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:
Appendix B:
Appendix C:
Appendix D:
Appendix E:
Appendix F:
Appendix G:
Appendix H:
Appendix I:
Appendix J:
Appendix K:
Appendix L:
Appendix M:
Appendix N:
Appendix P:
Appendix Q:
Appendix R:
Appendix S:
Appendix T:
Appendix U:
Appendix V:
Appendix W:
Appendix X:
Appendix Y:
Lexington Legends Statistics
Statistics Worksheet
Key Baseball Formulas
Whitaker Bank Ballpark Costs
Legends Roster
Whitaker Bank Ballpark Diagram
Whitaker Bank ballpark Diagram (2)
South Atlantic League Map
United States Map
Lexington Map
South Atlantic League Mileage Chart
Legends Home Schedule
Baseball Definitions
Minor League Terms
Legends History and Information
Legends Demographics
“Casey at the Bat”
Baseball Bat Sizes
Baseball Scoring Sheet
Legends Box Score
Box Score Glossary
Reading Baseball Statistics
Baseball Books & Internet Web Sites
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 1 st 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.
2.
3.
4.
What did you notice about the sound of the bat each time you hit it?
Where is the spot that makes the clearest, most solid sound?
Measure how far this spot is from the thick end of the bat (inches or cm).
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
Falling Objects
Total
Time of
Fall
(seconds)
1
2
3
4
5
6
7
8
9
Velocity
of
Object
(feet
per
second)
32
64
96
128
160
Time of an Object’s
Fall & Distance
Traveled During Fall
Total Time in Air &
Velocity Object Was
Thrown
Total
Time of
Fall
(seconds
)
Distance
(feet)
Total
Time in
Air
(seconds
)
Velocity
Thrown
(miles/hr)
1
2
3
4
5
6
7
8
9
16
64
144
256
400
1
2
3
4
5
6
7
8
9
11
22
33
44
55
Total Time in Air &
Maximum Height
Reached if Thrown
Vertically
Total
Height
Time in
Reached
Air
(feet)
(seconds
)
1
2
3
4
5
6
7
8
9
4
16
36
64
100
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
Level of Professional Baseball
Name of League
2004 Attendance
Number of Games Played
Stadium Name
Total Cost to Build Stadium
Cost of a hot dog
Average Cost of a ticket
Downtown or Suburbs
Distance from Lexington (miles)
Nearest body of water
City Population
Lexington Legends
“A”
South Atlantic League
388,710
140
Whitaker Bank Ballpark
$13.5 million
$2.50
$8
Downtown
0
Kentucky River
260,512
Selected Team
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 fulltime)?
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.
2.
3.
4.
5.
When was this person born and when did they die?
In what way is this person historically significant? Famous?
What was the major event in the person’s life (cause or action)?
What was the action taken by the person (effect)?
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
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
Player
Acevedo, Freddy
Alvarez, Wilner
Cespedes, Robinson
Checksfield, Steven
Conrad, Brooks
Davidson, Kevin
Fagan, John
Fernando, Osvaldo
Hawkins, Dustin
Humphries, Justin
Kochen, Ryan
Likely, Cameron
Melendez, German
Obradovich, Mark
Peavey, Pat
Soto, T.J.
Total
Batting
Averages
.237
.215
.229
.241
.186
.333
.251
.226
.196
.269
.248
.262
.218
.218
.238
.295
.238
At-Bats
405
260
310
116
140
3
346
451
336
338
475
164
179
275
369
325
4492
Hits
96
56
71
28
26
1
87
102
66
91
118
43
39
60
88
96
1068
Home
Runs
10
3
3
7
3
1
18
1
0
14
11
1
0
2
11
12
97
Runs Batted In Strikeouts
46
132
14
51
33
46
21
35
11
25
2
1
57
115
36
81
26
72
50
83
53
96
17
26
16
35
25
51
49
60
62
77
518
986
Pitching
Pitcher
Barrios, Angel
Carlson, Jesse
Davis, Brendon
De Leon, Juan
Doyne, Cory
Escobar, Rodrigo
Freeman, Daniel
Grigsby, Derick
Hamilton, Mark
Hansack, Devern
Heitzman, Aaron
McLemore, Mark
Nieve, Fernando
Peguero, Jailen
Salazar, Julio
Sampson, Christopher
Sinclair, Ernie
Westhoff, Billy
Total
Wins
0
3
1
2
3
1
4
2
0
10
12
2
14
5
1
4
5
6
75
Losses
0
0
0
0
1
0
2
2
0
6
10
11
9
13
0
3
3
2
63
ERA Saves Innings Pitched Earned Runs Walks Strikeouts
4.50
0
6
3
6
4
1.56
13
63.1
11
16
84
3.78
0
16.2
7
10
13
1.83
2
39.1
8
22
45
2.14
0
54.2
13
19
48
5.63
1
46.1
29
22
41
1.64
21
55
10
18
63
4.79
0
35.2
19
14
21
.96
0
9.1
1
3
17
4.52
0
91.2
46
32
76
4.35
0
157.1
76
60
75
4.58
0
92.1
47
55
101
3.65
0
150.1
61
65
144
3.64
1
146.0
59
69
111
2.81
1
16
5
9
11
1.39
1
84
13
14
66
3.15
0
54.1
19
28
47
3.10
2
90
31
48
59
3.41
42
1210.2
459
513
1026
APPENDIX B
Statistics Worksheet
Lexington Legends Individual Batting
PLAYER
Acevedo, Freddy
Alvarez, Wilner
Cespedes, Robinson
Checksfield, Steven
Conrad, Brooks
Davidson, Kevin
Fagan, John
Fernando, Osvaldo
Hawkins, Dustin
Humphries, Justin
Kochen, Ryan
Likely, Cameron
Melendez, German
Obradovich, Mark
Peavey, Pat
Soto, T.J.
TOTAL-ALL BATTERS
AVG
0.237
0.215
0.229
AB
260
310
116
140
3
346
451
336
338
475
0.186
0.333
0.251
0.226
0.196
0.269
0.248
0.262
179
275
369
0.218
0.238
0.295
0.238
R
51
27
41
19
1
53
58
40
39
65
26
16
28
60
587
Lexington Legends Individual Pitching
PITCHERS
Barrios, Angel
Carlson, Jesse
Davis, Brendon
De Leon, Juan
Doyne, Cory
Escobar, Rodrigo
Freeman, Daniel
Grigsby, Derick
Hamilton, Mark
Hansack, Devern
Heitzman, Aaron
McLemore, Mark
Nieve, Fernando
Peguero, Jailen
Salazar, Julio
Sampson, Christopher
Sinclair, Ernie
Westhoff, Billy
Total
W-L
0-0
3-0
1-0
2-0
3-1
ERA
4.5
1.56
3.78
1.83
2.14
4-2
2-2
0-0
10-6
1.64
4.79
0.96
4.52
2-11
14-9
5-13
1-0
4-3
5-3
6-2
75-63
4.58
3.65
3.64
2.81
1.39
3.1
3.41
IP
6
16.2
39.1
54.2
46.1
55
35.2
91.2
157.1
92.1
150.1
146
16
84
54.1
90
1210.2
ER
3
11
7
13
29
10
19
1
46
76
47
61
5
13
19
31
459
H
96
56
71
28
26
1
87
66
91
118
43
39
88
96
1068
APPENDIX B
Statistics Worksheet
(Continued)
2003 Lexington Legends Individual Batting
PLAYER
Acevedo, Freddy
Alvarez, Wilner
Cespedes, Robinson
Checksfield, Steven
Conrad, Brooks
Davidson, Kevin
Fagan, John
Fernando, Osvaldo
Hawkins, Dustin
Humphries, Justin
Kochen, Ryan
Likely, Cameron
Melendez, German
Obradovich, Mark
Peavey, Pat
Soto, T.J.
TOTAL-ALL BATTERS
AVG
0.237
0.215
0.229
0.241
0.186
0.333
0.251
0.226
0.196
0.269
0.248
0.262
0.218
0.218
0.238
0.295
0.238
AB
405
260
310
116
140
3
346
451
336
338
475
164
179
275
369
325
4492
R
51
27
41
19
20
1
53
58
40
39
65
26
16
28
43
60
587
H
96
56
71
28
26
1
87
102
66
91
118
43
39
60
88
96
1068
2003 Lexington Legends Individual Pitching
PITCHERS
Barrios, Angel
Carlson, Jesse
Davis, Brendon
De Leon, Juan
Doyne, Cory
Escobar, Rodrigo
Freeman, Daniel
Grigsby, Derick
Hamilton, Mark
Hansack, Devern
Heitzman, Aaron
McLemore, Mark
Nieve, Fernando
Peguero, Jailen
Salazar, Julio
Sampson, Christopher
Sinclair, Ernie
Westhoff, Billy
Total For All Pitchers
W-L
0-0
3-0
1-0
2-0
3-1
1-0
4-2
2-2
0-0
10-6
12-10
2-11
14-9
5-13
1-0
4-3
5-3
6-2
75-63
ERA
4.5
1.56
3.78
1.83
2.14
3.78
1.64
4.79
0.96
4.52
4.35
4.58
3.65
3.64
2.81
1.39
3.15
3.1
3.41
IP
6
63.1
16.2
39.1
54.2
46.1
55
35.2
9.1
91.2
157.1
92.1
150.1
146
16
84
54.1
90
1210.2
ER
3
11
7
8
13
29
10
19
1
46
76
47
61
59
5
13
19
31
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:
Step 2:
Innings pitched ÷ 9 = games
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
Baseballs
$5
Stickers
$1
Key Chains
$5
Stadium Seat Cushions $8
Screened Sweatshirts $25
Emb. Sweatshirts
$45
T-shirts
$15
Long-sleeved T-shirts $18
Authentic Jerseys
$120
Replica Jerseys
$60
Car Flags
$10
License Plates
$5
Can Coolers
$4
Youth T-shirts
$12
Youth L/S T-shirts
$16
Youth Sweatshirts
$22
Youth Jerseys
$40
New Era Fitted Hats
$22
New Era Adjust. Hats $18
Flex Fit Hats
$16
Rawlings Pullover
$45
Post Cards
$1
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)
Adult, General Admission
Child, General Admission
Senior, General Admission
Legends Concessions Prices
Hot Dog
$2.50
Jumbo Hot Dog
$3.75
Hamburger
$3.50
Cheeseburger
$3.75
Grilled Chkn Sandwich $4.25
Bratwurst
$3.50
French Fries
$2.75
Nachos
$3.25
Pretzel
$2.75
Peanuts
$3.25
Sunflower Seeds
$3.50
Popcorn
$3.00
Chips
$2.00
Cracker Jacks
$2.50
Candy Bars
$2.00
22 oz. Pepsi
(in a souvenir cup)
$2.75
32 oz. Pepsi
(in a souvenir cup)
$4.00
Coffee/Hot Chocolate $1.50
Bottled Water
$3.00
All Sport
$2.50
$8
$4
$3
$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’
60’ – 6”
8’
90’ – 0”
90’ – 0”
90’ – 0”
50’
90’ – 0”
320’
APPENDIX H
South Atlantic League Map
APPENDIX I
United States Map
APPENDIX J
Map of Lexington, Kentucky
APPENDIX K
Charleston SC
Charleston WV
Delmarva
Greensboro
Hagerstown
Kannapolis
Lake County
Lakewood
Lexington
Rome
Savannah
Columbus
*
163
155
263
281
558
168
440
73
114
538
629
259
239
295
357
163
*
69
133
421
602
246
556
203
176
679
710
425
205
117
234
155
69
*
111
355
536
180
490
130
110
614
645
417
279
143
308
263
133
111
*
468
563
252
567
254
223
726
685
525
357
104
321
281
421
355
468
*
465
235
290
245
259
259
509
173
475
499
645
558
602
536
563
465
*
382
179
478
446
478
177
637
763
633
843
168
246
180
252
235
382
*
317
88
57
487
470
391
383
313
485
440
556
490
567
290
179
317
*
380
382
300
221
461
637
634
795
73
203
130
254
245
478
88
380
*
40
503
563
332
308
286
418
114
176
110
223
259
446
57
382
40
*
517
534
406
314
254
416
538
679
614
726
259
478
487
300
503
517
*
483
329
645
757
850
629
710
645
685
509
177
470
221
563
534
483
*
680
826
754
952
259
425
417
525
173
637
391
461
334
406
329
680
*
316
556
528
239
205
279
357
475
763
383
637
308
314
645
826
316
*
314
230
295
117
143
104
499
633
313
634
286
254
757
754
556
314
*
218
357
234
308
321
645
843
485
795
418
416
850
952
528
230
218
*
Hickory
Capital City
Asheville
Tourists
Augusta
GreenJackets
Capital City
Bombers
Charleston,
SC Riverdogs
Charleston
WV Power
Delmarva
Shorebirds
Asheville
Club
Augusta
2005 South Atlantic League Mileage Chart
(Salisbury, MD)
Greensboro
Grasshopper
s
Hagerstown
Suns
Hickory
Crawdads
Kannapolis
Intimidators
Lake County
Captains
Lakewood
BlueClaws
Lexington
Legends
Rome
Braves
Savannah
SandGnats
Columbus
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 righthanded 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
Aguascalientes Railroadmen
Akron Aeros
Albuquerque Isotopes
Altoona Curve
Anaheim Angels
Angelopolis Tigers
Arizona Brewers
Arizona Rangers
Arizona Royals
Arizona-Montreal Co-op
Arkansas Tourists
Auburn Doubledays
Augusta GreenJackets
Bakersfield Blaze
Baltimore Orioles
Batavia Muckdogs
Beloit Snappers
Billings Mustangs
Binghamton Mets
Birmingham Barons
Bluefield Orioles
Boise Hawks
Bowie Baysox
Brevard Co. Manatees
Bristol White Sox
Brooklyn Cyclones
Buffalo Bisons
Burlington Bees
Burlington Indians
Campeche Pirates
Cancun Lobstermen
Capital City Bombers
Carolina Mudcats
Casper Rockies
Charleston RiverDogs
Charlote Knights
Chattanooga Lookouts
Clearwater Threshers
Clinton LumberKings
Colorado Springs Sky Sox
Columbus Clippers
Columbus Catfish
Corpus Christi Hooks
Danville Braves
Dayton Dragons
Daytona Cubs
Delmarva Shorebirds
Dunedin Blue Jays
Durham Bulls
Edmonton Trappers
El Paso Diablos
Elizabethton Twins
Erie SeaWolves
Eugene Emeralds
Everett AquaSox
Fort Myers Miracle
Fort Wayne Wizards
Fresno Grizzlies
Frisco Rough Riders
Great Falls White Sox
Greensboro Grasshoppers
Greenville Astros
Hagerstown Suns
Harrisburg Senators
Helena Brewers
Hickory Crawdads
High Desert Mavericks
Hudson Valley Renegades
Huntsville Stars
Idaho Falls Chukars
Indianapolis Indians
Inland Empire 66ers
Iowa Cubs
Jacksonville Suns
Jamestown Jammers
Johnson City Cardinals
Jupiter Hammerheads
Kane County Cougars
Kannapolis Intimitdators
Kingsport Mets
Kinston Indians
Lake County Captains
Lake Elsinore Storm
Lakeland Tigers
Lakewood BlueClaws
Lancaster JetHawks
Lansing Lugnuts
Las Vegas 51s
Lexington Legends
Louisville Bats
Lowell Spinners
Lynchburg Hillcats
Mahoning Valley Scrappers
Memphis Redbirds
Mesa Angels
Mesa Cubs
Mexico Red Devils
Midland RockHounds
Mississippi Braves
Missoula Osprey
Mobile BayBears
Modesto Nuts
Monclova Steelers
Monterrey Sultans
Montgomery Biscuts
Myrtle Beach Pelicans
Nashville Sounds
New Britain Rock Cats
New Hampshire Fisher Cats
New Jersey Cardinals
New Orleans Zephyrs
Norfolk Tides
Norwich Navigators
Oaxaca Warriors
Ogden Raptors
Oklahoma RedHawks
Omaha Royals
Oneonta Tigers
Orem Owiz
Ottawa Lynx
Palm Beach Cardinals
Pawtucket Red Sox
Peoria Chiefs
Peoria Mariners
Phoenix Athletics
Portland Beavers
Portland Sea Dogs
Potomac Nationals
Princeton Devil Rays
Puebla Parrots
Pulaski Blue Jays
Rancho Cucamonga Quakes
Reading Phillies
Richmond Braves
Rochester Red Wings
Rome Braves
Round Rock Express
Sacramento River Cats
Salem Avalance
Salem-Keizer Volcanoes
Salt Lake Stingers
Saltillo Sarape Makers
San Antonio Missions
San Jose Giants
San Luis Tuneros
Sarasota Red Sox
Savannah Sand Gnats
Scranton/Wilkes –Barre Red
Barons
South Bend Silver Hawks
Southwest Michigan Devil Rays
Spokane Indians
Springfield Cardinals
St. Lucie Mets
Staten Island Yankees
Stockton Ports
Swing of the Quad Cities
Syracuse SkyChiefs
Tabasco Cattlemen
Tacoma Rainiers
Tampa Yankees
Tennessee Smokies
Tijuana Colts
Toledo Mud Hens
Trenton Thunder
Tri-City Dust Devils
Tri City ValleyCats
Tucson Sidewinders
Tulsa Drillers
Vancouver Canadians
Vaqueros Laguna
Veracruz Red Eagles
Vermont Expos
Vero Beach Dodgers
Visalia Oaks
W. Michigan Whitecaps
W. Tennessee Diamond Jaxx
West Virginia Power
Wichita Wranglers
Williamsport Crosscutters
Wilmington Blue Rocks
Winston-Salem Warthogs
Wisconsin Timber Rattlers
Yakima Bears
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
Center Field
Right Field
Seating:
6,075 (includes 5,061 permanent chairs, 500 bleachers and two lawnseating 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
- 318 feet
- 401 feet
- 320 feet
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
2
Beattyville
1
Berea
1
Burlington
1
Carlisle
1
Corbin
4
Cynthiana
5
Danville
1
Elizabethtown
1
Ewing
1
Falmouth
2
Flemingsburg
9
Frankfort
30 Georgetown
1
2
3
4
713
2
6
1
1
2
1
1
3
39
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
Harrisburg
Harrodsburg
Jackson
Lawrenceburg
Lexington
London
Louisville
Loveland
McKee
Midway
Mount Eden
Mount Vernon
Mt. Sterling
Nicholasville
11
1
15
1
3
1
3
1
1
14
1
1
4
16
Paris
Pikeville
Richmond
Russell Springs
Sadieville
Science Hill
Somerset
Stamping Ground
Stanford
Versailles
W Somerset
Williamsburg
Wilmore
Winchester
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
pounds
Under 60
61-70
71-80
81-90
91-100
101-110
111-120
121-130
131-140
141-150
151-160
Over 160
3’5” –
3’8”
27”
27”
28”
28”
28”
29”
29”
29”
29”
3’9” –
4’
28”
28”
28”
29”
29”
29”
29”
30”
30”
30”
30”
4’1” –
4’4”
29”
29”
29”
29”
30”
30”
30”
30”
30”
30”
31”
31”
4’5” –
4’8”
29”
29”
30”
30”
30”
30”
30”
30”
31”
31”
31”
31”
4’9” –
5’
5’1” –
5’4”
5’5” –
5’8”
5’9 –
6’
30”
30”
30”
31”
31”
31”
31”
31”
31”
32”
32”
31”
31”
31”
31”
31”
32”
32”
32”
32”
32”
32”
32”
32”
32”
32”
33”
33”
33”
33”
33”
34”
34”
34”
APPENDIX U
Legends Box Score
Lexington
2B
3B
HR
RBI
BB
SO
AVG
Ash 2B
Player
AB
4
R H
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
Batted In
Runs
Hits
Asheville
AB
R
H
BI
C. Sullivan CF
B. Peck LF
E. Muth RF
B. Hawpe 1B
J. Lincoln 3B
N. Gretz DH
E. Storey PH
M.Vilorio 2B
D. Conway CAT
H. Tena SS
E. Pacheco PIT
M. Roney PIT
S. Green PIT
J. Huisman PIT
TOTALS
5
3
3
4
4
3
1
4
4
4
0
0
0
0
35
2
0
1
1
0
0
0
0
0
0
0
0
0
0
4
2
0
1
3
0
1
0
1
0
0
0
0
0
0
8
0
0
1
3
0
0
0
0
0
0
0
0
0
0
4
Score by
Innings
Errors
Asheville
Lexington
APPENDIX W
Batting
Average
At-Bats
2
0
Double Plays
YTD
AVG
.417
.300
.409
.476
.250
.111
.000
.350
.222
.111
.000
.000
.000
.000
How to Read Baseball Statistics
Lexington
AB
R
H
BI
F. Lentini CF
F. Escalona SS
J. Topolski LF
M. Hill RF
R. German 3B
J. Buck CAT
B. Schmitt 1B
P. Lockhart DH
J. Toven 2B
R. Rosario PIT
D. Peguero PIT
4
3
4
3
4
4
4
3
4
0
0
0
1
0
2
3
1
0
1
1
0
0
1
0
0
2
4
2
0
1
1
0
0
1
1
0
0
3
4
0
0
0
0
0
33
9
11
9
TOTALS
0
3
1
0
0
2
1
1
0
1
0
1
0
1
0
X
YTD
AVG
.333
.154
.313
.286
.625
.294
.333
.273
.357
.000
.000
-4
-9
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
Hit by Pitch
Sacrifice Fly
Doubles
Caught Stealing
Others not shown: S-Sacrifice, SB-Stolen Bases
Earned Runs
Runs
Strike Outs
Home Runs
Hits
Innings Pitched
ASHEVILLE
E. Pacheco (l, 0-1)
M. Roney
S. Green
J. Huisman
LEXINGTON
Rosario (W, 2-0)
D Peguero
Walks
IP
5.0
1.0
0.2
1.1
H
6
2
0
3
R
6
1
1
1
ER
5
1
0
3
BB
1
0
1
0
SO
3
1
0
1
HR
2
0
0
0
ERA
7.20
18.00
0.00
2.45
5.0
4.0
7
1
4
0
4
0
1
0
3
5
1
0
3.27
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
Time of
game
elapsed
A--5469
Attendance
Earned Run
Average
APPENDIX X
Baseball books and Internet Websites
Casey at the Bat
By Earnest Lawrence Thayer
Challenge at Second Base
By Matt Christopher
Baseball’s Best
By Andrew Gutelle
Left Field Bear
By Jean Rogers
20,000 Baseball Cards Under the Sea
By Bon Buller and Susan Schade
The Kid Who Only Hit Homers
By Matt Christopher
If I were a Cleveland Indian
Picture Me Books
At the Ball Game
By S.A. Kramer
The Field Beyond the Outfield
By Mark Teague
Cam Jensen/Babe Ruth Baseball
By David Adler
Roberto Clemente
By Kenneth Rudeen
Little League Family
By Leonard Wibberly
Cal Ripken, Jr.
By Jeff Savage
Miracle at the Plate
By Matt Christopher
Frank Thomas
By Jean Spiros
What’s So Great About Fourth Grade?
By Ellen Kahaner
Kids’ World Almanac of Baseball
By Thomas G. Alyesworth
The Spy on Third Base
By Matt Christopher
The Not-So-Minor Leagues
By Douglas Gay and Kathlyn Gay
The Twelfth Angel
By Og Mandino
Rules of the Game
Diamond Group
Lumpy: A Baseball Fable
By Tug McGraw
Black Diamond
By Patricia and Fred McKissack
The Southpaw
By Henry W. Wiggen
Top 10 Baseball Base Stealers
By Peter J. Bjarkman
The New Kid
By Chris Economos
Top 10 Baseball Pitchers
By Peter J. Bjarkman
Here comes the Strikeout!
By Leonard Kessler
Team Mates
By Peter Golenbook
Homefield
By David Spohn
Arthur and the True Francine
By Marc Brown
Hooray for the Dandelion Warriors!
By Bill Cosby
Arthur Makes the Team
By Marc Brown
Hooray for snail!
By John Stadler
Baseball Jokes and Riddles
By Matt Christopher
I’ll Tell on You
By Joan Lexau
MacMilan Book of Baseball Stories
By Terry Egan
Jimx Glove
By Matt Christopher
Glovemen
By George Sullivan
Lucky Me!
By Lisa Papademetriou
The Math Curse
By Jon Scieska and Lane Smith
Matt’s Mitt
By Marilyn Sachs
APPENDIX X
Baseball books and Internet Websites
(Continued)
BASEBALL BOOKS
Nipper
By Charles Schultz
The Baseball Birthday Party
By Annabella Prager
Play Ball Kate!
By Sharon Goirdon
Baseball Brothers
By Jeff Rubin
Bats About Baseball
By Jean Little and Claire Mackay
Baseball Camp on the Planet of Eyeballs
By Jon Buller
The Jungle Baseball Game
By Tom Paxton
The Baseball Trick
By Scott Corbett
Big League Peanuts
By Charles Paxton
The Baseball Bargain
By Scott Corbett
At the Ballpark
By Ken Robbins
The Baseball Reader
By Charles Einstein
Ballpark
By Ken Robbins
The Berenstain Bears Play Ball
By Stan/Jan Berenstain
BallPark
By Elisha Cooper
The Biggest Mouth in Baseball
By Kate McMullen
Moonball
By Jane Yolen
The Case of the Unnatural
By David D. Connell
Playoff Dreams
By Fred Bowen
Max: Story and Pictures
By Rachel Isadora
I Am Somebody
By Laura Greene
Mice at Bat
By Kelly Occhsli
Grand Slam
By Robert Montgomery
Mouse Practice
By Emily Arnold McCully
Take Me Out to the Ballgame
By Patricia Lantier-Simpson
My Dad’s Baseball
By Ron Cohen
Bat Boy
By Mel Cebulash
Nana Hannah’s Piano
By Barbara Bottner
Pee Wees on First
By Judy Delton
Never Fear, Flip the Dip is Here!
By Philip Hanft
The Phantom Homer
By John R. Cooper
Patrick Doyle is Full of Blarney
By Jennifer Armstrong
Infield Hit
By Thomas J. Dygard
Play Ball, Amelia Bedelia!
By Peggy Parish
Safe at First
By Dean Hughes
Paul the Pitcher
By Paul Sharp
Albert’s Ball Game
By Leslie Tyron
Playing Right Field
By Willy Welch
Baseball Ballerina
By Kathryn Cristaldi
The Rainy Day Grump
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
www.majorleaguebaseball.com
1971 in Cooperstown, New York. It now
consists of more than 6,700 members.
Official Site of the Lexington Legends
www.lexingtonlegends.com
Aerodynamics & Curveballs
www.iconn.net/igor/curvball.html
Helicopter inventor Igor Sikorsky’s wind
tunnel tests measured the ability of a
baseball to take a curved trajectory under
the force of a pitcher’s throwing arm.
Official Site of Minor League Baseball
www.minorleaguebaseball.com
Official Site of the Houston Astros
www.astros.com
Exploratorium: Experience of Baseball
www.exploratorium.edu/baseball/
Scientific research and interactive
experiments; requires shockwave for some
of the features.
Total Baseball
www.totalbaseball.com
The Official Encyclopedia of Major League
Baseball
General Essays & Background Theory
www.stathead.com/bbeng/general.htm
Historical and current essays on the search
for objective information about baseball.
Stathead Consulting
www.stathead.com
Providing performance analysis and
forecasting professional baseball.
Includes the Baseball Engineering Library
Society of American Baseball
www.sabr.org
The Society for American Baseball
Research (SABR) was formed in August
Baseball Learning Activities for Kids
www.pbs.org/teachersource/mathline/conce
pts/basesoftball/activity1.shtm
Courtesy of PBS.
Baseball Hall of Fame
http://www.baseballhalloffame.org/index.htm
The Official Website of the Hall of Fame.
Don’t miss the Education section.
Minorities in Baseball
http://www.baseball-links.com/
Comprehensive page of links to sites with
information on Negro League Baseball and
Women in Baseball.
Negro League Baseball
www.negroleaguebaseball.com/
British Baseball Federation
www.bbf.org
The Official website for British baseball and
softball.
APPENDIX Y
Map of Kentucky