Geography of Sport

Jason Schut

Table of Contents
Unit Outline

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson10

Lesson 1 Methodologies Global Impact of Cricket

Locations of British commonwealth
Mapping Discussion on colonialism

Locations of top ranked Cricket countries

Mapping

World outline map on which to record locations

GLCE
G4.1.1 Identify and explain examples of cultural diffusion within the eastern and western hemispheres.

Materials
Atlas for each student or work in pairs Hand out Worksheet 1.1- list of Countries where cricket is a national sport; provide time for students to find location and record on the world map. World map may be printed from url: http://geoalliance.asu.edu/azga/ Hand out a list of the British Commonwealth Countries

Objectives
As a result of this lesson, seventh grade students will be able to:
Use an Atlas to locate top ranking Cricket countries on a world map Use an Atlas to locate countries of British Commonwealth Analyze the relationships between where cricket is played and the British Commonwealth. Understand key characteristics of former British colonies or reasons why these countries were colonies.

Opening of Lesson: Big Questions

Who here has seen the game Cricket played? Does anyone know how Cricket started? Where is Cricket played now?

Brief Early History of Cricket

1550 (approx) Evidence of cricket being played in Guildford, Surrey. 1676 First reference to cricket being played abroad, by British residents in Aleppo, Syria 1844 First official international match: Canada vs. United States 1859 First touring team to leave England, captained by George Parr, draws enthusiastic crowds in the US and Canada.

Map the top Cricket Countries

Find the following countries in your atlas; List the longitude and latitude of the capital city: Locate the country on the world outline map.
South Africa (Pretoria) England Australia (Sydney) Pakistan India (New Delhi) Jamaica New Zeeland Bangladesh Nigeria Kenya Sri Lanka Zimbabwe Afghanistan Canada Ireland Scotland Kenya

Did you find them?

How Does This Map Compare?

What do these nations have in common?

Compare the spatial distribution of cricket and the former colonies of Great Britain. Do they tend to be the same places? Why did Britain colonize those places?
Raw materials
Canada (Fur) India/Pakistan/Sri Lanka (Tea) Australia (Land, Exile convicts) Jamaica (Sugar, Bauxite-aluminum) Nigeria (Gold)

Other reasons to colonize

Natural Resources

Gold Silver Diamonds Iron ore for making weapons and tools Phosphates for gun powder
Sugar cane Indigo Rum Molasses Palm oil

Agricultural Products

How was England able to conquer so many places?

Reasons
Powerful Navy Expert Navigation Trade Natural Resources
were necessary for the economy

Closing of Lesson
I am distributing worksheet 1.2 to everyone. Complete the five questions that are on the sheet. Leave the sheet at the exit box when you leave class. Make certain your name is on the sheet. You may use an atlas 1) What is a capital of Pakistan? 2) What are 3 countries that play Cricket? 3) What is similar about a map of cricket as a sport and the British Empire of the early 1900s? 4) Why were the British interested in gaining colonies around the world? 5) Which two countries played the first official international cricket match?

Bonus Point
Write the name of the most popular sport in the world today and spell it correctly. It begins with an s

Lesson 2 Soccer Climate graphs

View climate graphs of countries that have won the world cup. Find countries that have won the world cup on a world map. Compare amount of times won the world cup to climate and precipitation of country World outline map on which to record locations

GLCE
7-G3.1.1 Construct and analyze climate graphs for locations at different latitudes and elevations in the region to answer geographic questions and make predictions based on patters.

Materials
Atlas for each student or work in pairs Hand out Worksheet 2.1- Climate graphs of world cup winners; provide time for students to find location and record on the world map. World map may be printed from url: http://geoalliance.asu.edu/azga/ Worksheet 2.2- What do climate graphs tell us about world cup winners?

Objectives
As a result of this lesson, seventh grade students will be able to:
Use an Atlas to locate countries that have won the world cup Use climate graphs to analyze the climates of countries that have won the world cup Analyze the relationships between the countries that have won the world cup multiple times and the climate of the region. Discuss whether or not favorable climates for playing/practicing soccer gives an advantage to these countries in the world cup

Opening of Lesson
Student lead discussion based on following questions:
If you did not live in Michigan, which sports or activities would you be interested in playing and why? Would you be better at a outdoor sport if you did not have to take the winter as a time of no play for your sport?

Brief World Cup History

First World Cup- 1930, Uruguay: winner was Uruguay Most tournament appearances: Brazil, 19 Most World Cup Championships: Brazil, 5 Most all time goals scored: Ronaldo, 15 from Brazil Highest USA has placed: 3rd, in 1930

Find World Cup Winners on World map

Brazil Italy Germany (as West Germany) Argentina Uruguay France England Spain

Climate Graphs
Distribute worksheet 2.1 to each student.
Find which country the team represented based on the capital cities listed Find patterns in precipitation and temperature averages over the year for the country Compare northern and southern hemisphere cities shown by the climograph Compare where cities are geographically located in relation to marine and continental climates

Times countries have won the cup

Brazil - 5 times Italy - 4 times Germany - 3 times (as West Germany) Argentina - 2 times Uruguay - 2 times France - 1 time England- 1 time Spain- 1 time

Discuss comparisons of climate graphs to soccer clubs

What are the differences between the northern and southern hemispheres climate graphs? Does the location of the capital city to marine or continental areas affect the attraction of the city as a home for a soccer club? Do certain soccer clubs get more practice time due to the climate they live in? Do cities with better climates have better soccer teams?

If not due to climate then why?

Possible reasons
Money spent on teams by countries Not all teams have been to the tournament the same number of times Travel fatigue- teams who have won while hosting: Uruguay, Italy, England, Germany, Argentina, France

Close the lesson

I am distributing worksheet 2.2 to everyone. Complete the five questions that are on the sheet. Leave the sheet at the exit box when you leave class. Make certain your name is on the sheet. You may use an atlas 1) What year was the first World Cup? 2) What do the bars on a climate graph represent? 3) What do the lines on the climate graph represent? 4) Do northern and southern hemispheres have similar climate graphs? 5) Do countries with more favorable climates win the World Cup more often than the rest of the countries?

Lesson 3 Soccer Human Characteristics of Place

View Gnomonic Projections of soccer playing countries. Find travel routes between soccer playing countries. Compare travel routes for each team Begin group project: study of human characteristics of the countries

GLCE
7-G1.1.1: Explain and use a variety of maps, globes, and web based geography technology to study the world, including global, interregional, regional, and local scales. 7-G2.2.1: Describe the human characteristics of the region under study (including languages, religion, economic system, governmental system, cultural traditions).

Materials
Atlas for each student or work in pairs Globe for each group of students (if possible) String for each globe Hand out Worksheet 3.1- Gnomonic projection of Northern Hemisphere; provide time for students to Identify countries on Gnomonic projection. Gnomonic projection may be printed from url:
http://upload.wikimedia.org/wikipedia/commons/0/0a/Gnomonic_Projection_Pol ar.jpg

Rubric 3.2- Group process, presentation of countries

Objectives
As a result of this lesson, seventh grade students will be able to:
Use an Atlas to locate countries on a gnomonic projection Determine what countries must be traveled through/over for teams to arrive at their destinations. Plan a research project in a group that will answer important questions about where and why soccer is played in particular countries.

Opening of Lesson
Using a light and a globe, explain the different types of projections used by geographers
Orthographic Stereographic Gnomonic

Great Circle
Great circle is a plane passing through the center of the earth.
Great circles can show shortest distance between two points

Gnomonic projections display a portion of great circles

Gnomonic Projection
Working in small groups (1 globe per group), have students estimate the shortest route between countries Give each group a string to use on the globe, see how their estimates compared.

Gnomonic Projections
Distribute worksheet 3.1 to each student.
Use an atlas to find where each country is on the Gnomic Projection Draw straight lines between each country to determine travel route List cities that are located along the travel route of each country Discuss why a gnomonic projection can determine travel routes better then simply looking at a globe.

Group Process
Split students into 6 groups I am Distributing Rubric 3.2- description of project Allow students to use atlas, textbook, internet, and any other resource Allow the rest of class time for the students to work on their project

Closing the lesson

Groups must show instructor what they have worked on for the project. Students must have some sort of notes and understanding of which students in their groups will be presenting what. Turn in worksheet 3.1

Lesson 4
Present group project: study of human characteristics of the countries Discuss reasons for conflict within an area (Example Honduras-El Salvador) Discuss differences of Arithmetic and physiologic population density

GLCE
7-G2.2.1: Describe the human characteristics of the region under study (including languages, religion, economic system, governmental system, cultural traditions). 7-G4.4.1: identify and explain factors that contribute to conflict and cooperation between and among cultural groups (e.g., natural resources, power, culture, wealth)

Materials
Atlas for each student or work in pairs Hand out Worksheet 4.1- Honduras-El Salvador conflict; Map portraying Honduras and El Salvador found at url: http://www.acig.org/artman/publish/article_1 56.shtml

Objectives
As a result of this lesson, seventh grade students will be able to:
present cultural information about specified country to the class in a group setting Discuss factors for conflict within a region or between countries (Central America Example)

Opening of Lesson
Students Present projects to class (based on Rubric 3.2-distributed last class) Student lead discussion based on the following questions:
What is the most popular sport in the US, how have our sports become more or less international over time? What are some factors that cause violence to arise at sporting events? What are some underlying factors that cause countries to be violent with one another?

Soccer War (100 Hour War)

Brief History
1969 Surface (Trigger): 1970 World Cup
North American Qualifying Round Game 1- in Tegucigalpa- Honduras wins 1-0 Game 2- in San Salvador- El Salvador wins 3-0 Game 3- in Mexico City- El Salvador wins 3-2 extra time Riots after each game War breaks out on border after game 3- El Salvador raids Honduras airway Honduras defends Cease Fire within 3 days

Can Soccer really cause a war?

Root cause:
Land Reforms in El Salvador Huge population of El Salvador compared to land Honduras has usable land, El Salvador is mountainous. Immigration- more than 20 percent of Honduras population was El Salvadorians

Causes for Immigration

Population density
Arithmetic- pop/square mile
El Salvador-858 Honduras-170.9

Physiologic- pop/square mile of farmable land

El Salvador-3311.4 Honduras- 1068.3

Factors of Immigration
Proximity Poverty Violence in country, armed conflict Political problems Social Issues

What are some reasons the U.S. gets migrated to?

Proximity, economy, government

Closing the Lesson

Take out a sheet of lined paper to complete the following questions. Complete the five questions that are on the overhead. Leave the sheet at the exit box when you leave class. Make certain your name is on the sheet. 1) What two countries were involved in the soccer war? 2) What is another name for the soccer war? 3) What was the underlying cause of the soccer war? 4) List 3 reasons why a person would immigrate from one country to another. 5) Which country do most US immigrants currently come from?

Bonus Question
What sport was invented in the United States when a peach basket was placed on the end of a tall pole? (Basketball)

Lesson 5 NBA
Locations of NBA teams
Mapping Placing teams on Map

Population Density
Mapping Change over years in population distribution Change over years of NBA team location

GLCE
7-G1.2.4: Draw the general population distribution of the Western Hemisphere on a map, analyze the pattern, and propose two generalizations about the location and density of the population.

Materials
Atlas for each student or work in pairs Hand out map showing population density of United States in 2000 found at URL:
http://www.census.gov/history/img/2000_Population_Distribution.jpg

Hand out map showing population density of United States in 1970 found at URL:
http://www.census.gov/history/img/1970_Population_Distribution.jpg

Hand out map of NBA team fan locations found at URL:

http://www.basketballforum.com/nba-forum/451361-great-nba-team-map.html

Hand out blank map of United States found at URL:

http://www.freeusandworldmaps.com/html/USAandCanada/USPrintable.html

Hand out list of 30 current NBA teams

Objectives
As a result of this lesson, seventh grade students will be able to:
Use population density map to determine the distribution of the United States Use an Atlas to locate what cities the densely populated areas are in the United States. Use a population density map to view how the population has shifted over time. Look at a list of NBA teams over time to determine why they are located in their home cities.

Opening of Lesson: Recall

Does everyone remember when we talked about population density last class?
We talked about Arithmetic and physiologic population densities of Honduras and El Salvador. Today we will look at population density in the United States from 1970 to 2000.

Population Density of United States

Originally settled in northeast
Major spread west post civil war era Ellis island NY became major immigration port

West coast
Farmers moved west for cheap land California population boom during gold rush Large immigration from Asia helped build railroads

NBA Team Activity

Distribute worksheet 5.1: give time to finish the first 5 questions
Take out the population density map for the United States in 1970. Circle the 10 areas with the highest population. Label the 10 major cities that fall closest to your circles. Take out the population density map for the United States in 2000. Describe how the maps compare, what the differences are in the actual maps, how the population density for the areas you have circled compare.

Take out your list of 30 current NBA teams. Locate the 10 teams highlighted, and if necessary locate the originating city.
Which conference has had more teams move? Which of the 10 cities circled are you surprised doesnt have a NBA team? List some reasons why. Which of the 10 cities circled are you surprised hasnt lost its team yet? List some reasons why.

Discuss worksheet

Reasons why population might shift

Job market
Detroit auto industry San Francisco technology industry Texas oil/labor jobs

Education
College towns Move to better school districts

Climate
Population moving south and west Snowbirds

Immigration
Most immigration is in the southwest, migrant labor Proximity of Immigration: Majority of Mexican Immigrants typically stay in the south

NBA Team Movement

Now that we have explored some reasons for immigration:
How do the movement of NBA teams coincide or contradict the movement of the US population? What are some reasons why the NBA teams do not follow the population density? Where do you think the best place to start a team would be right now? Why did you choose this location?

Closing of the lesson

Take out a piece of lined paper and write a one page paper on what you think are the reasons why each team either remained in its original location or relocated since 1970?
If students are having trouble finishing they may show the progress they have made during class and hand it in at the beginning of the next class for homework.

Lesson 6 NBA: What's in a Name

Lesson will be done in area with media/computer access (media center, library, classroom if possible) Locations of NBA teams
Mapping Placing teams on Map

Geographic Features
Team name, location, origin, team name and/or mascot, team colors, division, industry of home city, culture of home city

GLCE
7-G1.2.6: Apply the skills of geographic inquiry (asking geographic questions, acquiring geographic information, organizing geographic information, analyzing geographic information, and answering geographic questions) to analyze a problem or issue of importance to a region. 7-G1.1.2: Draw an accurate sketch map from memory of the United States

Material
Students may use National Geographic Mapping to help ://education.nationalgeographic.com/education/ mapping/outline-map/?map=USA&ar_a=1 Hand out poster board to groups of 3-4 Worksheet 6.1- determining origin of team name Allow students to research with the following url: http://www.nba.com/features/behind_the_name .html

Objectives
As a result of this lesson, seventh grade students will be able to:
Create questions to be answered about NBA teams Collaborate with partners to sketch a map of the United States from memory Locate teams/cities on a sketched map Access information about NBA teams through media/Internet Answer created questions

Opening of lesson
Students placed in groups of 3-4, these groups develop questions on scratch paper about NBA teams Rules:
Ask as many questions as you can Do not stop to discuss, judge, or answer any question Write down every question exactly as it is stated Change any statement to a question

Question Asking
Prompts for Questions
Origin of team name Origin of athletes What steps go into running a team? What is needed for success in the NBA? Physical/cultural features of the region

Once each group has had time to develop questions amongst themselves, a master list is developed on the front board.

Mapping NBA Teams

Distribute poster board, have Students collaborate with their group in order to sketch the United States on the poster board. Students will then add all 30 NBA teams to the map by marking the city they represent.

Question Answering
Students will answer questions from the beginning of the class
Questions will be added to worksheet 6.1 to be answered

Questions should look like:

Where did the starting lineup originate? (U.S. city or world country) Where did the team name come from? Did the team originate in the city it resides in now? What steps go into running a team? What is needed for success in the NBA?

Question Answering
physical/cultural questions need to be includedgive students a chance to explore National Geographic Mapping to answer prompted questions such as:
Religion of area Dominant physical features of area Climate of area Population density Environmental impact of region

These should be represented on the sketched map of the US for each students specific NBA teams city

Closing the lesson

Students need to take out a piece of scratch paper to complete the following questions using National Geographic Mapping. This paper is your exit ticket and needs to be handed in at the end of class.
1) Which direction does the Atlantic Ocean current closest to the east coast of the United States flow? (north/northeast) 2) Which climate zone does our current location fall under? (Humid cold- dry winter) Which state do most earthquakes in the US take place? (California) About how many refugees does is the US a destination for? (give the range) (100,000-1,000,000) Which North American Country has the most alternative energy use? (Canada)

Lesson 7 Winter Recreation

View climate graphs of areas in the United States and Canada. Determine which areas have winter recreation based on climate graphs.
Build an understanding of Latitude and longitude and what this means for local area climates.

GLCE
7-G3.1.1 Construct and analyze climate graphs for locations at different latitudes and elevations in the region to answer geographic questions and make predictions based on patters. NS 7.2A.3 Describe how the angle of the suns rays changes at different latitudes.

Material
Atlas for each student or work in pairs Hand out Worksheet 7.1 and Worksheet 7.2Climate graphs of cities in North America; provide time for students to find location and record on the world map. World map may be printed from URL: http://geoalliance.asu.edu/azga/ Worksheet 7.3- What do climate graphs tell us about winter recreation areas?

Objective
As a result of this lesson, seventh grade students will be able to:
Use an Atlas to locate cities around North America Use climate graphs to analyze the climates of areas in the U.S. that have or do not have winter recreation Analyze the relationships between latitude and longitude while determining where winter recreation can happen.

Opening of Lesson
Demonstration of Earths revolution
Have a student hold a beach ball labeled sun in the middle of the class Have a student carry a beach ball around the perimeter of the room to demonstrate earths revolution around the sun.
Identify earths tilt 23.5 degrees Display distance from sun during rotation
Summer far (suns rays directly over tropic of cancer) Winter- close (suns rays directly over tropic of Capricorn)

Recipe for Winter Recreation

Ice, Snow, Trails, Hills, Lakes
Sledding/tubing Skiing/snowboarding Ice skating Ice fishing Snowshoeing, dogsled racing

Appropriate conditions
Cold (water freezes at 0 degrees Celsius) Precipitation at least 20 mm during winter months for snow recreation (with adequate temperatures)

Latitude
Discussion
How does the angle of the sun effect the temperature of the earth? How does this change with seasons? Where do you expect Winter Sports to be played?
Higher latitude or lower latitude? Why do you expect that?

Display image from URL: http://commons.wikimedia.org/wiki/File:Latitude_lin es.svg

Climate Graphs
Pass out Worksheet 7.1 (latitude climate graphs) An atlas may be used to find cities- plot cities on world map Have students determine which locations are eligible to have winter recreation. (Temperature: Precipitation)
Grand Rapids (yes: yes) Lexington (yes: yes) Reno (no: yes) Edmonton (yes: no) Iqaluit, Nunavut (yes: yes) New Orleans (no: yes)

Do they fit the profile?

Do these cities have winter recreation
Grand Rapids (yes) Lexington (yes) Reno (no) Edmonton (some- not adequate precipitation) Iqaluit Nunavut (yes) New Orleans(No)

Longitude
Discussion
How could longitude effect climate in an area? What about positioning on a continent
How do you think temperatures of a city on the eastern side of North America compare with a city on the western side? How do you think temperatures in a city in the middle of the North America compare with a city along a coast?

Display image from URL: http://en.wikipedia.org/wiki/File:Longitude_%28PSF% 29.png

Climate Graphs
Pass out Worksheet 7.2 (longitude climate graphs) An atlas may be used to find cities- plot cities on world map Have students determine which locations are eligible to have winter recreation. (Temperature: Precipitation)
Richmond(no: yes) Lexington (yes: yes) St. Louis (yes: yes) Denver (yes: no) Reno (no: yes) San Francisco (no: yes)

Do they fit the profile?

Do these cities have winter recreation
Richmond(no) Lexington (yes) St. Louis (yes) Denver (no)
What about the nearby mountains? How do the mountains affect rainfall?

Reno (no) San Francisco (no)

Drawing Conclusions
How does the ability to have winter recreation change as you get further from the equator.
Why does this happen

How does the ability to have winter recreation change as you move west to east across North America?
Maritime climate Water takes 5x the amount of energy (specific heat) to move one degree then that of land(average)

Continental Climate
Fluctuates in temperature much faster then that of locations near water- extreme winters and summers.

Closing the Lesson

I am distributing worksheet 7.3 to everyone. Complete the five questions that are on the sheet. Leave the sheet at the exit box when you leave class. Make certain your name is on the sheet. You may use an atlas 1) What is the recipe a city needs in order to have winter recreation? 2) How do climate graphs change as you go north in latitude? 3) What are some examples of winter recreation? 4) Draw a circle and fill in lines of longitude on the circle. 5) Is it more likely, less likely, or the same likeliness for a continental climate to have winter recreation then a maritime climate?

Lesson 8
Determine which areas have Winter recreation based on elevation Understand the difference between Elevation and Altitude Understand how Precipitation happens in areas of high elevation.
Orographic

GLCE
NS 7.1B.3 Analyze and explain factors influencing precipitation patterns and predict where the patterns will occur.

Material
Atlas for each student or work in pairs Table:http://www.engineeringtoolbox.com/air -altitude-temperature-d_461.html Hand out Worksheet 8.1 found at URL:
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CD cQFjAB&url=http%3A%2F%2Fwww.johnbowne.org%2Fourpages%2Fauto%2F2012 %2F1%2F3%2F33348878%2FIsoline%2520Worksheet.doc&ei=jyRSUYv9Icmp2gXVg YHYCQ&usg=AFQjCNHtJNvvmb9Z3_gGl63EAxukYFD9A&sig2=7NWv02hHDl8EXaPGM1mEQg&bvm=bv.44342787,d.b2I

Objective
As a result of this lesson, seventh grade students will be able to:
Distinguish between elevation and altitude. Describe orographic precipitation. Use an Atlas to determine areas in North America where elevation may allow for winter recreation Analyze the relationships between the areas in the US with and without winter recreation.

Opening the Lesson

Recall
Last class we started our winter recreation lesson by examining where winter recreation can take place
What is the recipe for winter recreation?
Temperature (0 degrees C), adequate Precipitation (20mm)

How does Latitude affect this recipe? How does longitude affect this recipe?

Review Exit paper from lesson 7 (worksheet 7.3) Besides north, south, east ,west
Where else have we seen snow? (high elevation) What physical features can cause snow to form? (mountains)

Physical Feature: Mountains

Altitude:
Vertical distance above ground

Elevation
Vertical distance above sea level
Elevation: 14,433 ft Altitude: 0 Elevation: 14,433 ft Altitude: ~7,000 ft

Mt. Elbert, CO

Physical Feature: Mountain

Increase in altitude/elevation = Decrease in temperature (inverse relationship) Less pressure means the molecules are further apart.

Precipitation
Mountains cause orographic precipitation
Moist air gets pushed over mountain Air pressure decreases as air is pushed overtop Air adiabatically cools and condenses Moisture released as rain or snow on the windward side of the mountain Dry air rushes down the leeward side of the mountain sucking up the moisture causing a rain shadow

Orographic Precipitation

Elevation on Maps
Where in North America do we see areas where orographic precipitation can allow for winter recreation? Which states are these?

Reading Contour Map

Isolines
Isolines are lines that connect points of equal value All points on the same isoline must have the same value Isolines never cross, touch or split Isolines are always closed curves even though the map might only show a portion of it (the rest is off the map) Isolines are gentle curved lines that do not have sharp corners Isolines usually are drawn in the same general direction as nearby isolines.

Hand out Worksheet 8.1 How can reading isolines on a contour map help us find winter recreation locations?
Finding mountains allows us to find orographic precipitation

Closing the Lesson

Take out a sheet of lined paper to complete the following questions. Complete the five questions that are on the overhead. Leave the sheet at the exit box when you leave class. Make certain your name is on the sheet. 1) Define elevation 2) Define altitude 3) Do temperature and altitude have a direct or indirect relationship? 4) True or false: isolines will never cross over one another. 5) Draw a representation of orographic precipitation in relation to a mountain.

Lesson 9
History of Iditarod Use scale to determine distance on a map Find areas of high elevation by looking at various types of maps Look at location on map using coordinates

GLCE
7-G1.1.1 Explain and use a variety of maps, globes, and web based geography technology to study the world, including global, interregional, regional, and local scales. NS 1.1A.1 Analyze geographic representations based on their properties and purposes.

Material
Atlas for each student or work in pairs Map of Iditarod found at URL:
http://d3r6t1k4mqz5i.cloudfront.net/wpcontent/uploads/2011/12/route_download.jpg

String for each student Use national geographic mapping website to find more accurate distances URL:
http://education.nationalgeographic.com/education/mapping/interactivemap/?ar_a=1

Objective
As a result of this lesson, seventh grade students will be able to:
Determine the distance of the Iditarod race in an efficient way Determine the distance of the Iditarod race using technology Recognize the differences in coordinates between the Iditarod race and Kalamazoo

Opening the Lesson: Big Questions

Who here has heard of dog sled racing? Does anyone know the name of the most famous dog sled race in the world?
Iditarod

Does anyone know where this race takes place?

Alaska; Anchorage to Nome

Brief History of Iditarod

The Iditarod trail- famous trail used during Alaskan gold rush First race was in 1967- marking the 100th anniversary of Alaska being purchased from Russia
This race was 56 miles long

The race started to gain popularity around 1967

2 different routes rotate each year (north and south) Race from Anchorage to Nome (south route)

66 participants attempted the race last year

Mapping
Hand out race map worksheet 9.1 and string
Students are to find an estimate of the total distance of the race using the string and scale on the map.

Students will use national geographic website distance measurement to complete the worksheet. Ask questions once complete
Why or why not: was the string an efficient way to find the total distance of the race? Why or why not: was the string an effective way to find the total distance of the race? How close were you? What made finding this distance difficult or easy?

Total distance of race= 998 miles

Did anyone get that?

What makes this race so extreme?

We have learned two different geographical ideas that allow for winter recreation.
Latitude and Longitude
Anchorage: 61.2 N, 149.8 W Nome: 64.5 N, 165.4 W Kalamazoo: 42.3 N, 85.6 W

Elevation
Maps on next slide (terrain, topographical)
Elevation of Anchorage (102 ft) Highest point of race: Rainy Pass (3,160 feet) Elevation of Nome (20 ft)

Mountains

Mountains

Closing the Lesson

Take out a sheet of lined paper to complete the following questions. Complete the five questions that are on the overhead. Leave the sheet at the exit box when you leave class. Make certain your name is on the sheet. 1) Between what two cities is the Iditarod race? 2) If I wanted to find the distance between to cities on a paper map and all I knew was the scale, what is one way I could quickly find the distance between them? 3) What is one type of map that would help us see elevation? (hint: specific map, dont use elevation map) 4) What was the Iditarod trail originally used for? 5) What type of precipitation might occur at Rainy Pass (3,160 ft) that would not occur in the city of Nome (20 ft)

Lesson 10 Baseball
Discuss how elevation can affect a baseball game Discuss how cities have changed in the last century View how baseball stadiums have changed with the changing of cities

GLCE
NS 3.1A.1 Describe spatial concepts, such as population density, transportation networks or linkages, and urban or city growth patterns using paper or digital maps.

Materials
Atlas for each student or work in pairs Hand out Worksheet 10.1 MLB teams and locations, finding distances Hand out Worksheet 10.2 categorizing baseball stadiums Stadium Maps and distances can be found at URL: http://mlb.mlb.com/team/

Objectives
As a result of this lesson, seventh grade students will be able to:
Discuss how elevation effect the Colorado Rockies baseball games Determine how geography determines the layout of baseball stadiums Categorize baseball stadiums as old style and new style stadiums based on layout

Opening of Lesson
Review answers to last lessons exit ticket We have seen examples of how elevation contributes to winter recreation, how do you think elevation contributes to baseball?
Colorado Rockies (mile high city)
Elevation allows baseballs to travel farther Air molecules farther apart, atmospheric pressure decreases with altitude

How do they make the park act more like other stadiums?
Humidor keeps baseballs from drying out. Causing them to travel less distance then a dry baseball.

History of Baseball
Alexander Joy Cartwright wrote the rules in 1838 First professional team 1869 (the Cincinnati Red Stockings) 1876 National League created 1903 American League created 1946 Jackie Robinson joined the league The league now has 30 professional teams scattered throughout the entire US including one team in Canada

Growing League
As the league expands across the country, travel distances become much greater per game.
League started in north east and spread to the south and west Teams were both moved to new cities and new teams were created in cities.

Hand out worksheet 10.1- this will be used to find distances between teams.
Each student is assigned one or two teams to find the travel distance between Detroit and that teams city.

Travel Distances
Year 1882 1901 1958 1962 1969 1993 1998 2005 Maximum 1036 mi 1036 mi 2693 mi 2693 mi 2693 mi 2731 mi 2731 mi 2731 mi Average 430 mi 417 mi 872 mi 898 mi 1158 mi 1143 mi 1170 mi 1155 mi

How have Cities Changed

Cities in 1900
Transportation limited Industry in central business district

Cities in 1950
Automobile becomes more affordable People start to live in suburbs and drive to city

Cities today
Transportation much more affordable Industry on outskirts of cities, businesses downtown People live in surrounding large suburbs

How does this affect baseball?

Stadiums build before 1950s

Build in downtown areas Build in small areas between streets Asymmetrical Smaller stadiums could not accommodate crowds of today game
Build on outskirts of town Build in large open areas with parking surrounding Symmetrical Large stadiums to fit as many people as possible

Stadiums build after 1950s

Before 1950s

Fenway Park Boston

Polo Grounds New York

Wrigley Field Chicago

After 1950s

Shea Stadium New York

Dodger Stadium Los Angeles

Kauffman Stadium Kansas City

Closing the Lesson

Hand out worksheet 10.2, this is the exit ticket for the class and should be placed into the exit box on the way out of the class. Worksheet 10.2 -Determine which parks were built before 1950s by labeling them old style. Determine which parks were build after 1950s by labeling them old style.