knowledge, develop new skills, or interpret new experiences.

Materials: Legends baseball box score (Appendix U), Baseball box score glossary (Appendix V), paper, and pencil Before the Game: Using Appendices U & V, have students answer the following questions or create your own: a) Who played first base for the Legends? b) What position did ______play for the Legends? c) Who where the opposing shortstops? d) If ______came into the game batting ____ ( __ hits in ___ at-bats), what is his new batting average after the game? e) What was the Legends team batting average for the game? The opponents? Both teams combined? f) How many hits did the Legends third baseman get? g) Which player drove in the most runs? h) In which inning did the Legends score two or more runs? i) How many outs did the Legends starting pitcher record? How many batters did he face? j) How many more Legends were left on base than the opponents? k) If the Legends scored this many runs per game over the 140-game season, how many runs would they score this year? l) What was the winning pitcher’s ERA (earned run average) for the game? The winning team’s? m) How many more strikeouts did the winning pitcher have than the losing pitcher? n) How many more hits did the losing pitcher give up than the winning pitcher? o) If all the men left on base would have scored, what would have been the final game score? p) If the Legends came into the game with 75 doubles on the year, and this game was their 61st game of the hear, how many doubles per game do they average after this game? q) The playing time was how many minutes less than three hours? r) How many times did all players go to bat? s) How many people attended the game? t) If each person at the game paid $7 per ticket, what was the total ticket revenue?

At the Game: Have students keep score or collect the appropriate game information in order to create their own box score after the game. (See Appendix T for a sample score sheet)

Beyond the Game: 1. Create your own box score based on a class exhibition game or a Major League baseball game on television. 2. Invent a new box score for a different class game. For example, if your class plays “Chalkboard Jeopardy,” create statistics for each participant and organize them into a unique box score. 3. Learn to keep the official score at a baseball game. See Appendix V. MATHEMATICS Extended Ideas

Objectives: Students will be able to: . Collect data, create charts and use data to draw conclusions; . Apply the concept of average; . Compute with decimals and percentiles; . Identify needed information in a problem situation; . Make predictions of outcomes; . Estimate the product using a formula; and . Convert and compute with common units of measurement.

Kentucky’s Learning Goals and Academic Expectations: (1.5-1.9) Students use mathematical ideas and procedures to communicate, reason and solve problems. (2.7) Students understand number concepts and use numbers appropriately and accurately. (2.8) Students understand various mathematical procedures and use them appropriately and accurately. (2.13) Students understand and appropriately use statistics and probability. (5.1) Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations. (5.4) Students use a decision-making process to make informed decisions among options. (6.2) Students use what they already know to acquire new knowledge, develop new skills, or interpret new experiences.

. CALCULATING A PITCHER’S EARNED RUN AVERAGE ERA stands for Earned Run Average, which is the average number of times batters earn a run against a pitcher. The lower a pitcher’s ERA is, the better. Use Appendix C to view the calculation for ERA. a) Calculate the average ERA of the Lexington Legends pitching staff using Appendix A. b) Using the statistics from the daily box score from “Education Day,” find the ERA for each starting pitcher. c) Write a paragraph explaining why you think an ERA becomes more accurate with more innings pitched.

. CALCULATING BATTING AVERAGE Using Legends team statistics, compute batting averages and graphically compare from one game to the next. Use www.lexingtonlegends.com to locate Legends game-day box scores and daily statistics. a) Did the student correctly compute the averages? b) Did the student display the results correctly? c) At “Education Day” calculate the Legends batting average for one inning.

. BASIC MATH SKILLS Use paper and pencil or the calculator to find the answers to these problems: a) I had 40 total hits for the season. I had 22 singles and 10 doubles. I had the same number of triples as home runs. How many home runs did I have? b) Fore the season, Joe had 47 total hits. He had 12 doubles, 3 triples, and 5 home runs. How many singles did he have? c) I had 3 triples for the season. I had twice as many home runs as triples. I also had twice as many doubles as home runs. How many extra base hits did I have? MATHEMATICS Extended Ideas

. USING FORMULAS TO CALCULATE STATISTICS ABOUT BATTING AND PITCHING a) Estimate/calculate how fast a pitcher throws for either one inning or ten pitches? Students could use stopwatches to time how long it takes a pitch to get from the pitcher’s hand to the catcher’s glove. In class, use the formula “Distance = Rate x Time” to calculate the speed of pitches. Students could create a spreadsheet of the information to compare speeds. In addition, compare speeds of students within the class or compare against the Legends pitchers at “Education Day.” b) Record the pitches thrown for an inning at “Education Day” and calculating the radio of balls versus strikes thrown by the pitcher.

. USE THE STUDENTS’ EXPERIENCES AND ACTIVITIES FROM “EDUCATION DAY” TO ESTIMATE THE TOTALS FOR AN ENTIRE GAME OR SEASON a) Use the announced attendance for “Education Day” to create calculations. . If the Legends averaged the same attendance as “Education Day,” what would their total attendance be for the season (based on a 70-game home season)? . If everyone paid $3 per ticket, how much money was collected for admission for the day? . Create a chart comparing how much money spent per student on food and souvenirs. Using that average, calculate how much the entire crowd spent. b) Have students keep track of how they spent their time at the game. What percentage of their time was spent where?

. COMPARISON OF STUDENT/PLAYER INFORMATION Using Appendix E, calculate the average height, weight, and age for the Legends players. Have students select a player and compare the student’s height, weight, and age with those of the selected player. Students can calculate differences and find percent differences, etc.

. USING MAPS a) Using Appendix E, have students calculate the distance each Legends player is from their hometown to Lexington. Covert miles to yards and feet to inches or into metric units. Which players are farthest and closest from home? b) Using Appendix K, determine how far the opposing team travels to get to the game. c) Using an average speed, calculate how long it will take the visiting team to get to the game. d) Using the same calculations to compare how long it will take your class to get to the game. Estimate the distance prior to the trip and compare the estimations to actual data. Compare this to the travels of the visiting team.

. MOCK DRAFT Using the team’s roster sheet (Appendix E) and player statistics (Appendix A), divide students into teams and hold a mock draft of Legends players. a) Why were some players taken before others? Ask students to support their selections with the statistics given. b) Did students use the statistical information to make sound decisions as to who to draft? c) Discuss how this process is similar to real drafts. d) How was it determined which team would received the 1st pick? What were the chances that your team was going to receive the first pick in the draft?

. CALCULATING BASEBALL STATISTICS Using Appendix B, have students fill in the missing numbers along the Legends’ player statistic sheet. SCIENCE Focused Lesson Plans

Lesson Plan 1 “The Greatest Distance is Sound”

Objectives: Students will be able to: . Make inferences from observations of phenomena. . Predict the inferences of the motion of the motion of some object on other objects. . Evaluate a simple procedure to carryout an exploration. . Evaluate scientific investigations to formulate and revise scientific explanations.

Kentucky’s Learning Goals and Academic Expectations: (2.1) Students understand scientific ways of thinking and working and use those methods to solve real-life problems. (2.3) Students identify and analyze systems and the ways their components work together or affect each other. (5.1) Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations. (5.4) Students use a decision-making process to make informed decisions among options. (6.2) Students use what they already know to acquire new knowledge, develop new skills, or interpret new experiences.

Materials: Hammer or piece of wood the size of a hammer, baseball bat (aluminum and/or wooden), ruler

Before the Game: Hold the bat horizontally with one hand. With your other hand, pick up 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. Why do you think this spot is called the “center of percussion?” (Hint: Which band instruments are called percussion instruments?)

At the Game: 1. Observe the sound that Legends players’ bats make. Are these sounds different from the sounds of your bat? Do ground balls sound different than fly balls? 2. Have various students close their eyes for one half-inning of the game. Have these students attempt to determine the difference between their “guess” and the actual distance of the ball.

Beyond the Game: 1. Experiment with other sports equipment (e.g. tennis racket, racquetball racket, hockey stick, etc.) to find the “center of percussion.” Graph your findings. 2. 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? SCIENCE Focused Lesson Plans

Lesson Plan 2 “The Center of Gravity”

Objectives: Students will be able to: . Make predictions then inferences from observations of phenomena. . Evaluate a simple procedure to carryout an exploration. . Evaluate conclusions based on scientific data.

Kentucky’s Learning Goals and Academic Expectations: (1.3) Students make sense of the various things they observe. (2.1) Students understand scientific ways of thinking and working and use those methods to solve real-life problems. (2.4) Students use the concept of scale and scientific models to explain the organization and functioning of living and nonliving things and predict other characteristics that might be observed. (5.1) Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations. (5.4) Students use a decision-making process to make informed decisions among options. (6.2) Students use what they already know to acquire new knowledge, develop new skills, or interpret new experiences.

Materials: Variety of baseball bats, two feet of string, measuring tape or ruler

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 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 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 the 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?

Beyond the Game: 1. What other careers require materials that are perfectly balanced? List those materials. 2. Discuss reasons why different players use different size bats. SCIENCE Focused Lesson Plans

Lesson Plan 3 “Gravity Principles”

Objectives: Students will be able to: . Read, interpret and use charts to identify patterns and draw conclusions. . Use variables to describe mathematical process. . Evaluate conclusions based on scientific data.

Kentucky’s Learning Goals and Academic Expectations: (1.3) Students make sense of the various things they observe. (2.1) Students understand scientific ways of thinking and working and use those methods to solve real-life problems. (2.4) Students use the concept of scale and scientific models to explain the organization and functioning of living and nonliving things and predict other characteristics that might be observed. (2.5) Students understand that under certain conditions nature tends to remain the same or move toward a balance. (2.8) Students understand various mathematical procedures and use them appropriately and accurately. (5.1) Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations. (5.4) Students use a decision-making process to make informed decisions among options. (6.2) Students use what they already know to acquire new knowledge, develop new skills, or interpret new experiences.

Materials: Pencil, baseball, stopwatch

Before the Game: Using the charts on the following page, find the rule or formula used in each chart. Allow students to experiment with formulas determined from the tables with a baseball.

SEE NEXT PAGE FOR CHARTS Time & Velocity of Time of an Object’s Total Time in Air & Total Time in Air & Falling Objects Fall & Distance Velocity Object Was Maximum Height Traveled During Fall Thrown Reached if Thrown Vertically Total Velocity Total Distance Total Velocity Total Height Time of of Time of (feet) Time in Thrown Time in Reached Fall Object Fall Air (miles/hr) Air (feet) (seconds) (feet (seconds (seconds (seconds per ) ) ) second) 1 32 1 16 1 11 1 4 2 64 2 64 2 22 2 16 3 96 3 144 3 33 3 36 4 128 4 256 4 44 4 64 5 160 5 400 5 55 5 100 6 6 6 6 7 7 7 7 8 8 8 8 9 9 9 9

At the Game: Using your stopwatch, collect sample data from the following: 1. Total time in air of fly balls. 2. Total time of the descent of a fly ball. 3. Estimate the height and the distance traveled by 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)? SCIENCE Extended Ideas

Students Will Be Able To: . Predict the inferences of the motion of some objects on others. . Make inferences from observations. . Identify simple patterns in physical phenomena. . Evaluate a simple procedure to carry out an exploration. . Analyze the impact of human activity on the ecosystems of the earth. . Demonstrate an understanding of the cycling of resources. . Identify the positive impact of technology on human activity.

Kentucky’s Learning Goals and Academic Expectations: (1.3) Students make sense of the various things they observe. (2.1) Students understand scientific ways of thinking and working and use those methods to solve real-life problems. (2.2) Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events. (2.3) Students identify and analyze systems and the ways their components work together or affect each other. (2.4) Students use the concept of scale and scientific models to explain the organization and functioning of living and nonliving things and predict other characteristics that might be observed. (2.5) Students understand that under certain conditions nature tends to remain the same or move toward a balance. (2.6) Students understand how living and nonliving things change over time and the factors that influence change. (2.8) Students understand various mathematical procedures and use them appropriately and accurately. (5.1) Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations. (5.4) Students use a decision-making process to make informed decisions among options. (6.2) Students use what they already know to acquire new knowledge, develop new skills, or interpret new experiences.

. EXAMINING SCIENTIFIC RELATIONSHIPS Using a baseball or softball, have students determine the relationships between time, velocity, distance, and height.

. Use your visit to Whitaker Bank Ballpark to determine the speed, velocity, or distance of a fly ball. . During your visit, determine the speed or velocity of a throw across the infield.

. RELATIONSHIP BETWEEN DISTANCE AND ANGLE In baseball, the angle of the swing has a dramatic effect on the angle of the baseball and, therefore, the ball’s distance. Experiments can be staged to emphasize the effect of the swing angle.

. Have students swing a baseball bat off of a batting tee using different angles. Determine which angle allowed the greatest distance. Which angle produced the worst results in terms of distance? What factors do your students feel affected your results (either positively or negatively)? . Using videotape, examine the swing of home run champion Mark McGwire or Sammy Sosa versus the swing of one of your students or of a baseball “singles” hitter. What factors caused McGwire and Sosa to be so successful? . Use the following website to illustrate this concept (powerful computer likely needed to run these intense graphics): http://www.exploratorium.edu/baseball/

. DETERMINING THE EFFECTS OF WEATHER AND AIR DENSITY ON A BASEBALL In class, discuss the differences during a baseball game between games played in ideal weather conditions versus games played in rain, cold, humidity, precipitation. Also discuss the effects that air density has on the distance that a ball will travel (e.g. in cities such as Denver).

What was the weather like at Whitaker Bank Ballpark on “Education Day?” Attempt to anticipate how well the ball will travel based on your class’s earlier findings.

. USING LEVERS A baseball bat is a first-class lever. Using a baseball bat as an example, determine the fulcrum, the force, and the load. What are other examples, in baseball and in general, of other first, second, and third class levers?

. BERNOULLI’S PRINCIPLE Test the effects of lift, drag and thrust on ball movement. How does the pitcher’s grip on a baseball or delivery motion affect ball movement?

. ANGLE OF THE SUN Using what students know about the sun and the layout of Whitaker Bank Ballpark, what seat would be the best if it were going to be a sunny, hot day? Which direction would you expect the wind to blow?

. MACHINERY & BASEBALL In what way has the development of machinery improved/hurt the cultural experience of the game of baseball? How was the game played before machines such as hot dog warmers, pitching machines and scoreboards were invented?

. LIFE CYCLES Ask students to spend one inning recording all observable life. Create diagrams of the cycle that was observed.

. BASEBALL INVENTIONS Have students state which inventions had the largest impact on professional baseball. Discuss. Research and list a number of inventions that have improved the game of baseball over the years. Ask them to create a new invention that would improve baseball.

. SWINGING THE BASEBALL BAT Using Appendix R, determine the appropriate bat length and weight for each Legends player (see Appendix E) as well as each student in class. Discuss why some players use larger or smaller bats than what is prescribed? Conduct experiments outside the classroom using a variety of baseball bat weights and lengths. SOCIAL STUDIES - ECONOMICS Focused Lesson Plans

Lesson Plan 1 “Decision-Making and Resources”

Objectives: Students will be able to: . Describe the role of each factor of production. . Identify the factors that influence consumer decisions and producers decisions to demand or supply goods.

Kentucky’s Learning Goals and Academic Expectations: (2.16) Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups. (2.18) Students understand economic principles and are able to make economic decisions that have consequences in daily living. (2.30) Students evaluate consumer products and services and make effective consumer decisions. (2.33) Students demonstrate the skills to evaluate and use services and resources available in their community. (5.1) Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations. (5.4) Students use a decision-making process to make informed decisions among options. (6.2) Students use what they already know to acquire new knowledge, develop new skills, or interpret new experiences.

Materials: List of people and materials involved with running the Lexington Legends team, pencil, paper

Before the Game: Discuss the following factor 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 Legends team. This could be as small as the grass at Whitaker Bank Ballpark or as important as the Legends manager. 2. Place the students in small groups with the following instructions: a. Evaluate each item on the list to determine which factor of production with which it is most associated. 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 Legends’ 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 Legends similar or different to other types of businesses? SOCIAL STUDIES - GEOGRAPHY Focused Lesson Plans

Lesson Plan 2 “Plotting Minor League Baseball Teams”

Objectives: Students will be able to: . Interpret and analyze maps to formulate geographic ideas. . Compare and contrast information to draw conclusions from the data. . Select information from a variety of resources. . Use maps as a source of information to describe physical differences between places and recognize major land forms and bodies of water.

Kentucky’s Learning Goals and Academic Expectations: (1.1) Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools such as interviews and surveys to find the information they need to meet specific demands, explore interests, or solve specific problems. (2.19) Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations. (5.1) Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations. (5.4) Students use a decision-making process to make informed decisions among options. (6.2) Students use what they already know to acquire new knowledge, develop new skills, or interpret new experiences.

Materials: Oversized United States map (to be marked on), markers, baseball information resources: books, web sites, etc. (Appendix W)

Before the Game: See Appendix N for a listing of every minor league baseball team in America. 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 student, have the students research the following items and then compare their findings to those of the Lexington Legends. Add your own comparisons!

Team Name Lexington Legends Selected Team Level of Professional Baseball “A” Name of League South Atlantic League 2004 Attendance 388,710 Number of Games Played 140 Stadium Name Whitaker Bank Ballpark Total Cost to Build Stadium $13.5 million Cost of a hot dog $2.50 Average Cost of a ticket $8 Downtown or Suburbs Downtown Distance from Lexington (miles) 0 Nearest body of water Kentucky River City Population 260,512 At the Game: 1. On the way to the game, ask the student who was assigned the Legends opponent to report their findings to the rest of the class. 2. Discuss how the Legends and the city of Lexington 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 league and minor league baseball. 2. Locate cities without a baseball team that have comparable statistics and city information that would make them ideals hosts to a new professional team. Have any of these teams attempted to lure a team in the past? SOCIAL STUDIES - GEOGRAPHY Extended Ideas

Objectives: Students will be able to: . Utilize map skills to distinguish between relevant and irrelevant information. . Interpret and analyze maps to determine and explain relationships among resources, economic activities, and population distribution. . Use maps as a resource of information to describe physical differences and recognize major landforms. . Identify factors that influence consumer decisions and producers decisions to demand and supply goods. . Demonstrate map skills by identifying major reference points and using linear scale to measure distances. . Identify significant individuals from the past and explain their contributions. . Analyze a nonfiction selection to differentiate between fiction and nonfiction. . Select information from a variety of resources and inter fro the text. . Identify and explain cause and effect relationships for major historical developments including multiple causation and historical antecedents.

Kentucky’s Learning Goals and Academic Expectations: (2.16) Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups. (2.17) Students interact effectively and work cooperatively with the many ethnic and cultural groups of our nation and world. (2.18) Students understand economic principles and are able to make economic decisions that have consequences in daily living. (2.19) Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations. (2.20) Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective. (2.26) Through the arts and humanities, students recognize that although people are different, they share some common experiences and attitudes. (2.30) Students evaluate consumer products and services and make effective consumer decisions. (2.33) Students demonstrate the skills to evaluate and use services and resources available in their community. (4.5) Students demonstrate an understand of, appreciation for, and sensitivity to a multi-cultural and world view. (5.1) Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations. (5.4) Students use a decision-making process to make informed decisions among options. (6.2) Students use what they already know to acquire new knowledge, develop new skills, or interpret new experiences. . DISTANCE TRAVEL The Lexington Legends play in a 16-team “A” baseball league known as the “South Atlantic League.” Representative teams are located throughout the mid-south Atlantic region of the United States. Major league teams ideally prefer their minor league affiliates to be as close as possible for a number of reasons. See Appendix H for a map of South Atlantic League teams and Appendix K for a comprehensive mileage chart.

1. Identify the major league team associated with each South Atlantic League team. Determine the distance between each major league team to its South Atlantic League affiliate. Plot on a map. 2. What direction would you have to travel to get to each South Atlantic League Park? 3. Why do major league teams generally prefer that their minor league affiliates be as close as possible?

. USING MAPS 1. Have students determine the directions from your school to Whitaker Bank Ballpark using a local map. 2. What distance is your school from Whitaker Bank Ballpark? 3. Plot the major highways and roads the Legends take to each South Atlantic League city.

. ECONOMIC IMPACT OF BASEBALL AND WHITAKER BANK BALLPARK, 1. List a number of changes (positive or negative) that a baseball/sports stadium can have on a city. 2. Why do many cities yearn for baseball/sports stadiums? 3. Are all stadiums a success for their representative cities/regions? Through research, find examples of other cities that have built new stadiums in the past ten years. 4. Why was Whitaker Bank Ballpark built where it was?

. NORTH, SOUTH, EAST, WEST ORIENTATION

1. What features are in the northern-most direction of the ballpark? 2. Which teams in the South Atlantic League is the farthest north? South? East? West? 3. Behind which base at Whitaker Bank Ballpark does the sun set? Why has the stadium been laid out so the sun sets behind this base? Why are all baseball fields laid out in this direction? 4. On a picture of the park (Appendix F), draw a directional indicator showing all four directions.

. JOBS/PROFESSIONS REPRESENTED AT WHITAKER BANK BALLPARK Many assume that minor league baseball consists only of the players that step onto the field. In reality, a number of different professions are represented, in addition to many job opportunities. Throughout the summer, as many as 200 people may be employed at once whereas throughout the fall and winter months, the staff is scaled back to only 20 – 25 full-time employees.

1. List all possible career opportunities/professions represented at Whitaker Bank Ballpark. 2. How can these jobs be categorized (ticket sales, marketing, finance, game day versus full- time)? 3. Estimate a Lexington Legends player salary (generally between $20,000 - $30,000). Discuss why it is so much lower than the salaries that are reported in the newspapers. 4. Besides being a player, what jobs with the Legends would interest you the most? 5. At “Education Day,” keep track of each type of employee with whom you interact. . GEOGRAPHY OF LEXINGTON AND SURROUNDING COMMUNITIES 1. From each surrounding community, what is the distance (in miles) to Whitaker Bank Ballpark? 2. On average, fans from as far as one hour in each direction will attend Whitaker Bank Ballpark. Mark a one-hour distance radius from Whitaker Bank Ballpark from all directions and list some of the communities that attend events at Whitaker Bank Ballpark. 3. How long does it take from each community to travel to Whitaker Bank Ballpark?

. NATIONALITY OF LEGENDS PLAYERS 1. Using the roster sheet (Appendix E), identify the number of Legends players from countries other than the United States. Discuss why so many players are from other countries. Which countries are represented? How many players are from each country? Do you think the results are representative of all of minor and major league baseball? 2. Why are there so many players from Latin America playing in the United States? Are there any other countries that are gradually increasing their representation in baseball? 3. Using yarn and a map of the Americas, connect each player’s hometown to Lexington. Who traveled the furthest to play in Lexington?

. SIGNIFICANT & FAMOUS A significant person makes a lasting contribution to society. What person in the history of baseball could be significant? Defend your position. Is there a person you would label a famous but not significant individual?

1. When was this person born and when did they die? 2. In what way is this person historically significant? Famous? 3. What was the major event in the person’s life (cause or action)? 4. What was the action taken by the person (effect)? 5. What was the result of the action taken (additional effects)?

. FACT VS. OPINION Using an article from the sports section in a newspaper, ask students to highlight the facts in yellow and opinions in pink. Was the article mostly factual or opinionated? Do certain sections of the paper consistently print more factual or opinionated articles?

. TRADITIONS & SUPERSTITIONS Research different traditions and/or superstitions in the game of baseball. How did they originate and are all of them still in use? For example: singing the National Anthem, hot dogs, Crackerjack, “Take Me Out to the Ballgame,” the World Series, not washing your socks while on a winning streak, jumping over the white foul lines, etc…

. LABOR-MANAGEMENT RELATIONS IN BASEBALL The relationship between the players (labor) and the owners (management) has impacted professional sports, and baseball in particular, a great deal.

1. Discuss labor relations in other industries. 2. What are the major issues between the players and owners?

. DEMOGRAPHICS Demographics play a large part towards determining how the Legends market Whitaker Bank Ballpark and baseball throughout the community. Minor League Baseball has a strong history of reaching specific demographics (i.e. families, children, etc.). Can your students determine the logic behind this?

1. What are the demographics (see Appendix P)? 2. Estimate the Legends demographics. Would you have predicted these figures? 3. Why do the Legends pay close attention to demographics? How can the Legends and other businesses utilize this information? APPENDIX A 2003 Legends Individual Statistics

Batting

Batting Home Player Averages At-Bats Hits Runs Runs Batted In Strikeouts 1 Acevedo, Freddy .237 405 96 10 46 132 2 Alvarez, Wilner .215 260 56 3 14 51 3 Cespedes, Robinson .229 310 71 3 33 46 4 Checksfield, Steven .241 116 28 7 21 35 5 Conrad, Brooks .186 140 26 3 11 25 6 Davidson, Kevin .333 3 1 1 2 1 7 Fagan, John .251 346 87 18 57 115 8 Fernando, Osvaldo .226 451 102 1 36 81 9 Hawkins, Dustin .196 336 66 0 26 72 10 Humphries, Justin .269 338 91 14 50 83 11 Kochen, Ryan .248 475 118 11 53 96 12 Likely, Cameron .262 164 43 1 17 26 13 Melendez, German .218 179 39 0 16 35 14 Obradovich, Mark .218 275 60 2 25 51 15 Peavey, Pat .238 369 88 11 49 60 16 Soto, T.J. .295 325 96 12 62 77 17 Total .238 4492 1068 97 518 986

Pitching

Pitcher Wins Losses ERA Saves Innings Pitched Earned Runs Walks Strikeouts Barrios, Angel 0 0 4.50 0 6 3 6 4 Carlson, Jesse 3 0 1.56 13 63.1 11 16 84 Davis, Brendon 1 0 3.78 0 16.2 7 10 13 De Leon, Juan 2 0 1.83 2 39.1 8 22 45 Doyne, Cory 3 1 2.14 0 54.2 13 19 48 Escobar, Rodrigo 1 0 5.63 1 46.1 29 22 41 Freeman, Daniel 4 2 1.64 21 55 10 18 63 Grigsby, Derick 2 2 4.79 0 35.2 19 14 21 Hamilton, Mark 0 0 .96 0 9.1 1 3 17 Hansack, Devern 10 6 4.52 0 91.2 46 32 76 Heitzman, Aaron 12 10 4.35 0 157.1 76 60 75 McLemore, Mark 2 11 4.58 0 92.1 47 55 101 Nieve, Fernando 14 9 3.65 0 150.1 61 65 144 Peguero, Jailen 5 13 3.64 1 146.0 59 69 111 Salazar, Julio 1 0 2.81 1 16 5 9 11 Sampson, Christopher 4 3 1.39 1 84 13 14 66 Sinclair, Ernie 5 3 3.15 0 54.1 19 28 47 Westhoff, Billy 6 2 3.10 2 90 31 48 59 Total 75 63 3.41 42 1210.2 459 513 1026 APPENDIX B Statistics Worksheet

Lexington Legends Individual Batting

PLAYER AVG AB R H Acevedo, Freddy 0.237 51 96 Alvarez, Wilner 0.215 260 27 56 Cespedes, Robinson 0.229 310 41 71 Checksfield, Steven 116 19 28 Conrad, Brooks 0.186 140 26 Davidson, Kevin 0.333 3 1 1 Fagan, John 0.251 346 53 87 Fernando, Osvaldo 0.226 451 58 Hawkins, Dustin 0.196 336 40 66 Humphries, Justin 0.269 338 39 91 Kochen, Ryan 0.248 475 65 118 Likely, Cameron 0.262 26 43 Melendez, German 179 16 39 Obradovich, Mark 0.218 275 28 Peavey, Pat 0.238 369 88 Soto, T.J. 0.295 60 96 TOTAL-ALL BATTERS 0.238 587 1068

Lexington Legends Individual Pitching

PITCHERS W-L ERA IP ER Barrios, Angel 0-0 4.5 6 3 Carlson, Jesse 3-0 1.56 11 Davis, Brendon 1-0 3.78 16.2 7 De Leon, Juan 2-0 1.83 39.1 Doyne, Cory 3-1 2.14 54.2 13 Escobar, Rodrigo 46.1 29 Freeman, Daniel 4-2 1.64 55 10 Grigsby, Derick 2-2 4.79 35.2 19 Hamilton, Mark 0-0 0.96 1 Hansack, Devern 10-6 4.52 91.2 46 Heitzman, Aaron 157.1 76 McLemore, Mark 2-11 4.58 92.1 47 Nieve, Fernando 14-9 3.65 150.1 61 Peguero, Jailen 5-13 3.64 146 Salazar, Julio 1-0 2.81 16 5 Sampson, Christopher 4-3 1.39 84 13 Sinclair, Ernie 5-3 54.1 19 Westhoff, Billy 6-2 3.1 90 31 Total 75-63 3.41 1210.2 459 APPENDIX B Statistics Worksheet (Continued)

2003 Lexington Legends Individual Batting

PLAYER AVG AB R H Acevedo, Freddy 0.237 405 51 96 Alvarez, Wilner 0.215 260 27 56 Cespedes, Robinson 0.229 310 41 71 Checksfield, Steven 0.241 116 19 28 Conrad, Brooks 0.186 140 20 26 Davidson, Kevin 0.333 3 1 1 Fagan, John 0.251 346 53 87 Fernando, Osvaldo 0.226 451 58 102 Hawkins, Dustin 0.196 336 40 66 Humphries, Justin 0.269 338 39 91 Kochen, Ryan 0.248 475 65 118 Likely, Cameron 0.262 164 26 43 Melendez, German 0.218 179 16 39 Obradovich, Mark 0.218 275 28 60 Peavey, Pat 0.238 369 43 88 Soto, T.J. 0.295 325 60 96 TOTAL-ALL BATTERS 0.238 4492 587 1068

2003 Lexington Legends Individual Pitching

PITCHERS W-L ERA IP ER Barrios, Angel 0-0 4.5 6 3 Carlson, Jesse 3-0 1.56 63.1 11 Davis, Brendon 1-0 3.78 16.2 7 De Leon, Juan 2-0 1.83 39.1 8 Doyne, Cory 3-1 2.14 54.2 13 Escobar, Rodrigo 1-0 3.78 46.1 29 Freeman, Daniel 4-2 1.64 55 10 Grigsby, Derick 2-2 4.79 35.2 19 Hamilton, Mark 0-0 0.96 9.1 1 Hansack, Devern 10-6 4.52 91.2 46 Heitzman, Aaron 12-10 4.35 157.1 76 McLemore, Mark 2-11 4.58 92.1 47 Nieve, Fernando 14-9 3.65 150.1 61 Peguero, Jailen 5-13 3.64 146 59 Salazar, Julio 1-0 2.81 16 5 Sampson, Christopher 4-3 1.39 84 13 Sinclair, Ernie 5-3 3.15 54.1 19 Westhoff, Billy 6-2 3.1 90 31 Total For All Pitchers 75-63 3.41 1210.2 459 APPENDIX C Key Baseball Formulas

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

AVG = H ÷ AB

Below .220 weak hitter .220 - .250 low to average hitter

.250 - .300 good, solid hitter .300 & up excellent hitter

ON-BASE PERCENTAGE This statistic shows the percentage of time a player can be expected to reach base safely, either by a hit, a walk (BB) or being hit by a pitch (HBP). The on-base percentage is represented by a decimal and carried out to three decimal places. The higher the percentage, the more likely the player is to reach a base safely. The on-base percentage is found by dividing the number of times a player reached base safely by their total at-bats.

OB% = (H + AB) ÷ (AB + BB + HPB + SAC)

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

SLG% = TB ÷ AB

EARNED RUN AVERAGE The earned run average is represented by a decimal and carried out to three decimal places. The formula for the earned run average is as follows:

Step 1: Innings pitched ÷ 9 = games Step 2: earned runs (ER) ÷ games = ERA APPENDIX C Key Baseball Statistics (Continued)

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

HR: CUM AB RATIO = (AB + BB) ÷ HR

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

SO: CUM AB RATIO = (AB + BB) ÷ SO APPENDIX D Whitaker Bank Ballpark Costs

Legends Merchandise Prices Legends Concessions Prices Baseballs $5 Hot Dog $2.50 Stickers $1 Jumbo Hot Dog $3.75 Key Chains $5 Hamburger $3.50 Stadium Seat Cushions $8 Cheeseburger $3.75 Screened Sweatshirts $25 Grilled Chkn Sandwich $4.25 Emb. Sweatshirts $45 Bratwurst $3.50 T-shirts $15 French Fries $2.75 Long-sleeved T-shirts $18 Nachos $3.25 Authentic Jerseys $120 Pretzel $2.75 Replica Jerseys $60 Peanuts $3.25 Car Flags $10 Sunflower Seeds $3.50 License Plates $5 Popcorn $3.00 Can Coolers $4 Chips $2.00 Youth T-shirts $12 Cracker Jacks $2.50 Youth L/S T-shirts $16 Candy Bars $2.00 Youth Sweatshirts $22 22 oz. Pepsi Youth Jerseys $40 (in a souvenir cup) $2.75 New Era Fitted Hats $22 32 oz. Pepsi New Era Adjust. Hats $18 (in a souvenir cup) $4.00 Flex Fit Hats $16 Coffee/Hot Chocolate $1.50 Rawlings Pullover $45 Bottled Water $3.00 Post Cards $1 All Sport $2.50 Golf Ball Sleeve $7 Legends Team Sets $6 Polo Shirts $30-42 Baseball Cube $2 Lapel Pins $5 Mini Bats $5 Coffee Mugs $7 Batting Helmets $6 Pennants $3 Money Clips $6 Rain Ponchos $4

Legends Tickets Box Seat (any age) $8 Adult, General Admission $4 Child, General Admission $3 Senior, General Admission $3 Appendix E Legends Roster

2005 Lexington Legends Roster

Num Name Bat Thw Ht Wt DOB

Infielders

31 Justin Humphries R R 6'4" 210 2/24/1983

32 Edwin Maysonet R R 6'1" 180 10/17/1981

2 Clint McGill R R 5'11" 175 9/3/1981

19 Ole Sheldon R R 6'4" 210 11/25/1982

10 Drew Sutton R R 6'3" 185 6/30/1983

3 Bryan Triplett R R 6'0" 185 4/16/1982

Outfielders

35 Francisco Caraballo R R 6'2" 195 10/21/1983

13 Mitch Einertson R R 5'10" 178 4/4/1986

24 Ryan Reed L L 6'4" 200 12/18/1983

14 Beau Torbert R R 6'4" 205 5/1/1983

Catchers

5 Chris Clark R R 6'3" 200 8/10/1982

11 Lou Santangelo R R 6'1" 200 3/16/1983

15 J.R. Towles R R 6'2" 175 2/11/1984

Pitchers

23 Andrew Alvarado R R 6'1" 200 12/3/1982

22 Jimmy Barthmaier R R 6'4" 210 1/6/1984

12 Chris Blazek L L 6'0" 195 3/2/1984

25 Raymar Diaz R R 6'9" 210 11/13/1983

44 Evan Englebrook R R 6'8" 225 4/28/1982

34 Paul Estrada R R 6'1" 220 9/10/1982

20 Jamie Gant R R 6'2" 190 9/4/1982

46 Juan Gutierrez R R 6'3" 200 7/14/1983

40 Ronnie Martinez R R 5'11" 205 7/6/1983

41 Garrett Murdy R R 6'4" 215 3/15/1983

23 Felipe Paulino R R 6'2" 180 10/5/1983

36 Chad Reineke R R 6'6" 210 4/9/1982

37 Ryan Thompson R R 6'4" 220 8/6/1982 APPENDIX F Whitaker Bank Ballpark APPENDIX G Whitaker Bank Ballpark Diagram (2) 318’

401’

90’ – 0” 8’ ” ” 0 0

– –

’ ’ 0 0 9 60’ – 6” 9

50’ 90’ – 0” 320’ APPENDIX H South Atlantic League Map APPENDIX I United States Map APPENDIX J Map of Lexington, Kentucky APPENDIX K 2005 South Atlantic League Mileage Chart y y s y s e o n d n h a a e V i C l t t t r r l l i v u o o a i w s n t S r o m o o W b o n v C o k u u g a o

b p t l n n e c w n o m g s n s i a R i a a o m h r e o u l u t n t n C x l i t v s H k e s e e A n s e o p a A e a g e Club e D a e L l a C r k S l L a r r K a C a G H a L h h C C Asheville * 163 155 263 281 558 168 440 73 114 538 629 259 239 295 357 Tourists Augusta 163 * 69 133 421 602 246 556 203 176 679 710 425 205 117 234 GreenJackets Capital City 155 69 * 111 355 536 180 490 130 110 614 645 417 279 143 308 Bombers Charleston, 263 133 111 * 468 563 252 567 254 223 726 685 525 357 104 321 SC Riverdogs Charleston 281 421 355 468 * 465 235 290 245 259 259 509 173 475 499 645 WV Power Delmarva Shorebirds 558 602 536 563 465 * 382 179 478 446 478 177 637 763 633 843 (Salisbury, MD) Greensboro Grasshopper 168 246 180 252 235 382 * 317 88 57 487 470 391 383 313 485 s Hagerstown 440 556 490 567 290 179 317 * 380 382 300 221 461 637 634 795 Suns Hickory 73 203 130 254 245 478 88 380 * 40 503 563 332 308 286 418 Crawdads Kannapolis 114 176 110 223 259 446 57 382 40 * 517 534 406 314 254 416 Intimidators Lake County 538 679 614 726 259 478 487 300 503 517 * 483 329 645 757 850 Captains Lakewood 629 710 645 685 509 177 470 221 563 534 483 * 680 826 754 952 BlueClaws Lexington 259 425 417 525 173 637 391 461 334 406 329 680 * 316 556 528 Legends Rome 239 205 279 357 475 763 383 637 308 314 645 826 316 * 314 230 Braves Savannah 295 117 143 104 499 633 313 634 286 254 757 754 556 314 * 218 SandGnats Columbus 357 234 308 321 645 843 485 795 418 416 850 952 528 230 218 * Catfish APPENDIX L 2005 Lexington Legends Home Schedule Date Opponent Time Thurs Apr 6 Lakewood 7:05pm Fri Apr 7 Lakewood 7:05pm Sat Apr 8 Lakewood 7:05pm Sun Apr 9 Lakewood 2:05pm Mon Apr 10 Hickory 7:05pm Tues Apr 11 Hickory 7:05pm Wed Apr 12 Hickory 11:05am Thurs Apr 13 Hickory 7:05pm

Sat Apr 22 W. Virginia 7:05pm Sun Apr 23 W. Virginia 2:05pm Mon Apr 24 W. Virginia 7:05pm

Fri Apr 28 Hickory 7:05pm Sat Apr 29 Hickory 7:05pm Sun Apr 30 Hickory 2:05pm

Mon May 8 Greensboro 7:05pm Tues May 9 Greensboro 10:35am

Mon May 15 Greenville 7:05pm Tues May 16 Greenville 7:05pm Wed May 17 Greenville 7:05pm Thurs May 18 Greenville 7:05pm Fri May 19 Augusta 7:05pm Sat May 20 Augusta 7:05pm Sun May 21 Augusta 2:05pm Mon May 22 Augusta 7:05pm

Sat May 27 Delmarva 7:05pm Sun May 28 Delmarva 2:05pm Mon May 29 Delmarva 7:05pm Tues May 30 Delmarva 7:05pm

Mon June 5 Lake County 7:05pm Tues June 6 Lake County 7:05pm Wed June 7 Lake County 12:35pm Thurs June 8 Lake County 7:05pm Fri June 9 Greensboro 7:05pm Sat June 10 Greensboro 7:05pm Sun June 11 Greensboro 4:05pm

Thurs June 22 Asheville 7:05pm Fri June 23 Asheville 7:05pm Sat June 24 Asheville 7:05pm Sun June 25 Asheville 6:05pm Tues July 4 Kannapolis 7:05pm Wed July 5 Kannapolis 7:05pm Thurs July 6 Kannapolis 7:05pm Fri July 7 W. Virginia 7:05pm Sat July 8 W. Virginia 7:05pm Sun July 9 W. Virginia 6:05pm

Mon July 17 W. Virginia 7:05pm Tues July 18 W. Virginia 7:05pm Wed July 19 Hagerstown 7:05pm Thurs July 20 Hagerstown 7:05pm Fri July 21 Hagerstown 7:05pm Sat July 22 Hagerstown 7:05pm

Wed Aug 2 Rome 7:05pm Thurs Aug 3 Rome 7:05pm Fri Aug 4 Rome 7:05pm Sat Aug 5 Rome 7:05pm Sun Aug 6 Columbus 4:05pm Mon Aug 7 Columbus 7:05pm Tues Aug 8 Columbus 7:05pm Wed Aug 9 Columbus 7:05pm

Sat Aug 19 Lake County 7:05pm Sun Aug 20 Lake County 6:05pm Mon Aug 21 Lake County 7:05pm Tues Aug 22 Lake County 7:05pm Wed Aug 23 Hickory 7:05pm Thurs Aug 24 Hickory 7:05pm Fri Aug 25 Hickory 7:05pm

Fri Sept 1 Greensboro 7:05pm Sat Sept 2 Greensboro 7:05pm Sun Sept 3 Greensboro 6:05pm Mon Sept 4 Greensboro 2:05pm APPENDIX M Baseball Definitions

Ahead of the Count – Said of the pitcher when there are more strikes than balls on the batter. Also, describing the batter when there are more balls than strikes.

Around the Horn – Term used to describe a double-play in which a ground ball is fielded by the third baseman who throws to second base who throws to first base.

On Deck – Term given to the player that is schedule to be the next hitter.

Ballpark Frank – Name given to hot dogs sold at a baseball stadium.

Bang-Bang Play – A very close tag or force play when the runner and baseball arrive almost simultaneously.

Clean-Up Hitter – The player that bats fourth in the batting order. He is the player most likely to bat with players on base and have the opportunity to “clean or clear” the bases with a hit.

Fungo – A high fly ball.

Grand Slam – A home run that occurs with the bases loaded, producing four runs scored.

Horsehide – The ball itself. Baseballs are covered with horsehide or cowhide.

Knuckleball – A slowly thrown pitch that has little or no spin, causing it to wobble and dip unpredictably. It is gripped with the fingernails or knuckles.

National Pastime – A term commonly applied to baseball in the United States. It was first used in 1857.

Round-Tripper – A home run, from the fact that the batter leaves and returns home on the same “ticket.”

Squeeze Play – Play where the batter attempts to score a runner from third base by bunting. The runner sprints for home with the pitch and the batter bunts the ball to a place where fielders cannot throw out the runner.

Switch-hitter – A batter that hits both right- and left-handed. A switch-hitter usually hits right- handed against left-handed pitchers and left-handed against right-handed pitchers.

Texas Leaguer – A poorly hit ball that loops meekly over the infield and lands for a hit.

Utility Player – A substitute that is a valuable member because of his ability to play several different positions. Appendix N 2006 Minor League Baseball Teams

Aberdeen IronBirds Greenville Astros Peoria Mariners Aguascalientes Railroadmen Hagerstown Suns Phoenix Athletics Akron Aeros Harrisburg Senators Portland Beavers Albuquerque Isotopes Helena Brewers Portland Sea Dogs Altoona Curve Hickory Crawdads Potomac Nationals Anaheim Angels High Desert Mavericks Princeton Devil Rays Angelopolis Tigers Hudson Valley Renegades Puebla Parrots Arizona Brewers Huntsville Stars Pulaski Blue Jays Arizona Rangers Idaho Falls Chukars Rancho Cucamonga Quakes Arizona Royals Indianapolis Indians Reading Phillies Arizona-Montreal Co-op Inland Empire 66ers Richmond Braves Arkansas Tourists Iowa Cubs Rochester Red Wings Auburn Doubledays Jacksonville Suns Rome Braves Augusta GreenJackets Jamestown Jammers Round Rock Express Bakersfield Blaze Johnson City Cardinals Sacramento River Cats Baltimore Orioles Jupiter Hammerheads Salem Avalance Batavia Muckdogs Kane County Cougars Salem-Keizer Volcanoes Beloit Snappers Kannapolis Intimitdators Salt Lake Stingers Billings Mustangs Kingsport Mets Saltillo Sarape Makers Binghamton Mets Kinston Indians San Antonio Missions Birmingham Barons Lake County Captains San Jose Giants Bluefield Orioles Lake Elsinore Storm San Luis Tuneros Boise Hawks Lakeland Tigers Sarasota Red Sox Bowie Baysox Lakewood BlueClaws Savannah Sand Gnats Brevard Co. Manatees Lancaster JetHawks Scranton/Wilkes –Barre Red Bristol White Sox Lansing Lugnuts Barons Brooklyn Cyclones Las Vegas 51s South Bend Silver Hawks Buffalo Bisons Lexington Legends Southwest Michigan Devil Rays Burlington Bees Louisville Bats Spokane Indians Burlington Indians Lowell Spinners Springfield Cardinals Campeche Pirates Lynchburg Hillcats St. Lucie Mets Cancun Lobstermen Mahoning Valley Scrappers Staten Island Yankees Capital City Bombers Memphis Redbirds Stockton Ports Carolina Mudcats Mesa Angels Swing of the Quad Cities Casper Rockies Mesa Cubs Syracuse SkyChiefs Charleston RiverDogs Mexico Red Devils Tabasco Cattlemen Charlote Knights Midland RockHounds Tacoma Rainiers Chattanooga Lookouts Mississippi Braves Tampa Yankees Clearwater Threshers Missoula Osprey Tennessee Smokies Clinton LumberKings Mobile BayBears Tijuana Colts Colorado Springs Sky Sox Modesto Nuts Toledo Mud Hens Columbus Clippers Monclova Steelers Trenton Thunder Columbus Catfish Monterrey Sultans Tri-City Dust Devils Corpus Christi Hooks Montgomery Biscuts Tri City ValleyCats Danville Braves Myrtle Beach Pelicans Tucson Sidewinders Dayton Dragons Nashville Sounds Tulsa Drillers Daytona Cubs New Britain Rock Cats Vancouver Canadians Delmarva Shorebirds New Hampshire Fisher Cats Vaqueros Laguna Dunedin Blue Jays New Jersey Cardinals Veracruz Red Eagles Durham Bulls New Orleans Zephyrs Vermont Expos Edmonton Trappers Norfolk Tides Vero Beach Dodgers El Paso Diablos Norwich Navigators Visalia Oaks Elizabethton Twins Oaxaca Warriors W. Michigan Whitecaps Erie SeaWolves Ogden Raptors W. Tennessee Diamond Jaxx Eugene Emeralds Oklahoma RedHawks West Virginia Power Everett AquaSox Omaha Royals Wichita Wranglers Fort Myers Miracle Oneonta Tigers Williamsport Crosscutters Fort Wayne Wizards Orem Owiz Wilmington Blue Rocks Fresno Grizzlies Ottawa Lynx Winston-Salem Warthogs Frisco Rough Riders Palm Beach Cardinals Wisconsin Timber Rattlers Great Falls White Sox Pawtucket Red Sox Yakima Bears Greensboro Grasshoppers Peoria Chiefs Yucatan Lions APPENDIX P Whitaker Bank Ballpark Facts & Figures

Location: Whitaker Bank Ballpark is located 1 ½ miles from the I-75/I-64 interchange and just ¼ mile from Lexington’s New Circle (4) Road on North Broadway (KY 27) in Lexington, Kentucky.

Dimensions: Left Field - 318 feet Center Field - 401 feet Right Field - 320 feet

Seating: 6,075 (includes 5,061 permanent chairs, 500 bleachers and two lawn- seating areas that will accommodate at least 1000 people. Additionally, Whitaker Bank Ballpark is 100% compliant with the Americans with Disabilities Act offering 58 wheelchair accessible and companion seats on two levels.

Scoreboard: Located in right centerfield, the 13’ x 17’ RainbowWall LED video display and scoreboard is the focal point of the stadium. The landmark structure is nearly 90 feet tall and 70 feet wide featuring “horse farm cupolas” and a five-foot analog clock, reminiscent of Wrigley and Crosley fields. The display system includes a text message center, auxiliary signs, advertising displays, and a Quick Pitch™ speed-of-pitch display. The text message center provided by Trans-Lux Sports is a SpectraLens™ unit equipped with multiple zoning capabilities. The display is used to display game-in-progress information and out-of-town scores, as well as advertising for upcoming events and general information.

Clubhouses: Home Team Clubhouse: eight showers, two toilets, two urinals, two sinks, and thirty lockable lockers; Field Manager office with private shower, toilet and four lockable lockers; Coaches’ office with two showers, two sinks, one toilet and one urinal; Complete Training Room including a hot tub, ice machine, and hydroculator heat pad. Visiting Team Clubhouse: six showers, two toilets, two urinals, four sinks, and twenty-eight lockable lockers; Field Manager’s office with private shower and toilet; Coaches’ office with two showers, two toilets, and two lockable lockers; Training Room including hydroculator pad heat. Umpire Locker Room: two showers, one toilet, one urinal, two sinks, and two lockable lockers.

Other Features: 26 Luxury Skybox Suites Corporate Chalet Kids’ play area complete with an antique carousel Kentucky Ale Tap Room restaurant Budweiser Stables private picnic facility Pepsi Party Deck overlooking right field Public picnic area Private family restroom Legends Locker Gift Shop open year-around

Cost: $13.5 million

Groundbreaking: February 7, 2000 APPENDIX P Whitaker Bank Ballpark Facts & Figures (Continued)

First Game: April 9, 2001 vs. Hagerstown Suns

First Pitch: Legends starter Nick Roberts to Suns centerfielder Jason Ellison for a called strike

First Hit: April 9: Single by Legends’ second baseman Felix Escalona

First Legends Home Run: April 9: Legends outfielder Jesse Joyce APPENDIX Q Lexington Legends Season Ticket Holder Demographics

Where fans come from: 1 Athens 1 Harrisburg 11 Paris 2 Beattyville 2 Harrodsburg 1 Pikeville 1 Berea 3 Jackson 15 Richmond 1 Burlington 4 Lawrenceburg 1 Russell Springs 1 Carlisle 713 Lexington 3 Sadieville 1 Corbin 2 London 1 Science Hill 4 Cynthiana 6 Louisville 3 Somerset 5 Danville 1 Loveland 1 Stamping Ground 1 Elizabethtown 1 McKee 1 Stanford 1 Ewing 2 Midway 14 Versailles 1 Falmouth 1 Mount Eden 1 W Somerset 2 Flemingsburg 1 Mount Vernon 1 Williamsburg 9 Frankfort 3 Mt. Sterling 4 Wilmore 30 Georgetown 39 Nicholasville 16 Winchester

Gender: 18.8% Female 77.8% Male

Highest Level of Education: 17.1% high school diploma/GED 11.3% associate/junior college degree 35.4% bachelor’s degree 15.5% graduate degree 17.1% professional degree

Age Range: 20-86

Household Income: .5% $15,001-$20,000 1.9% $20,001-$30,000 3.2% $30,001-$40,000 3.7% $40,001-$50,000 17.8% $50,001-$75,000 16.9% $75,001-$100,000 23.6% $100,001-$150,000 23.4% over $150,000 APPENDIX R “Casey at the Bat” Ernest Lawrence 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 so, when Cooney died at first, and Burrows did the same, A sickly silence fell upon the patrons of the game.

A straggling few got up to go in deep despair. The rest Clung to the hope, which springs eternal in the human breast; They thought, if only Casey could but get a whack, at that, They’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 pudding, and the latter was a fake; So upon that stricken multitude grim melancholy sat, For there seemed but little chance of Casey’s getting to that 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 they saw what had occurred, There was Jimmy safe on second, and Flynn a-hugging third.

Then from the gladdened multitude went up a joyous yell, It bounded from the mountain top, and rattled in the dell, It struck upon the hillside, 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 on Casey’s face. And when, responding to the cheers, he lightly doffed his hat, No stranger in the crowd could doubt ‘twas 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 writing pitcher group the ball into his hip, Defiance gleamed 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 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 its likely they’d have killed him had not Casey raised his hand. APPENDIX R “Casey at the Bat” (Continued)

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 spheroid flew, But Casey still ignored it, and the umpire said, “Strike Two!”

“Fraud!” cried the maddened thousands, and the echo answered, “Fraud!” But a scornful look from Casey, and the audience was awed. They saw his face grow stern and cold, they saw his muscled strain, And they knew that Casey wouldn’t let that ball go by again.

The sneer is gone from Casey’s lips; his teeth are clinched 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 sun is shining bright, The band is playing somewhere, and somewhere hearts are light. And somewhere men are laughing, and somewhere children shout, But there is no joy in Mudville – Mighty Casey has struck out! APPENDIX S Baseball Bat Sizes

Weight in 3’5” – 3’9” – 4’1” – 4’5” – 4’9” – 5’1” – 5’5” – 5’9 – pounds 3’8” 4’ 4’4” 4’8” 5’ 5’4” 5’8” 6’ Under 60 27” 28” 29” 29” 61-70 27” 28” 29” 29” 30” 71-80 28” 28” 29” 30” 30” 31” 81-90 28” 29” 29” 30” 30” 31” 32” 91-100 28” 29” 30” 30” 31” 31” 32” 101-110 29” 29” 30” 30” 31” 31” 32” 111-120 29” 29” 30” 30” 31” 31” 32” 121-130 29” 30” 30” 30” 31” 32” 32” 131-140 29” 30” 30” 31” 31” 32” 33” 33” 141-150 30” 30” 31” 31” 32” 33” 34” 151-160 30” 31” 31” 32” 32” 33” 34” Over 160 31” 31” 32” 32” 33” 34” APPENDIX U Legends Box Score

Lexington Player AB R H 2B 3B HR RBI BB SO AVG Ash 2B 4 0 1 0 0 0 0 1 0 .250 Zobrist SS 3 0 1 0 1 0 0 2 0 .333 Einertson CF 4 0 0 0 0 0 0 1 1 .000 Garza LF 5 1 1 0 0 0 0 0 4 .200 Torres 3B 2 2 1 0 0 0 0 1 1 .500 Robinson 1B 4 1 2 1 0 0 2 0 0 .500 Caraballo RF 4 0 0 0 0 0 0 0 1 .000 Vital DH 4 1 1 0 0 1 2 0 1 .250 Santangelo C 4 0 0 0 0 0 0 0 4 .000 Martinez P 0 0 0 0 0 0 0 0 0 .000 Thompson P 0 0 0 0 0 0 0 0 0 .000 Estrada P 0 0 0 0 0 0 0 0 0 .000 BATTING 2B: Robinson (1, Tiller). 3B: Zobrist (1, Tiller). HR: Vital (1, 6th inning off Robinson, 1 on, 2 out). TB: Ash; Zobrist 3; Garza; Torres; Robinson 3; Vital 4. RBI: Robinson 2 (2), Vital 2 (2). 2-out RBI: Vital 2. Runners left in scoring position, 2 out: Robinson 2; Garza 2; Torres. GIDP: Caraballo. Team LOB: 8. FIELDING E: Zobrist (1, throw). Outfield assists: Einertson (Kitch at 3rd base). DP: (Zobrist-Ash-Robinson). Lexington Player IP H R ER BB SO HR ERA Martinez (L, 0-1) 4.2 8 7 6 2 8 1 11.57 Thompson 2.1 2 0 0 0 1 0 0.00 Estrada 2.0 0 0 0 1 2 0 0.00

Robinson pitched to 2 batters in the 7th. HBP: Torres (by Tiller). Ground outs-fly outs: Tiller 8-4, Robinson 0-0, Jan 0-2, Haehnel 0-1, Martinez 3-2, Thompson 4-1, Estrada 2-2. Batters faced: Tiller 25, Robinson 4, Jan 6, Haehnel 5, Martinez 23, Thompson 7, Estrada 7. Inherited runners-scored: Robinson 1-1, Jan 2-0, Thompson 1-0. Umpires: HP: John Gelatt. 1B: Brett Cavin. 2B: . 3B: . Weather: 63 degrees, cloudy. Wind: 8 mph, In from RF. APPENDIX V Box Score Glossary Batting

AVG The number represents the player’s BATTING AVERAGE. This average is the decimal equivalent of the ratio of hits to at-bats.

AB Represents of number of official AT-BATS the player had during a game. Official at-bats do not include walks (BB) or sacrifice hits (bunts, sacrifice flies). Sacrifice hits do not count as at-bats because the player makes an expected out in order to advance the runner(s).

R The number of RUNS the player scored (times he crossed home plate safely).

H The number of HITS a player got during a game or season. This number represents the total singles, doubles, triples, and home runs the player accumulated.

E The number of ERRORS committed. This number represents the miscues by the defensive team that allows the offensive team additional outs during an inning.

DP The number of DOUBLE PLAYS or times that the defensive team made two outs during one play.

LOB The total number of offensive players that were LEFT ON BASE when the inning ended.

2B The number of DOUBLES or times the player reached second base safely due to a hit.

3B The number of TRIPLES or times the player reached third base safely due to a hit.

HR The number of HOME RUNS.

RBI The number of RUNS BATTED IN for which the player is credited. This means that other players scored runs due to the player’s performance at-bat.

BB The number of WALKS (also known as BASE ON BALLS).

SO The number of STRIKE OUTS the player had during a game.

SB The number of STOLEN BASES the player had during a game.

CS The number of times the player is CAUGHT STEALING.

S The number of SACRIFICE HITS (usually bunts) a player executes. This represents the number of times a player deliberately made an out in order to advance one or more runners.

SF The number of SACRIFICE FLIES that a player executes. This represents the number of times a player flies out to allow the runner(s) to advance.

SLG This number represents the player’s SLUGGING PERCENTAGE. This is the decimal equivalent of the ratio of total bases to official at-bats.

OBP The ON BASE PERCENTAGE is the proportion of time a player can be expected to reach base safely. This percentage is the decimal equivalent of the ratio of the number of times a player reached base safely to their total at-bats. APPENDIX V Box Score Glossary (Continued) Pitching

ERA This number represents the EARNED RUN AVERAGE. This average is decimal equivalent of the ratio of earned runs times the number of innings to the number of innings pitched.

SV The number of games the pitcher has SAVED.

IP INNINGS PITCHED.

H The number of HITS a pitcher has given up.

R The number of RUNS a pitcher has allowed.

ER The number of EARNED RUNS a pitcher has allowed.

HR The number of HOME RUNS a pitcher has given up.

HB (Also HP or HBP.) The number of batters the pitcher hits with the ball is called HIT BY PITCH.

BB The number of BASES ON BALLS (commonly known as WALKS) allowed.

SO (Also K.) The number of STRIKE OUTS a pitcher records.

WP The number of WILD PITCHES thrown by a pitcher.

BK The number of BALKS a pitcher commits.

IBB The number of INTENTIONAL BASE ON BALLS (INTENTIONAL WALKS) given.

AB The number of “official” AT-BATS by opposing batters. This number represents total plate appearances less walks, intentional walks, sacrifices, and sacrifice flies.

BF The total number of BATTERS FACED by a pitcher.

FLY The total number of outs a pitcher recorded by fly balls.

GND The total number of outs a pitcher recorded by ground balls. Runs Runs Batted In

Hits Batting APPENDIX W At-Bats Average How to Read Baseball Statistics

Asheville AB R H BI YTD Lexington AB R H BI YTD AVG AVG C. Sullivan CF 5 2 2 0 .417 F. Lentini CF 4 0 1 1 .333 B. Peck LF 3 0 0 0 .300 F. Escalona SS 3 1 0 1 .154 E. Muth RF 3 1 1 1 .409 J. Topolski LF 4 0 0 0 .313 B. Hawpe 1B 4 1 3 3 .476 M. Hill RF 3 2 2 0 .286 J. Lincoln 3B 4 0 0 0 .250 R. German 3B 4 3 4 3 .625 N. Gretz DH 3 0 1 0 .111 J. Buck CAT 4 1 2 4 .294 E. Storey PH 1 0 0 0 .000 B. Schmitt 1B 4 0 0 0 .333 M.Vilorio 2B 4 0 1 0 .350 P. Lockhart DH 3 1 1 0 .273 D. Conway CAT 4 0 0 0 .222 J. Toven 2B 4 1 1 0 .357 H. Tena SS 4 0 0 0 .111 R. Rosario PIT 0 0 0 0 .000 E. Pacheco PIT 0 0 0 0 .000 D. Peguero PIT 0 0 0 0 .000 M. Roney PIT 0 0 0 0 .000 S. Green PIT 0 0 0 0 .000 J. Huisman PIT 0 0 0 0 .000 TOTALS 35 4 8 4 TOTALS 33 9 11 9

Score by Asheville 2 0 1 0 1 0 0 0 0 -4 Innings Lexington 0 3 0 2 1 1 1 1 X -9

Errors Double Plays Left on Base

E--H.Tena, S.Green. DP--ASHEVILLE 1, LEXINGTON 0. LOB--ASHEVILLE 6, LEXINGTON 5. 2B--C.Sullivan (2), E.Muth (4), M.Hill 2 (2), R.German (4), P.Lockhart (1). 3B--C.Sullivan (2). HR--B.Hawpe (1), R.German (1), J.Buck (1). CS--F.Lentini. HBP--B.Peck, F.Escalona, P.Lockhart. SF--F.Escalona. Home Runs Triples Sacrifice Fly Hit by Pitch Doubles Others not shown: S-Sacrifice, SB-Stolen Bases Caught Stealing Earned Runs Runs Strike Outs Home Runs Hits Innings Pitched Walks Earned Run Average ASHEVILLE IP H R ER BB SO HR ERA E. Pacheco (l, 0-1) 5.0 6 6 5 1 3 2 7.20 M. Roney 1.0 2 1 1 0 1 0 18.00 S. Green 0.2 0 1 0 1 0 0 0.00 J. Huisman 1.1 3 1 3 0 1 0 2.45 LEXINGTON Rosario (W, 2-0) 5.0 7 4 4 1 3 1 3.27 D Peguero 4.0 1 0 0 0 5 0 0.00

HB--M.Roney, S.Green, D.Peguero. BALKS--R.Rosario. SO--E.Muth, J.Lincoln 3, M.Vilorio, D.Conway 2, H.Tena, F.Escalona, J.Topolski, J.Buck, B.Schmitt, J.Toven. BB--E.Muth, F.Lentini, M.Hill.

T--2: 19 A--5469

Time of Attendance game elapsed APPENDIX X Baseball books and Internet Websites

Casey at the Bat Challenge at Second Base By Earnest Lawrence Thayer By Matt Christopher

Baseball’s Best Left Field Bear By Andrew Gutelle By Jean Rogers

20,000 Baseball Cards Under the Sea The Kid Who Only Hit Homers By Bon Buller and Susan Schade By Matt Christopher

If I were a Cleveland Indian At the Ball Game Picture Me Books By S.A. Kramer

The Field Beyond the Outfield Cam Jensen/Babe Ruth Baseball By Mark Teague By David Adler

Roberto Clemente Little League Family By Kenneth Rudeen By Leonard Wibberly

Cal Ripken, Jr. Miracle at the Plate By Jeff Savage By Matt Christopher

Frank Thomas What’s So Great About Fourth Grade? By Jean Spiros By Ellen Kahaner

Kids’ World Almanac of Baseball The Spy on Third Base By Thomas G. Alyesworth By Matt Christopher

The Not-So-Minor Leagues The Twelfth Angel By Douglas Gay and Kathlyn Gay By Og Mandino

Rules of the Game Lumpy: A Baseball Fable Diamond Group By Tug McGraw

Black Diamond The Southpaw By Patricia and Fred McKissack By Henry W. Wiggen

Top 10 Baseball Base Stealers The New Kid By Peter J. Bjarkman By Chris Economos

Top 10 Baseball Pitchers Here comes the Strikeout! By Peter J. Bjarkman By Leonard Kessler

Team Mates Homefield By Peter Golenbook By David Spohn

Arthur and the True Francine Hooray for the Dandelion Warriors! By Marc Brown By Bill Cosby

Arthur Makes the Team Hooray for snail! By Marc Brown By John Stadler

Baseball Jokes and Riddles I’ll Tell on You By Matt Christopher By Joan Lexau

MacMilan Book of Baseball Stories Jimx Glove By Terry Egan By Matt Christopher

Glovemen Lucky Me! By George Sullivan By Lisa Papademetriou

The Math Curse Matt’s Mitt By Jon Scieska and Lane Smith By Marilyn Sachs

APPENDIX X Baseball books and Internet Websites (Continued)

BASEBALL BOOKS

Nipper The Baseball Birthday Party By Charles Schultz By Annabella Prager

Play Ball Kate! Baseball Brothers By Sharon Goirdon By Jeff Rubin

Bats About Baseball Baseball Camp on the Planet of Eyeballs By Jean Little and Claire Mackay By Jon Buller

The Jungle Baseball Game The Baseball Trick By Tom Paxton By Scott Corbett

Big League Peanuts The Baseball Bargain By Charles Paxton By Scott Corbett

At the Ballpark The Baseball Reader By Ken Robbins By Charles Einstein

Ballpark The Berenstain Bears Play Ball By Ken Robbins By Stan/Jan Berenstain

BallPark The Biggest Mouth in Baseball By Elisha Cooper By Kate McMullen

Moonball The Case of the Unnatural By Jane Yolen By David D. Connell

Playoff Dreams Max: Story and Pictures By Fred Bowen By Rachel Isadora

I Am Somebody Mice at Bat By Laura Greene By Kelly Occhsli

Grand Slam Mouse Practice By Robert Montgomery By Emily Arnold McCully

Take Me Out to the Ballgame My Dad’s Baseball By Patricia Lantier-Simpson By Ron Cohen

Bat Boy Nana Hannah’s Piano By Mel Cebulash By Barbara Bottner

Pee Wees on First Never Fear, Flip the Dip is Here! By Judy Delton By Philip Hanft

The Phantom Homer Patrick Doyle is Full of Blarney By John R. Cooper By Jennifer Armstrong

Infield Hit Play Ball, Amelia Bedelia! By Thomas J. Dygard By Peggy Parish

Safe at First Paul the Pitcher By Dean Hughes By Paul Sharp

Albert’s Ball Game Playing Right Field By Leslie Tyron By Willy Welch

Baseball Ballerina The Rainy Day Grump By Kathryn Cristaldi By Deborah Eaton APPENDIX X Baseball books and Internet Websites (Continued)

Ronald Morgan Goes to Bat By Patricia Reilly Giff Take Me Out to the Ballgame By Jack Norworth Slugger Sal’s Slump By Syd Hoff When Willard Met Babe Ruth By Donald Hall Scram, Kid! By Ann McGovern The Worst Team Ever By Leonard Kessler Take Me Out to the Ballgame By Maryann Kovalski

BASEBALL RELATED WEBSITES

Official Site of Major League Baseball 1971 in Cooperstown, New York. It now www.majorleaguebaseball.com consists of more than 6,700 members.

Official Site of the Lexington Legends Aerodynamics & Curveballs www.lexingtonlegends.com www.iconn.net/igor/curvball.html Helicopter inventor Igor Sikorsky’s wind Official Site of Minor League Baseball tunnel tests measured the ability of a www.minorleaguebaseball.com baseball to take a curved trajectory under the force of a pitcher’s throwing arm. Official Site of the Houston Astros www.astros.com Baseball Learning Activities for Kids www.pbs.org/teachersource/mathline/conce Exploratorium: Experience of Baseball pts/basesoftball/activity1.shtm www.exploratorium.edu/baseball/ Courtesy of PBS. Scientific research and interactive experiments; requires shockwave for some Baseball Hall of Fame of the features. http://www.baseballhalloffame.org/index.htm The Official Website of the Hall of Fame. Total Baseball Don’t miss the Education section. www.totalbaseball.com The Official Encyclopedia of Major League Minorities in Baseball Baseball http://www.baseball-links.com/ Comprehensive page of links to sites with General Essays & Background Theory information on Negro League Baseball and www.stathead.com/bbeng/general.htm Women in Baseball. Historical and current essays on the search for objective information about baseball. Negro League Baseball www.negroleaguebaseball.com/ Stathead Consulting www.stathead.com British Baseball Federation Providing performance analysis and www.bbf.org forecasting professional baseball. The Official website for British baseball and Includes the Baseball Engineering Library softball.

Society of American Baseball www.sabr.org The Society for American Baseball Research (SABR) was formed in August APPENDIX Y Map of Kentucky