Lesson #2

Grade 5
45 minutes

Theme: Changes throughout the years

Materials: Paper, writing utensils, overhead projector, overhead with song’s lyrics (“Take me out to the ball game”), chalk/whiteboard markers

Goal: Students will begin to understand the choices (costs and benefits) people make, and also how time can change things (baseball and landmarks here in Winona).

Objectives: Students will come up with a list of things they give up by making the choice to do something else.
Students will come up with ten questions they can ask an interviewee, and have an idea of who they will interview.

Procedures:
a. Introductory experiences
1. Sing well-known part of the song “Take me out to the ball game” while looking at the words on the overhead projector. Be energetic and get the students to join in. (3 minutes)
2. This song was written by Jack Norworth in 1908.

b. Developmental:

1. Discuss the meanings behind the words:
“Take me out with the crowd” *Hang out with friends, make friends
“I don’t care if I ever get back” *Could stay there all day, fun
“Root, root, root for the home team” *Pride in their teams, cheering (5 minutes)
2. Ask what this whole song meant to people. Why go to baseball games?
*Fun, entertaining, to be with friends, relax, a break from working
Point out that before about 1925 television did not exist. It wasn’t even common in homes until the 1950s. The only way to watch a game was by going to it. (3 minutes)
3. Here in Winona, a stadium was built in 1909. It was at the west end of the city and the Westfield Golf Course is now in its place (built in 1923). (1 minute)
4. Show location on Mapquest. (1 minute)
5. Show the picture of the stadium; comments from students. (1 minute)
6. Ask the students how much they think it cost to see a game here in Winona back in 1909. (2 minutes)
$0.25 for the bleachers, $0.50 for the grandstand, $0.75 for reserved seating, and $1.00 for box seats. What would this kind of money buy a person today? Today, the average ticket to a season baseball game is about $15.00 for a seat higher up in the stands. Box seats can be about $65.00. What could the students buy with 15 or 65 dollars? Make a list on the board. If someone went to a game, they’d be choosing to spend that money on baseball and would therefore not be able to spend it on something else. (8 minutes)
7. Have the students write down what time they got up that morning.
What could they have done if they’d gotten up an hour earlier? Point out things like chores, homework, exercise, etc. By sleeping, they missed out on those activities. Stress that sleep is important, but this was just an example so they understood that by choosing to do one thing, they might miss out on another (opportunity cost: the second-best thing; what would have been chosen next) (5 minutes)
8. Show the students the two pictures of the teams before and after the
stadium was built- note how even the uniforms look so different within a few years. (2 minutes)
9. Have the students take out a sheet of paper and writing utensil. Inform them that they are going to go home tonight and be a reporter. This lesson will continue at the next class and the students will share their findings with peers. Preferably, they will be interviewing someone who was around when baseball was being played in the stadium. The goal is to talk to someone who has been around Winona for a long period of time- a grandparent, great aunt or uncle. Students can try calling the Winona Senior Center (507-454-5212). If there is no older adult available, the student will interview someone who can talk about some of the changes baseball has gone through during his or her life. This will most likely be the case due to the difficulty in finding someone old enough. Make sure the students know that they should check with their parents or guardians first before interviewing someone they don’t know. They will need to come up with ten interview questions themselves. An example would be: How long have you lived in Winona? The whole idea is for the students to learn more about the changes of baseball in Winona over the years. (10 minutes)
10. Students should have an idea of whom they will interview- written down along with the questions.

c. Culminating:
Have the students share some of the questions they came up with in case others are stumped. (5 minutes)

Assessments: Make sure all students are writing up their questions and guide those who may not know what to ask. Watch for participation in earlier activities.





Jack Norworth's 1908 classic

Take me out to the ball game
Take me out to the crowd
Buy me some peanuts and cracker jacks
I don’t care if I never get back
Let me root, root, root for the home team
If they don’t win it’s a shame
For it’s one, two, three strikes, you’re out
At the old ball game




Interview assignment

Come up with ten questions you can ask an older person, who’s lived in Winona for a long period of time, about the history of baseball here in Winona.

Examples:
How long have you lived in Winona?
Have you ever attended a baseball game here?
If yes, what was it like?
Can you think of any changes that baseball has gone through
during your life?

Ask the person you’re interviewing the ten questions and write down their responses. Be ready to share your findings with the class, or turn them in to the teacher. Please write neatly. The answers you receive do not need to be in complete sentences, but they should be understandable to both you and someone else who may read them.

***Remember to check with your parents if you want to talk to someone outside the family (neighbor, friend of the family, etc.)

Lesson #1

Grade 5
45 minutes

Theme: Individual performance and the necessity of teamwork

Materials: Newspaper articles (3) about Julian Wera, butcher paper, markers, small pieces of paper (size of a quarter)

Goal: Students will learn that, even though a person wants to succeed as an individual, he or she still needs help from others.

Objectives: Students will work together to accomplish a task (picking up scraps of paper).
Students will come up with a definition for teamwork and create a list of rules a team should follow or live by.

Procedures:

a. Introductory: Have small (about the size of a quarter) scraps of paper placed on the floor throughout the classroom before class starts. Make sure students notice the mess as they are entering.

b. Developmental:

1. Ask for a volunteer. If nobody wants to, the teacher will take on
the role. (<1 minute)
2. Tell the students that this mess needs to be picked up and have the volunteer start to pick up the scraps of paper. (<1 minute)
3. After a few seconds the volunteer is told to stop and return to his or her seat. (<1 minute)
4. How long do the students think it would take for this one volunteer to pick up all the scrap pieces of paper? (1 minute)
*A long time, about 5 minutes, accept almost any answer
5. Now have the whole class get off their chairs and pick up the paper.
They will throw the pieces into the recycling bin. (2 minutes)
6. Have the children discuss the difference (1 person versus multiple
people helping) (1 minute)
*It went much faster, easier with more people
7. How does this activity relate to groups and teams? (1 minute)
*People need to work together, there aren’t any one-man baseball teams, there’s no “I” in “team”
8. Previous to today’s lesson, famous baseball players have been
mentioned, but would they be so famous without their teammates? (1 minute)
*Example: Nolan Ryan- amazing pitcher, but without a great catcher and fielders to back him up, would he have been so great?
9. Ask the students if they’ve heard of Babe Ruth or Lou Gehrig. How
about Julian Wera? He is a man from Winona who’s actually played on the Yankees with Ruth and Gehrig. Show the students the newspaper articles. “Wera Named in World’s Series Player List; Friends Hope He Gets Chance to ‘Show His Stuff’”, “Julian Wera Gives Autographed Baseballs to Home Town Friends”, and “Ex-Winonan, pro baseball player dies”. This man was pretty famous when he came back to Winona and it looks like he didn’t forget about his hometown. Would he have gone so far without the support of his family and friends? How about his old teammates? (6 minutes)
10. Now that the students have a pretty good idea what it means to work as a team, split them up into groups (about four students per group). Give each group a sheet of butcher paper and markers. (2 minutes)
11. Each group will define teamwork (what they think it means). Then they will come up with a list of rules/guidelines a team should follow in order to get along and be successful. If they are unsure of what to write, ask them how they are getting this task done right now. Write these directions on the board so students will know what they’re doing. (18 minutes)
*Talking together, listening, helping each other (ways in which they're accomplishing this task)
*The team list they’re coming up with may pertain to sports, but that isn’t required.

c. Culminating: Each group will share with the whole class what they came up with (rules/guidelines for a team). Make a large list on the board and compare. (12 minutes)


Assessments: Check on the students while they are in their groups and see if they understand what it means to work as a team (by their actions and what is being recorded). Listen to their lists of rules and guidelines teams should follow and live by.
*Work together, Listen, Communication, Acceptance (of differences and uniqueness), Loyalty, Support (‘cheering’ one another on), Honesty