Mathematics Senior Level Capstone Course
Unit Overview
Title of Unit:
Yes Mr. Trump, Here is your Team!
Unit Designers:Amy Bianco - Fauquier Blaire Conner - Fauquier Dennis Myers – Warren Stephanie O’Brokta - Fauquier Lisa Rogers – Warren
Bev Wynn - Fauquier
Context:
Given the opportunity to place a professional sports team anywhere,
where would it be, what type of team, and why?
Number of Class Hours:
14 - 16 hours
Unit
Design: Problem-based Unit
Other Subject Areas/Disciplines
Addressed: Business, Advertising, Engineering, Writing, Art
Driving Question:
What are the implications and decisions which need to be made when placing a professional sports team in a new area?
Mathematics Content Addressed:
Geometry – scale drawing, Accounting – budgeting, Data Analysis MPE
Addressed:
Problem Solving, Decision Making and Integration Procedure and Calculation
Assumption of Prior Knowledge:
Understanding scale, Organization of Data in Excel
College and Career Readiness/21st Century
Skills to be (T) during
Collaboration – Groups of 3 or 4 Research – Data relevant to the cost
implications of bringing a sports team to an area.) E
this unit or expectation (E) for student use during this unit and assessed (A):
BIE Page 35-37
Communication (Oral and/or Written) – Written proposal (E and A)
Technology – Internet, Powerpoint, Video presentation. (E and A)
Critical Thinking/Decision Making - Use analysis to determine best location and sports team (E and A)
Other: (Describe)
Major Products and/or Performances:
Group – Research, Analysis, Presentation, Commercial Presentation Audience:
X Class
X School
Individual – Journal X Expert
X Community
Other:
Launch: Event or experience used to engage the students interest and inquiry:
Video clip of “A League of Their Own”. http://www.youtube.com/watch?v=OmqIfY1ZUUE
OR newsreel video clip of the All American Girls Baseball League, http://www.youtube.com/watch?v=kJwsUGbs4Bc
Evaluation: Formative Assessments
(During the Unit)
Interview Practice Presentations
Mathematicians Journal X Notes X
Preliminary
Plans/Outlines/Prototypes
Checklists X
Rough Drafts Concept maps
Field Tests Other:
Summative Assessment
(End of Project) Written Products, with a rubric X Peer Evaluation, with a rubric X
Oral Presentation with a rubric X Self Evaluation, with a
rubric
X
Other Product(s) or
Performance(s), with a rubric
X Other:
Resources Needed: On-site people, facilities: Sports management, Athletic Director, Building Trades or Engineering Teacher.
Equipment/Technology: Computers with Internet as well as presentation software.
Materials: Handouts
Community Resources: County supervisors, a real estate developer, a member of an economic development committee, or a building contractor.
Reflection Methods: Individual, Group, and/or Whole Class
Mathematicians Journal X Small/Focus Groups
Whole Class Discussions X Fishbowl Discussions
Survey X Other:
Material Adapted From: (Provide credit for any materials or activities adapted from other sources.)
Template adapted from Buck Institute for Education: Project Based Learning for the 21st Century
Virginia’s Senior Level Capstone Course
Instructional Plan
Unit Title:
Yes Mr. Trump, Here is your Team!
Driving Question:
What are the implications and decisions which need to be made when
placing a professional sports team in a new area?
Task/Project/Problem:
Given the opportunity to place a professional sports team anywhere,
where would it be, what type of team, and why?
ENGAGE
How will student’s interested be piqued so they want to engage in the inquiry in this unit?
Time: 15
minutes
The teacher will begin the class with a video clip of “A League of Their Own”. Tom Hanks is the team manager for a team in the All American Girls Professional Baseball League. In the clip, Hanks leads the team in a prayer. http://www.youtube.com/ watch?v=OmqIfY1ZUUE
OR alternative: newsreel video clip of the All American Girls Baseball League, http://www.youtube.com/watch?
v=kJwsUGbs4Bc
The teacher will lead a discussion about the league. Information can be found using the links below.
Questions to explore:
Where were the initial four teams located and why were they housed in these locations?
What were some of the things that the team owners had to consider when they began the women’s baseball league? Can you imagine a time when women’s sports did not exist? What might be a ‘new’ kind of team/venture in today’s world?
http://www.aagpbl.org/index.cfm/teams http://en.wikipedia.org/wiki/All-American_Girls_Professional_Baseball_League
Mathematician
Journal
Prompts
EXPLORE
Teacher provides guidance for the explorations to prepare students with theknowledge and skills to engage in the task.
Students will self-assess on the prior knowledge and skills assumed for the unit
Explore:
- First students brainstorm what possible types of professional teams could come to our region (not considering if it is feasible). The class takes (or gives) a simple survey to assess which of these teams would be most appealing.
- After analyzing the survey results then brainstorm the feasibility of the favorite type of team coming to somewhere in Virginia.
- List as a class what would need to be considered regarding the location and positive or negative effect on the economy.
- Using the handout on Forbes (HO #2) most valuable sports teams have small groups discuss and answer the
Mathematician Journal Prompts
What mathematics would you need to consider when thinking about bringing a professional sports team to Virginia?
Why do you think there are
Time: 90-270
minutes
questions? no women’s
teams on the Forbes top 10 list (or even the top 50 list)?
EXPLAIN
Teacher introduces the main task of the unit and prepares students to in small group independent work.
Time: 30 min
Your group has been assigned to a very rich client (perhaps Donald Trump) who is interested in creating and financially supporting a new professional sports team somewhere in the United States. He does not have a sport preference, so you will have to decide which sport (e.g. men’s/women’s basketball, baseball, soccer, hockey), design a team mascot/logo, choose the team colors, and choose a name. Your team will perform market research to determine the possibilities, decide on a city, and prepare a presentation to convince the client of the
feasibility of your group’s choice using data driven justifications.
Steps in the process:
Your group brainstorms possible considerations that will affect the city in which the professional sports team will be located, costs involved with starting a professional sports team and revenues that will be gained. Show your ideas to your teacher for approval. - checkpoint 1
A plan! Who is responsible for what and deadlines you will meet. – checkpoint 2
Choose 10 items in the choice of city category that you feel are most important. Choose 3 cities and research each of the categories you chose for each of the cities you chose. Compare the data and choose the best city for the location of your new team using your data to support your decision. Share decision with teacher for approval (graphs would be great here!) – checkpoint 3
Full length, detailed budget proposal (the total budget can be in the amount of your choosing but it must be realistic and balanced). You may (and should) include things outside of the costs and revenues list but you must include at least 5 of the costs and 3 of the revenues from the lists). – checkpoint 4
Paper describing what sport and city you chose and why (this must have research on at least 10 of the items in the choice of city category to support your decision) – checkpoint 5
Diagram of your stadium drawn to scale – checkpoint 6
PowerPoint with a summary outline of your budget proposal and reasons for choice of city and sport –
Mathematician Journal Prompts
Why did you pick the city you did?
checkpoint 7
Commercial showing how you would advertise your new team (www.animoto.com is a great site) – checkpoint 8
ELABORATE
The student groups are working independently with teacher consultations.
Time: 450
minutes
Groups brainstorm possible considerations that would affect the city in which the professional sports team would be located, costs involved with starting a professional sports team and revenues that would be gained. Show your ideas to your teacher for approval (Checkpoint #1). Teacher can suggest other ideas if needed (see HO #5).
During this time, students will work on each of the components of the problem, carefully following the provided checkpoints (HO #1) .
Mathematician
Journal
Prompts
EVALUATE
Working groups submit products or make
presentations
Time: 90 min
Students present their power point slide show, including budget proposal and commercial to the class. Students complete an evaluation for each proposal. If possible, community members should be given the opportunity to attend presentations. County supervisors, a real estate developer, or a member of an economic development committee can also evaluate each presentation. Perhaps these community members could be involved in the process. A building contractor could “oversee” group’s stadium development or a county supervisor could “oversee” the
feasibility of the budget.
In addition, each commercial is broadcast during morning announcements to the entire student body. Homeroom classes are asked to cast a vote for their favorite sports team proposal.
Once the teacher receives student presentation evaluations and student body voting ballots, a group is selected to be “Hired”. The teacher (perhaps dressed like Donald Trump!) offers the hired group a “contract” and award for having the best sports team proposal.
The paper should be a formal document describing reasons for the city chosen. It should also include tables and graphs supporting the city decision and the budget proposal. The final page(s) should be a geometric diagram of the stadium
highlighting important features.
Mathematician Journal Prompts
On what aspects of your proposal did your group work well?
What were some disagreements you had with your group and how were they resolved?
HO# 1
U N I T C A L E N D A R
TITLE: New Sports Team Time Frame: 11 90 minute blocks
M O N D A Y T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y
P R O J E C T W E E K O N E Engage
Explore – Brainstorm, survey
Explore – Analyze Survey,
Considerations of location
Forbes Handout (HO#2)
Explain
Elaborate –
Checkpoint 1 Checkpoint 2 Checkpoint 3
Checkpoint 4
P R O J E C T W E E K T W O
Checkpoint 4 Checkpoint 4 Checkpoint 5
Checkpoint 6
Checkpoint 7 Checkpoint 8
P R O J E C T W E E K T H R E E
Evaluate – Students present final project
HO# 2
Forbes 2011 list of the world’s 50 most valuable sports teams includes the following top 10.
1) Manchester United - $1.86 billion (soccer) 2) Dallas Cowboys - $1.81 billion (football) 3) New York Yankees - $1.7 billion (baseball) 4) Washington Redskins - $1.55 billion (football) 5) Real Madrid - $1.45 billion (soccer) 6) New England Patriots - $1.37 billion (football) 7) Arsenal - $1.19 billion (soccer) 8) New York Giants - $1.18 billion (football) 9) Houston Texans - $1.17 billion (football) 10) New York Jets - $1.14 billion (football)
Why do you think these teams are so valuable?
Does the team’s success influence their value?
How much does location affect the value?
How much do the media (TV revenues) influence?
What conclusions would you make looking at this list?
Source: http://www.forbes.com/sites/kurtbadenhausen/2011/07/12/the-worlds-50-most-valuable-sports-teams/
HO #3 Teacher Rubric
Group Members’ Names: ___________________________________ Date: _____________________
5 Exemplary 4 Adequate 3 Satisfactory 2 Developing 1 Needs Improvement
Presentation
Presentation is well organized and rehearsed Presentation is organized and rehearsed Presentation is organized and somewhat rehearsed Presentation is somewhat organized
and not rehearsed
Presentation is not organized or
rehearsed
Presentation includes at least 5 costs and 3
revenues
Presentation includes ¾ of the required costs and revenues
Presentation includes ½ required costs and
revenues
Presentation includes ¼ required costs and
revenues
Presentation includes none of the required
costs and revenues
Presenters are loud, clear, and knowledgeable of the
proposal
Presenters are somewhat loud clear
and fully knowledgeable Presenters are somewhat loud, clear, and knowledgeable
Presenters are not loud and clear, but
somewhat knowledgeable
Presenters are neither loud nor knowledgeable
Comments:
Commercial
The commercial is extremely engaging
The commercial is engaging
The commercial somewhat engaging
The commercial is lacking engagement
The commercial has little engagement
The commercial covers the topic very
clearly
The commercial covers the topic
clearly
The commercial covers the topic, but
lacks logical sequence
The commercial covers the topic, but
has no logical sequence
The commercial does not cover the topic
Comments:
Written Proposal
The proposal is neatly typed and is at
least 1,000 words
The proposal is neatly typed and is ¾
the required length
The proposal is neatly typed and is ½
the required length
The proposal is handwritten and is at
least 1,000 words
The proposal is handwritten and less
than 1,000 words
The proposal includes 3 useful tables or graphs that are explained in the
proposal
The proposal includes 2 useful table or graphs that
are explained
The proposal includes 1 useful table or graph that is
explained
The proposal includes 2 or 3 useful
tables or graphs but no explanation
The proposal includes 1 useful
table with no explanation
The paper clearly indicates why city was chosen with 10
supporting points
The paper clearly indicates why city was chosen with at least ¾ of required supporting points
The paper indicates why city was chosen
with at least ½ of required supporting
points, but lacks clarity
The paper indicates why city was chosen with approx. ½ of required supporting
points, but lacks clarity
The paper lacks clarity and includes
less than ½ of required supporting
points
Comments:
HO #4 Student Presentation Evaluation
Group Members’ Names :____________________________________ Ranking of Proposal:
Evaluator : _________________________ Date: _________________ #______ out of _____
Directions: As each group presents their project, complete the following rubric.
1 – strongly disagree 2 – disagree 3 – neutral 4 – agree 5 – strongly agree
The group has a reasonable / feasible budget. 1 2 3 4 5
The costs of the stadium are clearly defined and justified. 1 2 3 4 5
The sources of revenue are clearly defined and justified. 1 2 3 4 5
The city justification is clear and logical. 1 2 3 4 5
The presentation is interesting and held my attention. 1 2 3 4 5
Each person participates in an equal share of the presentation. 1 2 3 4 5
The presentation appears to be well rehearsed. 1 2 3 4 5
The presentation is clear and easy to follow. 1 2 3 4 5
The presentation is persuasive and convincing. 1 2 3 4 5
If I were Donald Trump, I would hire this group! 1 2 3 4 5
TOTAL SCORE _______/50
Answer each of the following in full sentences.
Describe two aspects of the presentation the group did well.
Describe two aspects of the presentation where the group could improve.
A question I have about this groups’ proposal is …..
HO #5 Suggestions for Teacher Facilitation of Brainstorming Session
Choice of City Costs Revenues
Existing sports teams in city/current success Start-up costs, including real estate purchase,
building of stadium, parking
Ticket prices
Existing stadium in city Stadium/parking garage maintenance Parking fees
Land for a large stadium Players’ salaries Concessions sold
Parking Stadium employees’ pay Souvenirs sold
Traffic patterns Equipment/uniforms Corporate sponsorships
Real estate values Concessions purchases
Average income per capita/per family Souvenir purchases
Employment level Marketing/advertising
Demographics Contests/giveaways
Cost of living
Population of the city
Population within 50 mile radius
Weather
Other attractions/activities in area
Hotels, restaurants, recreation, etc.
Available transportation
