TEAM Lesson Plan Template

Teacher: Denise Ascencion, Joanne Cayton, Jorge Valle

Class: EDSE 435
Course Unit: Post World War II American Culture, equations, baseball
Lesson Title: America’s Pastime
Cross Curricular US History, Algebra I, PE
Content:

LESSON Summary of the task, challenge, investigation, career-related scenario,

OVERVIEW problem, or community link
Physical Education
Students will start off by being taught the various statistics of baseball (ERA, BA, etc.).
They will be informed that they must keep track of certain statistics while they go
throughout the lesson, which will be recorded on their own baseball cards. As soon as
they are ready, they will be practicing baseball skills at three different stations: hitting,
throwing and catching. Once every student has been to each of the three stations, the
class will be split for a friendly scrimmage. When the scrimmage is over, students will
review the different aspects of baseball, present their statistics to their teacher, and
afterwards, they will be dismissed from class.

Math
Students will learn how to use information from word problems to derive equations to
represent relationships between quantities of different variables. Prior to the lesson,
students in their PE class would have gone over baseball terms regarding player
statistics (ERA, BA, etc) and kept a record of those, which they will bring to their math
class for the activity. They will need to use the definitions of the baseball terms to
come up with their equations, and then use the data they collected to calculate their
own baseball stats, which will be recorded into a baseball card they create.

History
Students will investigate the social, political, and economic condition of post-world war
II of African American through researching the integration of Jackie Robinson into
Major League Baseball. Students will work together to complete their Baseball cards
created in PE and MATH by writing down social issues facing their communities and
possible solutions.
STANDARDS Identify what you want to teach. Reference State, Common Core, ACT College
Readiness Standards and/or State Competencies.
Physical Education Content Standards
High School, Course 1
1.1 Combine and apply movement patterns, simple to complex, in aquatic,
rhythms/dance, and individual and dual activities.
1.2 Demonstrate proficient movement skills in aquatic, rhythms/dance, and individual
and dual activities.
2.1 Participate in moderate to vigorous physical activity at least four days each week.
3.2 Act independently of negative peer pressure during physical activity.
3.8 Recognize the value of physical activity in understanding multiculturalism.
Math Content Standards
CCSS.MATH.CONTENT.HSA.SSE.A.1
Interpret expressions that represent a quantity in terms of its context.*
CCSS.MATH.CONTENT.HSA.SSE.A.1.A
Interpret parts of an expression, such as terms, factors, and coefficients.
CCSS.MATH.CONTENT.HSA.CED.A.2
Create equations in two or more variables to represent relationships between
quantities; graph equations on coordinate axes with labels and scales.

Social Science Content Standard

11.8.8 Discuss forms of popular culture, with emphasis on their origins and geographic
diffusion (e.g., jazz and other forms of popular music, professional sports, architectural
and artistic styles).
OBJECTIVE Clear, Specific, and Measurable – NOT ACTIVITIES
Student-friendly
Physical Education
Students will be able to participate in challenging physical activities, in a variety of
settings, while applying complex movement patterns that are relevant to the task.

Math
Students will be able to create equations to show relationships between variables,
using information expressed in words, and evaluate them using given values.

History
Students will be able to evaluate the social, political, and economic effects on the
African American Community during the mid-20th century by investigating the life and
contributions of Jackie Robinson.
ASSESSMENT / Students show evidence of proficiency through a variety of assessments.
EVALUATION Aligned with the Lesson Objective
Formative / Summative
Performance-Based / Rubric
Formal / Informal
Physical Education
● Students will present their baseball cards with the statistics that they kept track
of. They will also be given a short quiz on the acronyms for the statistics and
also explain their significance in baseball.

Math
● Warm-Up:
The teacher will look through the students’ warm-up work to check for
understanding and make sure they have grasped previous concepts before
moving on to the main lesson.
● Instruction:
The teacher will call on students using equity sticks to prompt them for the
steps and/or explanations for creating an equation to check for understanding.
Before letting students move on to guided and independent practice, the
teacher will gauge student understanding using a thumbs up, down, or sideways
 method to determine which students may need extra practice.
● Guided & Independent Practice:
The teacher will walk around the room to monitor students as they work through
the activity, briefly looking through their work. The teacher will pay a little more
attention to the students who provided a thumbs down or sideways in the
previous check for understanding.
At the end of the activity, students will submit the sheet of paper with their
mathematical work, which the teacher will check for accuracy.
● Closure:
The teacher will look at the students’ exit reflections to check whether they were
able to understand the material.

History
● Formative Assessment: Check-ins with groups and the completion of a graphic
organizer/notes.
● Summative Assessment: Students will complete a baseball card and write one
to two current social or political issues, community needs, and anything
students feel strongly about and write one to two possible solutions suchs as
peaceful protest, volunteering, raising awareness, etc.

FINAL PRODUCT
● Baseball Card Project: Students will create a large “collectible” baseball card for
themselves as if they were a professional baseball player. On this card, they will
include their player statistics on one side, utilizing terms they learned in their PE
class and the calculations they did in their math class. On the other side, they
will write a short reflection or diary entry as if they were a baseball player in the
1920’s, describing the impact of social issues on themselves or their society and
how they can work towards solving them.

MATERIALS Aligned with the Lesson Objective

Rigorous & Relevant
Physical Education
Cones, baseball bats, batting nets, baseballs, baseball field, helmets, baseball gloves,
batting tees, student baseball cards

Math
Baseball cards (started in PE), ruled paper, writing utensils, markers, calculators

History
Warm-up journals, PowerPoint, baseball cards, Chromebooks,
Primary Source: Jackie Robinson Letter to President Dwight D. Eisenhower and Jackie
Robinson quotes
ACTIVATING Motivator / Hook
STRATEGY An Essential Question encourages students to put forth more effort when faced
with complex, open-ended, challenging, meaningful and authentic questions.
Physical Education
● Why do you think baseball is considered “America’s pastime”?
Math
● In what way(s) can math be applied to sports, such as baseball?

History
● Central Historical Question: What social inequalities plagued American during
the integration of African American into Major League Baseball? How did
Baseball impact the lives of African Americans?
● Hook: Why was Robinson the first black man to integrate Major League
Baseball?
INSTRUCTION Step-By-Step Procedures – Sequence
Discover / Explain – Direct Instruction
Modeling Expectations – “I Do”
Questioning / Encourages Higher Order Thinking
Grouping Strategies
Differentiated Instructional Strategies to Provide Intervention & Extension
Physical Education
1. Dress out, get to assigned seat (where students’ baseball cards will be waiting)
2. Teach students different statistics in baseball, their acronyms and significance
3. Hand students a sheet to keep track of their statistics
4. Assign students numbers to have them break off into station groups
5. 10 minutes at each station to ensure enough practice
6. Once all students have been to every station, the class will be split into 2 for a
short/friendly scrimmage
7. Review statistics, acronyms and significance with a short quiz
8. Students are to turn in their work and afterwards, are dismissed

Math
1. Warm-Up
● Practicing what they had learned in a previous lesson, students will be
given 2 equations and the values needed to substitute in for the variables.
● They will evaluate these and show their work on index cards, which the
teacher will collect and look through as the students watch a short video
on math and baseball. https://www.youtube.com/watch?v=c09NLjODvxc
● With their partner, each student will share one connection they identified
between math and baseball.
2. Lesson
● In a brief lesson, the teacher will present students with word problems
and use a think-aloud strategy to model how to translate each into an
equation.
○ The first one will be done by the teacher alone.
○ The second one will be done by the teacher completing some of it
and prompting students to say what the next step should be.
○ The last one will be done with the students talking the teacher
through the process as the teacher writes it down.
● As students have previously covered how to evaluate equations by
substituting values, they will do this part on their own and share their
solutions with the teacher.
History
 1. Warm-Up/Discussion:
● Students will have 5 minutes to answer and analyze a photo of Jackie
Robinson in a military uniform.
● Pair-share: Student will discuss their answers with their elbow partner
● Whole class: Equity stick - have 3 student share their answers
2. Objective/Central Historical Question/Relevance:
● Google Slides with student objective, CHQ and why students will be
learning the importance of the integration of Jackie Robinson into Major
League Baseball
● Connection to today’s social issues
3. Review/mini-lesson:
● Review of key points from previous lesson and chapter readings
● Key Vocabulary
● Who was Jackie Robinson: Introduction and context (Video)
○ Why was Robinson the first black man to integrate Major League
Baseball?
○ He wasn’t the most talented black baseball player of his era, or of eras
past, nor was he the first to recognize injustice
GUIDED & “We Do” – “ You Do”
INDEPENDENT Encourage Higher Order Thinking & Problem Solving
Relevance
PRACTICE Differentiated Strategies for Practice to Provide Intervention & Extension
Physical Education
● Teacher will give verbal cues as to how to perform each skill (hitting, throwing
and catching)
● Teacher will also physically model these skills for students to observe
● Teacher will ask students to help peers if needed

Math
● The teacher will randomly select different students to write down the baseball
acronyms and their full words that they learned in PE so that students may
easily refer to it throughout the activity.
● The teacher will be monitoring students as they work on the activity to check for
understanding or make clarifications as needed.
● Students will work in partners to review the definitions of baseball terms from
their PE class, and translate them into mathematical equations.
○ They will alternate with one partner translating from words to math and
the other partner verbally translating the math to words.
■ Sentence stems or frames can be provided for English language
learners.
● Students will individually use the data they collected on themselves in their PE
class and use these values to calculate their own baseball statistics.
○ Students may use calculators, but must have the original equation as well
as the equation with substituted values written on their paper.
○ If students were unable to collect data from PE, they will be provided with
a set to use.
● Students will need to check their work and have their partner review it before
transferring their numbers onto their cards.
History
● Student Investigation:
○ Students will work in cooperative learning groups:
■ Station 1 - Library of Congress/analysis of baseball players
■ Station 2 - Jackie Robinson LETTER to President Dwight D.
Eisenhower - Complete graphic organizer with guide
questions/notes
■ Station 3 - Jackie Robinson Quotes
○ Baseball Cards/Group collaboration to finish baseball cards (final project)
○ Students will reflect on current social issues they think is important and
write down 1 to 2 possible solution - Refer to Activism

CLOSURE Reflection / Wrap-Up

Summarizing, Reminding, Reflecting, Restating, Connecting
Physical Education
● Students will be given a short quiz that covers baseball statistics, their
acronyms and significance
● Students will turn in their quiz, along with their baseball cards

Math
● Students will use mathematical language to describe the equations they came
up with to translate it back from symbols into words.
● In a Think-Pair-Share, students will discuss what mathematical concepts they
applied to baseball in the activity, and come up with other applications of math
to sports.
● As an exit ticket, students will write a short reflection or summary about what
they learned in class.

History
● Students will answer the following question: Did Baseball provide a viable
solution to social issues such as segregation to the African American
community?
● Reflection:
● Whole-Class discussion: Jackie Robinson’s legacy, current social issues,
reasons why they selected, and possible solutions.
CROSS-CURRICULAR CONNECTIONS
Physical Education <-> Math
Use baseball related questions to create and solve algebra equations (batting average,
earned run average, total bases, etc)

History <-> Physical Education

Integrate issues of race, segregation and politics that stem from historical figures that
were a part of baseball (Jackie Robinson)

NOTES:
Google Slides: EDSE 435 TEAM Lesson Plan