Analyzing the Strike Zone: Recommendations for Improvement
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can analyzing strike zone data and constructing a well-supported argument, with clear organization, lead to recommendations for improving the strike zone?Essential Questions
Supporting questions that break down major concepts.- How can we use data to analyze a strike zone?
- What makes an argument convincing?
- How does clear organization help explain something?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Analyze strike zone data.
- Construct a well-supported argument.
- Write informative/explanatory texts with clear organization.
- Provide recommendations for improving the strike zone based on data analysis and argumentation skills
Reading Informational Text
Writing
Entry Events
Events that will be used to introduce the project to studentsControversial Calls
Students watch a compilation of controversial strike calls from professional baseball games, then debate whether the calls were correct based on available evidence. This sparks interest in understanding the strike zone and the challenges of accurate analysis.Call the Game
Begin with an interactive demonstration where students try to call balls and strikes using a virtual strike zone. The experience highlights the subjectivity and complexity involved, motivating them to develop a more objective analytical approach.Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Argument Explorer: Strike Zone Claims
Students will examine articles and videos discussing the current strike zone, identifying the main arguments presented by different authors or commentators. They will note the claims made and the evidence used to support those claims.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA detailed chart outlining different arguments about the strike zone, including the claims and evidence used by each source.Alignment
How this activity aligns with the learning objectives & standardsRI.6.8 (Trace and evaluate an author’s argument and claims).Strike Zone Breakdown: Structuring Information
Students will compile information, data, and observations about a strike zone into a structured report. They will practice organizing information clearly using headings, subheadings, and bullet points.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA mini-report that describes all aspects of the strike zone with headings, sub-headings, and bulleted information.Alignment
How this activity aligns with the learning objectives & standardsW.6.2 (Write informative/explanatory texts with clear organization).The Great Strike Zone Debate: Crafting Your Argument
Based on their research, students will formulate their own argument about whether the strike zone is fair and effective. They will write an essay presenting their argument, using evidence and data to support their claims, and organizing their points logically.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityAn argumentative essay answering if the strike zone is fair and effective.Alignment
How this activity aligns with the learning objectives & standardsRI.6.8 (Trace and evaluate an author’s argument and claims) and W.6.2 (Write informative/explanatory texts with clear organization).Strike Zone Solutions: Recommendations for Improvement
Students will use their understanding of the strike zone and their argumentative writing skills to propose recommendations for improving the strike zone. They will outline specific changes and explain how these changes would lead to better outcomes, organizing their suggestions in a clear, step-by-step manner.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA detailed proposal outlining specific recommendations for improving the strike zone, including rationale and expected outcomes.Alignment
How this activity aligns with the learning objectives & standardsW.6.2 (Write informative/explanatory texts with clear organization).Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioStrike Zone Analysis Portfolio Rubric
Argument Explorer: Strike Zone Claims
Assesses the student's ability to identify arguments, claims, and supporting evidence within provided sources.Argument Identification
Accuracy in identifying the main argument presented by each source.
Exemplary
4 PointsAccurately identifies the main argument in all three sources, demonstrating a sophisticated understanding of the authors' perspectives.
Proficient
3 PointsIdentifies the main argument in most sources with a clear understanding of the authors' perspectives.
Developing
2 PointsShows emerging understanding, identifying the main argument in some sources, but may struggle with nuanced perspectives.
Beginning
1 PointsStruggles to identify the main argument in the sources, indicating a limited understanding of the authors' perspectives.
Claim Relevance
Clarity and relevance of the listed claims from each source that support the identified argument.
Exemplary
4 PointsProvides a comprehensive list of relevant claims for each source, demonstrating exceptional clarity and insight.
Proficient
3 PointsProvides a clear and relevant list of claims for each source, demonstrating thorough understanding.
Developing
2 PointsProvides a list of claims, but relevance may be inconsistent, showing an emerging understanding.
Beginning
1 PointsProvides a limited and/or irrelevant list of claims, indicating a struggle to understand supporting evidence.
Evidence Effectiveness
Effectiveness of the evidence noted to support the claims made by each source.
Exemplary
4 PointsEffectively identifies comprehensive and compelling evidence that strongly supports the claims in each source, demonstrating advanced analytical skills.
Proficient
3 PointsEffectively identifies relevant evidence that supports the claims in each source, demonstrating effective analytical skills.
Developing
2 PointsIdentifies some evidence, but its connection to the claims may be unclear or incomplete, indicating basic analytical skills.
Beginning
1 PointsStruggles to identify evidence supporting the claims, revealing limited analytical skills.
Strike Zone Breakdown: Structuring Information
Assesses the student's ability to compile and organize information about a strike zone into a structured report.Information Completeness
Completeness of the information gathered about the strike zone.
Exemplary
4 PointsInformation is comprehensive, covering all aspects of the strike zone with meticulous detail and insightful observations.
Proficient
3 PointsInformation is thorough, covering most aspects of the strike zone with sufficient detail.
Developing
2 PointsInformation is partially complete, with some gaps in coverage or detail, showing emerging understanding.
Beginning
1 PointsInformation is incomplete and lacks detail, indicating a struggle to gather comprehensive information.
Organizational Clarity
Clarity and logical structure of headings, subheadings, and bullet points used to organize information.
Exemplary
4 PointsStructure is exceptionally clear, logical, and enhances the reader's understanding with innovative organizational strategies.
Proficient
3 PointsStructure is clear, logical, and effectively organizes information for the reader.
Developing
2 PointsStructure is present but may lack clarity or logical flow in some areas, showing basic organizational skills.
Beginning
1 PointsStructure is poorly defined, making it difficult for the reader to follow the information, indicating limited organizational skills.
Explanatory Conciseness
Effectiveness and conciseness of bulleted snippets in explaining key details.
Exemplary
4 PointsBulleted snippets are exceptionally effective, concise, and insightful, providing a deep understanding of key details.
Proficient
3 PointsBulleted snippets are effective and concise, clearly explaining key details.
Developing
2 PointsBulleted snippets are present but may lack detail or conciseness in some areas, showing basic explanatory skills.
Beginning
1 PointsBulleted snippets are ineffective, lacking detail and clarity, indicating limited explanatory skills.
The Great Strike Zone Debate: Crafting Your Argument
Assesses the student's ability to formulate an argument about the fairness of the strike zone and present it effectively in an essay.Thesis Strength
Strength and clarity of the thesis statement regarding the fairness and effectiveness of the strike zone.
Exemplary
4 PointsThe thesis statement is exceptionally clear, insightful, and establishes a strong, nuanced position on the fairness and effectiveness of the strike zone.
Proficient
3 PointsThe thesis statement is clear and establishes a definite position on the fairness and effectiveness of the strike zone.
Developing
2 PointsThe thesis statement is present but may lack clarity or a definite position, showing basic argumentative skills.
Beginning
1 PointsThe thesis statement is weak, unclear, or missing, indicating limited argumentative skills.
Reason Quality
Quality and relevance of the reasons provided to support the student's point of view.
Exemplary
4 PointsReasons are exceptionally well-developed, insightful, and directly support the student's point of view with compelling logic.
Proficient
3 PointsReasons are well-developed and directly support the student's point of view.
Developing
2 PointsReasons are provided but may lack development or direct support of the student's point of view, showing basic reasoning skills.
Beginning
1 PointsReasons are weak, irrelevant, or missing, indicating limited reasoning skills.
Evidence Support
Effectiveness of the evidence/data used to support each reason.
Exemplary
4 PointsEvidence/data is exceptionally compelling, relevant, and effectively supports each reason, demonstrating advanced research and analytical skills.
Proficient
3 PointsEvidence/data is relevant and effectively supports each reason, demonstrating effective research and analytical skills.
Developing
2 PointsEvidence/data is present but may lack relevance or strong support for the reasons, showing basic research and analytical skills.
Beginning
1 PointsEvidence/data is weak, irrelevant, or missing, indicating limited research and analytical skills.
Essay Organization
Clarity and organization of the essay, including the introduction, body paragraphs, and conclusion.
Exemplary
4 PointsThe essay is exceptionally clear, logically organized, and persuasively argued, with a sophisticated introduction, well-developed body paragraphs, and a compelling conclusion.
Proficient
3 PointsThe essay is clear, logically organized, and persuasively argued, with a well-developed introduction, body paragraphs, and conclusion.
Developing
2 PointsThe essay shows some organization but may lack clarity or logical flow in certain areas, showing basic writing skills.
Beginning
1 PointsThe essay is poorly organized, lacking clarity and logical flow, indicating limited writing skills.
Strike Zone Solutions: Recommendations for Improvement
Assesses the student's ability to propose and justify recommendations for improving the strike zone.Change Feasibility
Feasibility and clarity of the proposed changes to the strike zone.
Exemplary
4 PointsThe proposed changes are exceptionally feasible, innovative, and clearly articulated, showing a deep understanding of the game and its dynamics.
Proficient
3 PointsThe proposed changes are feasible and clearly articulated, showing a good understanding of the game.
Developing
2 PointsThe proposed changes are somewhat feasible but may lack clarity or detail in their articulation, showing a basic understanding of the game.
Beginning
1 PointsThe proposed changes are not feasible or clearly articulated, indicating a limited understanding of the game.
Explanation Depth
Depth and clarity of the explanation for each proposed change.
Exemplary
4 PointsThe explanations are exceptionally detailed, insightful, and demonstrate a comprehensive understanding of the potential impact of each change.
Proficient
3 PointsThe explanations are detailed and demonstrate a good understanding of the potential impact of each change.
Developing
2 PointsThe explanations are present but may lack detail or depth, showing a basic understanding of the potential impact of each change.
Beginning
1 PointsThe explanations are weak, lacking detail and clarity, indicating a limited understanding of the potential impact of each change.
Improvement Rationale
Effectiveness of the rationale provided for how each change will improve the game.
Exemplary
4 PointsThe rationale is exceptionally compelling and clearly demonstrates how each change will lead to significant improvements in the game, showcasing advanced critical thinking.
Proficient
3 PointsThe rationale is convincing and clearly demonstrates how each change will lead to improvements in the game.
Developing
2 PointsThe rationale is present but may lack strength or clarity in demonstrating how each change will improve the game, showing basic reasoning skills.
Beginning
1 PointsThe rationale is weak, unclear, or missing, indicating limited reasoning skills.
Recommendation Prioritization
Logical organization of recommendations from most to least important.
Exemplary
4 PointsThe recommendations are organized with exceptional logic and clarity, demonstrating a sophisticated understanding of priorities and impact.
Proficient
3 PointsThe recommendations are logically organized and easy to follow, demonstrating a good understanding of priorities.
Developing
2 PointsThe recommendations show some organization but may lack a clear sense of priority, showing basic organizational skills.
Beginning
1 PointsThe recommendations are poorly organized, lacking a clear sense of priority, indicating limited organizational skills.