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presented by our friends at
baseball is Education A TEACHER’S GUIDE TO THE 2nd ANNUAL EDUCATION DAY 10:30 a.m. • WEDNESDAY, APRIL 28th, 2010 presented by our friends at

Aerial view of Joe Davis Stadium, Huntsville, AL.
TABLE OF CONTENTS INTRODUCTION PAGE 2 MATHEMATICS PAGES SCIENCE PAGES SOCIAL STUDIES PAGES LANGUAGE ARTS PAGES Aerial view of Joe Davis Stadium, Huntsville, AL. 1 Baseball is Education is presented by Mathnasium, The Little Gym and NAECU.

INTRODUCTION FOR EDUCATORS

MATHEMATICS • LESSON PLAN #1
Baseball is Education MATHEMATICS • LESSON PLAN #1 THE SHAPE OF THE GAME Children will be able to: Sort or identify objects based on multiple attributes Objectives: The child will identify common shapes in the environment; to combine shapes to make a new whole, to develop concepts of properties of shapes, especially the consistency of the properties regardless of orientation of the shape. Materials: Pictures of baseball fields/stadiums, in lieu of or in addition to experience with a real field; pattern blocks, building blocks, or parquetry blocks; paper versions of those blocks (commercial or child-made). Before the Game: Practice identifying shapes in the environment by noting those in the classroom, the playground, and at home (homework assignment?). Look for what might be found at the game by looking at pictures of baseball fields or talking about children’s previous experience with baseball fields from playing, watching TV or seeing games before. At the Game: Examine the baseball field to find shapes such as circles, squares, triangles, rectangles, ovals and other shapes. Record by drawing on a pad, listing, reporting to a recorder (adult), or by reporting back after the game. Be sure to draw attention to the baseball diamond…it is a square! Have children stand at various places when taking their seats to see the game from a variety of perspectives. Beyond the Game: Children can work in teams to make a drawing or model of a baseball field, stadium, scoreboard or portion of any of those using a combination of simple shapes. These can be made using pattern blocks, building blocks, tan grams, parquetry blocks or any combination of those. Paper versions or photographs can record the work. Children should be able to name the shapes they used and what they represented. 3 Baseball is Education is presented by Mathnasium, The Little Gym and NAECU.

BASEBALL DIAMOND DIMENSIONS
4 Baseball is Education is presented by Mathnasium, The Little Gym and NAECU.

MATHEMATICS • LESSON PLAN #2
Baseball is Education MATHEMATICS • LESSON PLAN #2 DOUBLE PLAY Children combine two (or three or four) numbers taken from players’ jerseys to make a target total (100, 50, 25, etc…). Students will be able to: • Add or subtract whole numbers and explain, illustrate or select thinking strategies for making computations. Objectives: The child will use a variety of strategies to determine a variety of number combinations that would meet a target number such as 100. Materials: Stars Game Day Roster Insert or listing of players by jersey number, paper, pencil and calculator. Before the Game: Practice combining numbers to make target numbers…especially combinations which equal ten or one hundred. Use ten charts, hundred charts, two-color chips, unifix cubes, place value blocks and more to explore combinations. Explore using a calculator, too. At the Game: Informally use mental computations to add pairs of numbers such as the total of the value of the jersey numbers of the pitcher and the catcher, or the pitcher and the current batter; the total of the jerseys of two (or more) players making a double play (or of those caught in a double play), etc. Beyond the Game: Set a target number (such as 100) and have the children work in teams using copies of the player roster to find as many combinations of player numbers to equal that target. How many can you find using just two numbers? What is the highest number of player numbers to total 100? Other variations: Play with other ways to reach a target number: Can you find two people in class whose weight is equal to 100 (or another target number)? Can you research the building population to find two (or three or more) classrooms whose total number of children is 100 (or other target number)? 5 Baseball is Education is presented by Mathnasium, The Little Gym and NAECU.

HUNTSVILLE STARS ROSTER
6 Baseball is Education is presented by Mathnasium, The Little Gym and NAECU.

MATHEMATICS • LESSON PLAN #3
Baseball is Education MATHEMATICS • LESSON PLAN #3 ROAD TRIP Students will be able to: • Add or subtract whole numbers and explain, illustrate or select thinking strategies for making computations. Objectives: The child will use a variety of strategies to calculate the time involved for determined distances with varied speeds. Materials: Southern League Road Map with mileage and time charts. Before the Game: Practice calculating the time needed to travel between Southern League cities. Add variations of bus speed, timed lunch breaks and other trip interruptions. Compute miles per gallon and expected fuel costs based on current gas prices. At the Game: Determine what amount of time is needed for the Chattanooga Lookouts to return home to Chattanooga, Tennessee from Huntsville at an average speed of 60 mph (or other variations). Beyond the Game: Have students calculate estimated arrival times for local road trips between school and various points of interest in Madison County using speed and distance. As a class project, using the Stars 2010 schedule, determine how many miles the Stars will travel during the 2010 baseball season. Other variations: Have students plan a family vacation with a limited amount of funds available for travel and entertainment. Set fuel costs. Where will the student’s family travel? Have students calculate mileage and fuel consumption based on their family car. 7 Baseball is Education is presented by Mathnasium, The Little Gym and NAECU.

2010 HUNTSVILLE STARS SCHEDULE

MATHEMATICS • LESSON PLAN #4
Baseball is Education MATHEMATICS • LESSON PLAN #4 NINETY FEET Children explore the magical distance of 90’ (the distance between bases) through movement, estimation, measurement, counting and the use of a variety of measurement units. Students will be able to: Apply the use of tools to measure length. Use mental, paper-and-pencil and physical strategies to determine time elapsed. Objectives: The students will use a variety of materials and strategies to analyze a specific distance, concentrating on estimation strategies. Materials: A variety of materials to use for measuring units (unifix cubes, large paper clips, pencils, books, toothpicks, etc.), stopwatches, paper and a pencil. Before the Game: Measure and mark off 90’ in the hallway or outside on the playground. Determine how many X (hands, feet, cubes, blocks, books, pencils, baby steps, giant steps, scissors steps, etc.) would equal the 90’. At the Game: Give groups of three-to-five children a stopwatch, pencil and paper to record. Periodically, children may time the speed of a player’s run from one base to another and record the number of seconds. Beyond the Game: Using the 90’ distance you marked off at school and the timed runs as recorded at the game as baselines, estimate how quickly you could run it, walk it, skip it, hop on one foot or walk backwards. Ask students to compare the distance of running the bases in baseball (a home run) to a football player running 100 yards for a touchdown. Which player ran farther? 10 Baseball is Education is presented by Mathnasium, The Little Gym and NAECU.

MATHEMATICS • LESSON PLAN #5
Baseball is Education MATHEMATICS • LESSON PLAN #5 CALCULATING Children use calculators to experiment with a variety of number computations. Students will be able to: • Add and subtract whole numbers and explain, illustrate or select thinking strategies for making computations. Objectives: The child will use a variety of strategies (and a calculator) to solve mathematical problems. Materials: Calculators, newspaper sports pages (especially the box scores from the game the children just attended). Before the Game: List all of the things a person can quantify (use numbers to talk about) related to a baseball game. These can include all the statistics the newspapers include about the game as well as fan attendance, food sales, money taken in through ticket sales, number of non-players in uniform, number of times your row had to stand up to let someone in or out, number of water fountains or restrooms, and as many as the children can think of. At the Game: Children choose some events or items they would like to count and record and maintain their count(s). Beyond the Game: Children can use the information from the game, from newspapers and from team stats on the next page to determine the following using their calculators: The number of hits by outfielders for a season…if for the whole season the three outfield positions hit, on average, the same as they did the day of the game. The number of females attending the game if each section had the same number as their own section. The number of inches of mustard, if spread from one end of a hot dog to the other on every hot dog, if each person who bought a ticket that day averaged one hot dog each. The number of times people in a row would stand if every person in it got up two times each during the game…for one game, and then for the season and more. The children will be able to think of MANY things! 11 Baseball is Education is presented by Mathnasium, The Little Gym and NAECU.

STARS 2008 FINAL TEAM STATS 12 Baseball is Education is presented by Mathnasium, The Little Gym and NAECU.

Baseball is Education SCIENCE • LESSON PLAN #1 13 RAIN DELAY
The children will describe the weather on the day of the game and apply their understanding of weather to other game conditions. Students will be able to: • Make predictions about the weather from observed conditions and weather maps. Objectives: The child will create a simple weather report. Materials: Thermometers, weather sections of newspapers, video of weather portions of news, paper and pencil. Before the Game: As a class, children will make observations of weather on a daily basis and devise means to record their weather observations. These should include notations of temperature, precipitation and sky conditions. Periodically, watch on television or on videotape some weather reports and discuss what is included in these reports and how they are expressed and explained. How do the weather reporters use maps, tables, charts and graphic displays to communicate and explain the weather to their viewers? At the Game: Make careful observations of the weather conditions on game day. Note the temperature in the Huntsville Times or on before you leave your school. Beyond the Game: Children make a full weather report of the game day conditions. This project provides them an opportunity to combine their experiences with television weather casting and the weather conditions they experienced at game day. These may be videotaped, recorded or simply enjoyed by their classmates. Other Variations: Discuss why baseball games are canceled or postponed due to certain weather conditions. Have children research the relationship between other sports and weather conditions. Are football games canceled when it rains or when it is cold? Why or why not? What about soccer, hockey, basketball, horse racing, auto racing, fishing or other sports? 13 Baseball is Education is presented by Mathnasium, The Little Gym and NAECU.

COMPETITION IS THE MOTHER OF INVENTION
Baseball is Education SCIENCE • LESSON PLAN #2 COMPETITION IS THE MOTHER OF INVENTION Children conceptualize an invention that would improve the performance of a particular position player on a baseball team or an invention that would make the job of a stadium worker a little bit easier. Students will be able to: • Explain the operation of a simple mechanical device. Objectives: The child will observe events and explain how to affect a change in that event for a specific purpose. Materials: Paper and pencil Before the Game: List the people who they will likely be able to observe at the ballgame. What are their roles and functions? Children choose which roles they would like to analyze in order to invent for them. Teams of children can decide to work for the pitcher, the batter, a fielder, the catcher, the ticket taker, the food vendor, the usher or the fan. At the Game: As the children enjoy the game, they also should make careful observation of their ‘client’ and of their movements and of the tools they use. Also, make note of the inventions already in place: bills on the players’ caps, change dispensers for the vendors, the weight rings (doughnuts) on the batters’ bats before batting, rosin (talc) for the pitcher, binoculars and a big scoreboard for the fans and more. Beyond the Game: Teams discuss the observations they made of their ‘client’ at the ballgame. Choose one component of that person’s actions or an attribute of the tools they use or of the stadium/environment itself and invent a way to improve or simplify their performance. His or her improvements might consist of a more efficient way of moving, an improvement on a tool, a new tool to use, an adjustment made to the working environment, or something the ‘client’ might wear. Diagrams and descriptions of these inventions can be shared with the other teams of inventors and the best ones may be sent to the Stars. 14 Baseball is Education is presented by Mathnasium, The Little Gym and NAECU.

THE GREATEST DISTANCE IS SOUND
Baseball is Education SCIENCE • LESSON PLAN #3 THE GREATEST DISTANCE IS SOUND Students will be able to: • Make inferences from observations of phenomena • Predict the inferences of the motion of some objects on other objects • Evaluate a simple procedure to carry out an exploration Materials: Hammer or piece of wood the size of a hammer, baseball bat (aluminum and/or wooden bat), ruler Before the Game: Hold the bat horizontally with one hand. With your other hand, pick up a 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. What did you notice about the sound of the bat each time you hit it? 2. Where is the spot that makes the clearest, most solid sound? 3. Measure how far this spot is from the thick end of the bat (inches or cm). 4. Why do you think this spot is called the “center of percussion”? (Hint: Which band instruments are called percussion instruments?) At the Game: Observe the sound that the Stars players’ bats make. Are these sounds different from the sounds of your bat? Do ground balls sound differently than fly balls? Have various students close their eyes for one half inning of the game. Have these students attempt to determine the distance that the ball traveled based on the sound of the bat. Have your students track the difference between their “guess” and the actual distance of the ball. Beyond the Game: Experiment with other sports equipment (tennis racket, racquetball racket, hockey stick, etc.) to find the “center of percussion.” Graph your findings. 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? 15 Baseball is Education is presented by Mathnasium, The Little Gym and NAECU.

Baseball is Education SCIENCE • LESSON PLAN #4 16
THE CENTER OF GRAVITY Students will be able to: • Make predictions then inferences from observations of phenomena • Evaluate a simple procedure to carry out an exploration • Evaluate conclusions based on scientific data Materials: Variety of baseball bats, two feet of string 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 student 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 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? Does this players’ personal and baseball statistics justify him using this size bat? Beyond the Game: Ask students about other careers that require materials that are perfectly balanced? List those materials. Discuss reasons why different players use bats of different sizes. 16 Baseball is Education is presented by Mathnasium, The Little Gym and NAECU.

SOCIAL STUDIES • LESSON PLAN #1
Baseball is Education SOCIAL STUDIES • LESSON PLAN #1 INTERVIEW, INQUIRE, INVESTIGATE: WHAT CAN YOU FIND OUT AT THE BALLPARK? Children determine what they would like to know and how they can find it out when visiting Joe Davis Stadium. Students will be able to: Identify and describe the relationship between human activity and the environment. Objectives: The children will explore the richness of a particular environment and experience by anticipating, planning ahead and seeking out information and understanding through a variety of observations and discussions. Materials: Books about baseball, sporting events, occupations, different stadiums and cities; steno pads and pencils. Before the Game: Hold multiple discussions about what to expect to see and learn at the Education Day baseball game. After the discussion, each child should have several specific plans for observation and gathering information. Some methods might be questioning other fans, interviewing an employee, counting, estimating and sketching what they see, and thinking of specific questions for further research upon their return. At the Game: Children enjoy the game while actively observing and making mental notes of information the class has identified as being of interest. Interviews can be conducted as opportunity affords. Children may choose to sketch or make notes on their pads to record the information they are seeking. 17 Baseball is Education is presented by Mathnasium, The Little Gym and NAECU.

Baseball is Education SOCIAL STUDIES LESSON PLAN #3 19

CONCESSION STAND PRICING
HOT DOGS \$3.00 SOFT DRINK (SMALL) \$3.00 HAMBURGER \$5.00 SOFT DRINK (LARGE) \$4.50 CHEESEBURGER \$5.00 BOTTLED WATER \$2.50 SAUSAGE \$4.00 POPCORN \$3.00 PEANUTS \$3.00 ICE CREAM \$3.00 NACHOS \$5.00 20 Baseball is Education is presented by Mathnasium, The Little Gym and NAECU.

Baseball is Education SOCIAL STUDIES LESSON PLAN #4 21
DISTANCE LEARNING Children research the cities of the Stars opponents. Students will be able to: Demonstrate map skills by identifying selected major reference points on earth. Demonstrate map skills by using a map key to understand map symbols and a linear scale to measure distances on a map, and a direction indicator. Objectives: The child will use map skills to describe locations of places on a map and compare features of his/her local community with that of other communities. Materials: Southern League map (see page eight of this booklet) Before the Game or Beyond the Game: Children work in teams to research a city in the Southern League. At least one team of children should choose the team the Stars will face on the Education Day game (Chattanooga Lookouts). Some areas of research could include: 1. Population of the city 2. Products and occupations of the city 3. Distance to the city from Joe Davis Stadium 4. Other professional sports teams from the same city or area 5. Historical facts of interest 6. Famous people born in the city Each team should determine and access sources for information (people, books, chambers of commerce, team front offices, internet, etc.) and then work together to decide how to share the information about their city with the rest of the class. Showcasing could include: posters, maps, tables and graphs, skits, drawings, etc. 21 Baseball is Education is presented by Mathnasium, The Little Gym and NAECU.

Huntsville Stars Timeline
Baseball is Education SOCIAL STUDIES LESSON PLAN #5 HISTORY Students will be able to: Demonstrate knowledge of and ability to think about, the relationship among events by grouping events on a timeline. Objectives: To develop a timeline of historical events in the history of the Huntsville Stars and Alabama. Materials: Reference materials, Internet Before the Game: Create a list of at least three important dates and events to record on a timeline. Visit a library or the Internet to find three events in Alabama history that occurred between 1985 and Design a timeline to represent all your information. At the Game and Beyond the Game: Share your tidbits of Stars and Alabama history with others at the game. Return to your classroom and share the new information learned at the game. Huntsville Stars Timeline Huntsville Stars join Southern League as the AA affiliate of the Oakland A’s. The team wins its 1st of three Southern League championships. Stars & Lookouts play a tripleheader to end the 2008 regular season. Stars sign an agreement with the Milwaukee Brewers. Stars win SL Championship. Stars lose SL finals. Stars lose SL Finals. Stars win SL championship. 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 00 01 02 03 04 05 06 07 08 09 22 Baseball is Education is presented by Mathnasium, The Little Gym and NAECU.

Baseball is Education SOCIAL STUDIES LESSON PLAN #6 23
IMPACTING A CITY Students will be able to: Demonstrate knowledge of and ability to think about the relationship among events by recognizing that change occurs in history. Identify the factors of production needed to produce various goods and services. Identify the factors that influence consumer decisions to demand goods and services; producer decisions to supply goods or services. Objectives: To determine the impact the Huntsville Stars baseball team has on the Huntsville area. Materials: Huntsville Stars website (www.huntsvillestars.com), newspaper articles, chart paper and markers. Before the Game: Divide the class into groups of 3-4 students. Ask students to use the Internet, newspapers and any other resources to find out as much as possible about the Huntsville Stars. Each small group will record on chart paper all the ways the Stars has impacted the area. Remind students to think about the factors of production (land, labor, capital and entrepreneurship). Students will bring responses back to the large group. Select a reporter from each group to share responses with the class. Group similar responses. Leave charts hanging in the classroom. At the Game and Beyond the Game: Interview as many people as possible to find out their views on how the Huntsville Stars and Joe Davis Stadium have impacted the Huntsville area. Discuss any additions to the classroom chart. Analyze the list to determine which changes are positive and which changes are negative and why. Discuss the economics of what professional baseball or other small businesses bring to the region (hotels and restaurants for visiting teams and fans, apartments for players, salaries for year-round staff spent locally, etc.). 23 Baseball is Education is presented by Mathnasium, The Little Gym and NAECU.

MY LIFE AS A BAT (BATTER, UMPIRE…)
Baseball is Education LANGUAGE ARTS LESSON PLAN #1 MY LIFE AS A BAT (BATTER, UMPIRE…) The children will take on the perspective of people or objects related to baseball. Students will be able to: Elicit a long fictional narrative using the writing process to make the subject clear as evidenced by the use of a variety of words, a response that stays on topic and the use of detail to support the topic. Objectives: The child will write an essay from the perspective of an object or person related to baseball. Materials: Paper and pencil Before the Game: After reading a variety of baseball oriented literature, children will choose to become a bat, ball, pitcher, umpire, hot dog, vendor, etc. and begin a preliminary draft of a composition written from the perspective of that object or person. Discuss an author’s need to research his/her topics and to take notes from authentic experiences. Then each student makes a list of what to look for and pay attention to at the game in order to contribute detail and interest to their composition. At the Game and Beyond the Game: Gather sensory experiences for the story. Think of descriptive words to represent the sights, sounds, smells, tastes and feelings surrounding your ‘character’ in the composition. Complete the composition incorporating the information, experiences and words learned from the game. 24 Baseball is Education is presented by Mathnasium, The Little Gym and NAECU.

Baseball is Education LANGUAGE ARTS LESSON PLAN #2 25
GRATITUDE EXPRESSED Children will compose a letter, note, or card of thanks. Students will be able to: Compose a short written piece (friendly letter, thank you note) using the writing process to make the intention clear as evidenced by a response that stays on topic, the use of detail to support the topic and the use of a variety of words Objectives: The child will produce a written product for a specific purpose. Materials: Paper and pencil, markers, card stock and other media as required by the children’s ideas. Beyond the Game: Discuss reactions to the game and the importance of expressing positive reactions to the appropriate audience. Students may decide to express their appreciation to those responsible for purchasing tickets, to a specific ball player for an entertaining game, to an employee of the Stars organization, an usher or ticket-taker, an umpire for a good call, or to their teachers or parents who served as chaperones. Other Variations: Encourage children to use their imaginations when formatting the communication. For instance, the card may take the structure of a scoreboard, be written in the language of a radio sportscaster giving play-by-plays or composed as a comic strip that represents a sequence of events in the game. 25 Baseball is Education is presented by Mathnasium, The Little Gym and NAECU.

Baseball is Education LANGUAGE ARTS LESSON PLAN #3 26
THE SPORTS REPORTERS Children gather facts from a baseball game and use those facts to compose an article reporting on the game and/or act as a sportscaster describing the game. Students will be able to: Demonstrate an understanding of language and elements of nonfiction by responding to items in which they analyze the text, examine, compare and contrast, explore cause and effect, and/or give fact and opinion. Objectives: The child will express thoughts effectively through written word or drawing and will orally share experiences. Materials: Paper and pencil, steno pads, newspapers and magazines, video clips Before the Game: Read and discuss some published articles describing baseball games found in real newspapers and magazines. List how the reporters described who, when, where, what, and how in the articles. Discuss what kinds of things the reporter probably looked for, did and wrote down while at the event he/she wrote about. Assign teams of children to be responsible for reporting on one different inning at the game. Children could follow one player’s performance to report on. Decide what information is important to gather. Each team should plan how they will record or remember the information it needs. At the Game and Beyond the Game: The teams of children will implement the plans for observing and recalling information from the game. Teams work to compile their observations to share with an audience. Children may represent their news through a collaborative written paragraph, a list of information or through sequential drawings. Other Variations: If you wish your children to extend their work by giving an oral presentation (sportscast or sports reporting), bring in videos of televised sports reporting from ESPN, FOX or network TV to watch and discuss. Then, videotape the presentations to share with parents or other audiences. 26 Baseball is Education is presented by Mathnasium, The Little Gym and NAECU.

Baseball is Education LANGUAGE ARTS LESSON PLAN #4 27 ROVING REPORTERS
Students will be able to: Given a nonfiction text to read, students will demonstrate an understanding of language and the elements of nonfiction by responding to items in which they summarize the text and use of graphic aids. Objectives: To write a news story related to a baseball game. Materials: Sports section of the newspaper, account of Education Day at Joe Davis Stadium, notebook. Before the Game: Read the sports section with the class. Analyze the components of a newspaper article. As a class, write a descriptive, yet fictional account of a sporting event. Include all necessary components. At the Game and Beyond the Game: Students will take notes to include in a news article. Students may choose to write about the game day (a player, Education Day at the Ballpark, the game crowd, etc.) or perhaps interview individuals at Joe Davis Stadium. Students write the news articles and put them together to create a class sports page. Share the sporting news with the rest of the school. PLEASE CONTACT THE STARS STAFF BEFORE APRIL 9TH IF YOU HAVE STUDENTS WHO WISH TO INTERVIEW PLAYERS/COACHES BEFORE THE START OF THE EDUCATION DAY GAME! 27 Baseball is Education is presented by Mathnasium, The Little Gym and NAECU.

MINOR LEAGUE BASEBALL TEAMS MINOR LEAGUE BASEBALL CLASSIFICATIONS

BY SEX ## Male 185,930 Female 190,823 BY AGE Under Age 5 22,741 5 - 9 24,770 25,927 27,903 26,108 47,169 58,649 56,782 22,696 18,662 26,509 14,688 85 & Older 4,149 Median Age 37.40 BY ADULTS 18 & Older 286,663 21 & Older 267,570 62 & Older 56,813 65 & Older 45,346 BY RACE White 282,652 Black 82,542 Hispanic 9,961 Asian 8,650 Native 4,910 Other 4,054 Island 437 ZIP CODE 35671 35739 35741 35748 35749 Total Population 2,125 3,891 2,602 5,447 13,186 % White 58.60% 93.70% 92.20% 88.00% 74.20% % Black 34.90% 2.80% 5.00% 8.80% 21.80% % American Indian and Alaska Native 1.10% 1.00% 0.90% 1.20% 0.80% % Asian 0.30% 0.50% 0.20% % Native Hawaiian and Pacific Islander 0.00% % Other 5.10% 2.10% 1.40% 1.80% 2.20% Total Households 814 1,542 960 2,051 4,470 Median household income in 1999 \$32,458 \$36,574 \$54,948 \$40,000 \$55,046 Per capita income in 1999 \$15,080 \$16,470 \$27,940 \$18,530 \$21,148 35750 35756 35757 35758 35759 11,890 4,200 7,533 30,401 4,305 93.50% 57.10% 80.40% 79.80% 88.10% 2.90% 39.90% 15.60% 13.40% 8.20% 1.30% 0.60% 0.40% 0.70% 3.40% 1.90% 1.70% 2.70% 4,253 1,606 2,651 11,642 1,572 \$40,508 \$41,151 \$56,971 \$62,550 \$59,556 \$16,966 \$17,409 \$24,086 \$27,249 \$25,616 35760 35761 35763 35773 35776 4,787 8,294 7,204 9,580 3,896 95.80% 86.80% 84.30% 95.00% 7.70% 3.60% 12.20% 2.40% 0.10% 2.30% 3.20% 1.50% 1,922 3,095 2,519 3,487 1,534 \$35,000 \$36,520 \$62,114 \$38,894 \$34,710 \$19,158 \$17,392 \$28,414 \$16,422 \$15,912 35801 35802 35803 35805 35806 22,425 20,445 25,651 21,096 11,173 87.00% 87.50% 90.40% 58.10% 71.80% 9.70% 7.00% 34.30% 21.70% 4.10% 2.50% 3.00% 4.20% 2.60% 10,313 9,431 9,896 9,481 4,941 \$44,539 \$55,364 \$61,776 \$22,370 \$56,184 \$32,843 \$34,125 \$26,802 \$14,447 \$28,216 35808 35810 35811 35816 35824 2,369 28,230 23,833 15,487 3,146 56.90% 26.00% 70.80% 32.30% 68.40% 31.70% 70.30% 26.20% 61.70% 22.40% 2.00% 5.50% 8.10% 3.30% 490 10,795 8,645 6,682 1,508 \$35,435 \$37,351 \$46,328 \$23,540 \$52,049 \$14,860 \$17,453 \$19,831 \$15,156 \$32,229 Madison County City of Huntsville City of Madison Huntsville Metro Area 1 POPULATION 1980 Census 196,966 145,604 6,081 242,971 1990 Census 238,912 159,789 14,904 293,047 2000 Census 276,700 158,216 29,329 342,376 2007 Estimate 312,734 171,327 38,275 386,632 % Growth 13.0% 8.3% 30.5% 12.9% HOUSEHOLDS 67,082 51,113 2,040 82,440 91,208 63,058 5,967 110,893 109,955 66,742 11,143 134,643 RACE (Census 2000) Population White 72.1% 64.5% 80.1% 74.3% Black 22.8% 30.2% 21.0% Asian & Pacific Islander 2.0% 2.3% 3.6% 1.7% Other Races 3.1% 3.0% 3.3% INCOME & AGE (Census 2000) Average Household Income \$57,220 \$55,856 \$72,432 \$55,343 Per Capita Income \$23,091 \$24,015 \$27,821 \$22,073 Median Age 35.7 36.7 34.5 Source: U.S. Census Bureau (www.census.gov) 1 Includes Madison and Limestone counties. 29 Baseball is Education is presented by Mathnasium, The Little Gym and NAECU.

CASEY AT THE BAT by ERNEST L THAYER