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Mini Page activities meet many state and national educational standards. Each week we identify standards that relate to The Mini Page - content and offer activities that will help your students reach them.

Landmarks of China -- Issue 29 -- July 19-25

This week's standards:


Students understand the physical and human characteristics of places. (Geography: Places and Regions)
Students understand that physical activity provides opportunities for enjoyment, challenge, self-expression and social interaction. (Physical Education)
Activities:

1. Make a community visitors' poster. Find newspaper photos or words that show interesting places to visit in your community. Cut out the pictures and words and paste them on a large piece of paper.Write a sentence next to each one telling why visitors should visit there.

2. Divide a piece of paper into two columns. In the first column, paste newspaper pictures of people showing their artistic ability. In the second column, paste newspaper pictures of people showing their athletic ability.Write several sentences describing each picture.

3. Look in newspaper ads and the classified section to find three places where you could learn to improve your artistic movement skills. Look for schools or professionals who teach dance or gymnastics. Circle the ads. Put a star by your favorite one.

4. Where would you go to visit in China if you were interested in (a) statues, (b) natural water phenomena, (c) elaborate buildings, and (d) gardens?

5. Make a list of the three places you would most like to visit in China. Then write a personal journal describing your travels. (standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)

Yesterday's Games -- Issue 28 -- July 12-18

This week's standards:


Students understand that physical activity provides opportunities for enjoyment, challenge, self-expression and social interaction. (Physical Education)
Activities:

1. Draw a picture of you and your friends playing an outdoor game. Write a sentence telling about your picture.

2. Collect newspaper photos and comic strips that show people playing games or having fun in outdoor activities. Paste the photos and comics on pieces of paper. Write a sentence telling how you feel about each of the activities next to the pictures.

3. Draw a large circle on a piece of paper. Divide it into two halves. On one half, paste newspaper pictures or words for items you can use in the pool or ocean. On the other half, paste pictures and words for items you use outdoors, but not in the water.

4. Which of the activities in today's Mini Page require (a) physical endurance, (b) coordination and balance, (c) strategic thinking, and (d) no special equipment?

5. Interview several older family members and friends to find out how they spent their summer vacations when they were kids. What games and activities did they share with friends? Collect the stories and put them together in a "Summer Fun" book. Share your book with family and friends. (standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)

Farming in the City -- Issue 27 -- July 5-11

This week's standards:


Students understand optimal nutrition and wellness across the life span. (Family and Consumer Science)
Students understand the characteristics and life cycles of organisms. (Science: Life Science)
Activities:

1. Draw a picture of a dinner plate. Cut out pictures of your favorite fruits and vegetables from the newspaper and paste them on your plate. Write a sentence about your favorite fresh foods.

2. Draw a line down the center of a piece of paper to create two columns. Label one column "Fresh Fruits" and the second "Fresh Vegetables." Now look through grocery ads to find fruits and vegetables. List them in the correct column.

3.With a friend, look through the newspaper ads for fresh fruits and vegetables. Circle with a green marker the foods that could be grown in your community. Circle the foods that could not be grown in your community with a red marker. Did you have more green or red circles?

4. Look through newspaper ads to find equipment you could use to (a) prepare land for an urban garden, (b) water and fertilize plants in the garden, (c) harvest and collect the plants, and (d) carry your fruits/vegetables to market.

5. Use resource books and the Internet to learn more about the food crops that are grown in your community or state. Use these questions to guide your research: Which crops ­ fruits, vegetables or grains ­ are grown in your state? How many crops are produced each year? To what other regions or countries are the products exported? How do geography and weather determine which food crops are easy to grow in your state? Write a paragraph describing your findings. (standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)

A'Camping We Will Go -- Issue 26 -- June 28-July 4

This week's standards:


Students understand that physical activity provides opportunities for enjoyment, challenge, selfexpression and social interaction. (Physical Education)
Students understand people and events honored in commemorative holidays. (History)
Activities:

1. Create a menu for a family camping trip. Cut out pictures of seven different food items from newspaper ads. Choose food that would be easy to carry, keep and cook. Paste your items on a "Camping Menu" sheet.

2. Look through newspaper ads to find equipment you could use on a camping trip. List at least seven items. Put the price next to each item on your list and add them up. How much will your camping equipment cost?

3. Look through the community calendar or local section of your newspaper for information on camps in your area. Circle day camps in red. Circle music or art camps in blue. Circle sports camps in green. Circle outdoor camps in orange. How many camps could you choose from? Put a star next to the camp you would most like to attend.

4. Pretend you are planning the activities for older students or adults at an outdoor camp. Prepare a program that would include activities for each of these groups of people: (a) athletes, (b) people who collect plants, (c) people who study animals, and (d) people who study rocks. Now create a brochure for your camp promoting all these different activities.

5. Locate three newspaper stories that show how we are a free country. Paste each story on a piece of paper. Write several sentences showing how each story represents our independence on Independence Day. (standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)

China's Resources -- Issue 25 -- June 21-27

This week's standards:


Students understand the physical and human characteristics of places. (Geography: Places and Regions)
Students understand that physical activity provides opportunities for enjoyment, challenge, selfexpression and social interaction. (Physical Education)
Activities:

1. Draw a picture of you and your friends in a judo or taekwondo competition. Write sentences telling about your event.

2. Look through the newspaper ads and circle items that are made of natural fibers such as cotton, silk or wool. Put a star by any that say they are 100 percent of that fiber.

3. Look through newspaper ads and the classified section to find places where you could go to learn judo or taekwondo. Now look at the sports section for any martial arts competitions in your area. Would it be easy or hard for you to study a martial art in your community? Why or why not?

4. Which of China's natural resources (a) is becoming scarce, (b) is not developed very much, and (c) is easy to harness?

5. Use resource books and the Internet to learn more about one of the endangered animals in China. Use these questions to guide your research: Which animal have you selected? How many of these animals are estimated to be in China? What is causing the animal to become endangered? What are Chinese leaders doing to save the animal? Write a paragraph discussing your findings. (standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)

Stay Safe in Cyberspace -- Issue 24 -- June 14-20

This week's standards:


Students demonstrate a sound understanding of the nature and operation of technology systems. (Technology: Basic Concepts and Operations)
Students understand the ethical, cultural and societal issues related to technology. (Technology: Social, Ethical and Human Issues)
Students practice responsible use of technology systems, information and software. (Technology: Social, Ethical and Human Issues)
Activities:

1. Draw a computer screen in the middle of a piece of paper. Write the words "Be Careful" on the screen. Now cut out newspaper words and pictures about computers and computer equipment. Paste the words and pictures around your computer.

2. Look through the newspaper ads to find Web site addresses for local businesses. How many did you find? These Web sites are probably pretty safe because they are for local businesses.

3. Look over the tips for computer safety in today's Mini Page. List three things you already do to be safe on the computer. Now list three new things you will do.

4. Look in the classified ads in the newspaper for two ads about computer training or software. Paste the ads on a piece of paper. Write several sentences describing why you would like to learn more about these programs.

5. List three of your favorite Web sites or messaging programs. Now write a paragraph describing how you make sure you are safe when you visit these sites. (standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)

Take Dad Fishing! -- Issue 23 -- June 7-13

This week's standards:


Students demonstrate respectful and caring relationships in the family, workplace and community.
(Family and Consumer Science: Interpersonal Relationships) Students understand that physical activity provides opportunities for enjoyment, challenge, selfexpression and social interaction. (Physical Education)
Activities:

1. Draw a picture of a favorite man in your life -- your father, grandfather, or a special relative or family friend. Now find newspaper words or pictures of things this person likes to do and things he likes to eat. Paste them around the edges of your picture. Write a sentence telling why this person is special. Share your picture with the person himself.

2. Draw a large backpack on a piece of paper. Look through the newspaper for pictures of items you should take along on a fishing trip. Cut them out and paste them on your backpack.

3. Draw a line down the center of a piece of paper to make two columns. Label one column "Freshwater Fish" and the other "Saltwater Fish." Try to find different kinds of fish named in the newspaper, using grocery and restaurant ads as well as news stories. Write the names of the fish in the correct column. If you aren't sure if a fish is freshwater or saltwater, look it up on the Internet or in a dictionary.

4. Ask an important man in your life about his good memories when he was a child and things he did with his father or other family members. Write down the details. Now use your notes to write a story. You might want to draw a picture to go with the story. Share the story with your family.

5. Use resource books and the Internet to learn more about one of the sport fishes in today's Mini Page. Use these questions to guide your research: Where is the fish found? How large does it grow? How difficult is it to catch? Write a paragraph discussing your findings. (standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)

Summing Up the School Year -- Issue 22 -- May 31-June 6

This week's standards:


Students explore factors that contribute to one's personal identity, such as interests, capabilities and perceptions. (Social Studies: Individual Development)
Activities:

1. Draw three prize medals on a piece of paper. In each one, paste a newspaper word or picture that shows something from school that you're proud of. Write a sentence telling about your success under each medal.

2. Select three summer goals from those in today's Mini Page. Write them on a piece of paper. Now find three people or items in the newspaper that could help you achieve those goals. Write sentences explaining your choices.

3. Interview at least three family members or friends about their summer plans. Share the summer goals from today's Mini Page with them and have them select the activity they like best. Which activity was most popular?

4. Which of the summer's goals in today's Mini Page would help you improve your (a) fitness, (b) reading and math skills, (c) independence, and (d) imagination?

5. Find an individual in the newspaper who demonstrates achievement in some area -- sports, public service, entertainment or business. Read the newspaper story about the person, then do research on the Internet. What did the person do to achieve his or her goals? What did he or she have to learn to be successful? What personal qualities did he or she develop? Write a paragraph discussing your findings. (standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)

Help From the Home Front -- Issue 21 -- May 24-30

This week's standards:


Students understand people and events honored in commemorative holidays. (History)
Students understand the role of citizens in a democracy. (Civics)
Activities:

1. Draw the outline of a flag on a large piece of paper. Cut out newspaper words that describe American servicemen and women and paste them on the flag.

2. Collect newspaper photos of American servicemen and women. You might find photos from overseas or military hospitals or bases in the U.S. You might find photos of local citizens who have joined the military. Use your photos to create a "Thank You" poster for the troops.

3. How would you entertain American servicemen and women in your community? Find musical, sports and arts events in the newspaper. Create a two-day schedule for visiting heroes.

4. Look in today's Mini Page to find the different ways citizens are helping servicemen and women (a) improve their health and fitness, (b) help their families, (c) have fun, and (d) communicate with family members and other citizens back in the U.S.

5. Put together a "good news" newspaper that you could send to military forces overseas. Collect newspaper headlines about stories or pictures that make you smile and comic strips that make you laugh. Make up a name for your newspaper and put it at the top of a piece of paper. Now paste your items on the paper (and other pieces of paper if you need them). You might want to add some stories and pictures of your own. Share your newspaper with family members and friends. (standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)

Talking Trade -- Issue 20 -- May 17-23

This week's standards:


Students understand that when individuals, regions and nations specialize in what they can produce at the lowest cost and then trade with others, both production and consumption increase. (Economics: Trade)
Students understand that physical activity provides opportunities for enjoyment, challenge, self-expression and social interaction. (Physical Education)
Activities:

1. Draw a picture of yourself flatwater racing or whitewater slaloming. Write a story about your race and how well you did.

2. Find newspaper ads for fitness equipment that would help a flatwater or whitewater racer. Paste the ads on a piece of paper. Write sentences explaining how each piece of equipment would help the racer.

3. Look through the newspaper with a friend. Use a colored marker to circle products (food, household and electronic goods, etc.) that are marked as coming from another country. Use a different-colored marker to circle products you think also came from another country but aren't labeled as such. Explain why you think these products are not from the United States.

4. Look through news stories and newspaper ads to find (a) a local product that is sold only locally or in a small region, (b) a local product that is probably popular in other countries, and (c) a local product that is advertised on the Internet.

5. Use resource books and the Internet to learn more about a local industry. Use these questions to guide your research: What is the local business, and how long has it been located in your community? Where does the business get materials to create its product? Where does the business sell its product? Write a paragraph discussing your findings. (standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)

Get Wild! Read! -- Issue 19 -- May 10-16

This week's standards:


Students understand the characteristics and life cycles of organisms. (Science: Life Science)
Students comprehend and respond to a variety of images and text. (Language Arts: Reading)
Activities:

1. Draw a picture of yourself reading one of the books in today's Mini Page. Then cut out newspaper pictures of things you find in nature, such as plants, animals or water, and paste them around the edges of your picture.

2. Show this Mini Page to family members and friends. Have them choose the three books they like best. Which books were the most popular? Which were your favorite books? Why?

3. Look through the newspaper with a friend. Circle all the newspaper stories that are related to animals, nature and the environment. Put a star by the story you like best.

4. Find at least two books in today's Mini Page that are about (a) animals, (b) the environment, (c) the ocean, and (d) people helping nature.

5. Find and read a news story about nature and the environment. Write a two- or three sentence summary of the story. Then write your opinion of the situation presented in the news story. Finally, write a sentence telling what you think will happen next in the story. (standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)

Plant a Seed With Mom -- Issue 18 -- May 3-9

This week's standards:


Students understand the characteristics and life cycles of organisms. (Science: Life Science)
Students develop an understanding of personal health. (Science: Personal and Social Perspectives)
Activities:

1. Draw a picture of your dinner table with many of the fruits and vegetables shown in today's Mini Page. Write a sentence about eating healthy foods.

2. Look at the grocery store ads in your newspaper. Draw a circle around any of the foods shown in today's Mini Page.

3. Look at the "Preparing for Planting" list in The Mini Page. Find the items in newspaper ads. Write down the price for each item. How much will your gardening cost you?

4. Which of the plants in today's Mini Page (a) need a lot of space to grow, (b) can grow close together, (c) need some shade, (d) are herbs?

5. Use resource books and the Internet to find recipes for four of the fruits, vegetables and herbs in today's Mini Page. Plan a meal using the four foods. Give the name and a description of each dish you would prepare. Write a paragraph explaining why you selected these dishes. (standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)

What Is Cinco de Mayo? -- Issue 17 -- April 26-May 2

This week's standards:


Students understand the characteristics, distribution and migration of human populations on the Earth's surface. (Geography: Human Systems)
Students understand how historic events, people, places and situations contribute to our understanding of the past. (Social Studies: Time, Continuity and Change)
Activities:

1. Draw a large plate on a piece of paper. Cut out newspaper words and pictures for Mexican foods. Paste the foods on your plate. Put a star by your favorite food.

2. Plan a Cinco de Mayo party. Use the newspaper to find food you would serve at your party, the entertainment you would hire and three people you would invite. Explain your choices.

3. Use a colored marker to circle examples of Mexico-U.S. connections in the newspaper. Look for names of people or places, arts or entertainment opportunities, sporting events, and government relations between the United States and Mexico.

4. See if you could organize a mariachi band. Look in the classified ads of the newspaper to find trumpets, violins and guitars for sale. Look for a place where you could take music lessons to learn to play the instruments. Finally, see if you can find any ads for musicians.

5. Use resource books and the Internet to learn more about Benito Juarez. Use these questions to guide your research: Who was Juarez? What was his childhood like? How did he become the leader of Mexico? What did he do for the people of Mexico? Why is he honored? Write a paragraph discussing your findings. (standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)

Explore China's Regions -- Issue 16 -- April 19-25

This week's standards:


Understand the physical and human characteristics of places. (Geography: Places and Regions)
Understand how culture and experience influence people's perceptions of places and regions. (Geography: Places and Regions)
Describe the effects geography has had on societies, including their development of urban centers, food, clothing, industry, agriculture, shelter, trade and other aspects of culture. (World History)
Activities:

1. Create an "Around China" poster. Divide a piece of paper into four sections. Label the sections: Central, Eastern, Northwest, Himalayas. Draw a picture that represents each section in that section's block.

2. Select one of the areas from your poster. Find five items or pieces of equipment in the newspaper that would be useful in that area. Paste them on a piece of paper. Write a sentence next to each one telling how it could be used in that part of China.

3. Look at the different sports represented in the sports pages of the newspaper. Circle any stories about sports that are played by singles or doubles. Put a star by any story about an Olympics sport. How many different sports do you have? Which sport would you like to play? Why?

4. What destinations in China would you recommend to a (a) chef, (b) farmer, (c) botanist, (d) zoologist and (e) historian? Explain your choices.

5. Use resource books and the Internet to learn more about a geographic area in China. Use these questions to guide your research: Where is the area? What is the weather like? How many people live there? What jobs or industries are available in the area? What are two historical events that took place in the area? Write a paragraph discussing your findings. (standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)

Meet Author Laura Amy Schlitz -- Issue 15 -- April 12-18

This week's standards:


Students comprehend and respond to a variety of images and text. (Language Arts: Reading)
Students identify forms and elements of literature. (Language Arts: Reading)
Activities:

1. Draw an outline of Brian Selznick or Laura Amy Schlitz on a piece of paper. Cut out newspaper words that describe your person and paste them on the outline. Write a sentence telling about your person.

2. Make several "Mystery Book" posters. Cut out newspaper words and pictures that tell about one of the books in today's Mini Page. Paste them on a piece of construction paper but don't use any words from the book's title. Show your posters to friends and see if they can guess the correct book from your clues.

3. Make a list of the books featured in today's Mini Page. Find a newspaper story that matches each title in some way. Discuss your choices with a friend.

4. Which of the award-winning books in today's Mini Page are (a) about real people, (b) about people in a different time period, and (c) are fiction, not about real people?

5. Use resource books and the Internet to learn more about one of the Coretta Scott King awardwinning authors or illustrators. Use these questions to guide your research: How old is the individual? When did he/she become interested in writing or illustrating? What training did the person have? What was the individual's first book? How was that book accepted? What advice does the individual give to young readers? Write a paragraph discussing your findings. (standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)

Dr. King's Work Lives On -- Issue 14 -- April 5-11

This week's standards:


Students understand people and events honored in commemorative holidays. (History)
Students understand the deeds for which our nation honors leaders from the past, including political, scientific, social and military leaders. (History)
Activities:

1. Create a poster that celebrates Martin Luther King Jr. Use words and pictures from the newspaper on your poster.

2. Find people and items in the newspaper that would help Martin Luther King Jr. accomplish his goals today. Think about these categories: communication devices, transportation, people with political skills and people with knowledge about issues. Add any categories of your own. List your selections on a piece of paper and write a sentence about why you chose each one.

3. Find a newspaper story about a situation you think should be changed. Write several sentences explaining why you think things should change. Now list three non-violent acts you could do to encourage people to see your point of view.

4. What evidence can you find in todayıs Mini Page that shows that King (a) followed religious teaching, (b) was intelligent, (c) was respected by others, and (d) supported different causes?

5. Use resource books and the Internet to learn more about one of King's specific causes: the Montgomery boycott, the Poor Peopleıs Campaign, his anti-war work, or the Memphis garbage workersı strike. Use these questions to guide your research: What was the cause? What caused King's interest in it? What leadership did he provide < what did he tell people to do? What were the results of his actions? Write a paragraph discussing your findings. (standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)

Frogs Are Facing Extinction -- Issue 13 -- March 29-April 4

This week's standards:


Students understand the characteristics and life cycles of organisms. (Science: Life Science)
Students understand the interactions of animals and their environments. (Science: Life Science)
Activities:

1. On a large piece of paper, draw a picture of a frog near a pond. Cut out newspaper words and pictures that tell about the frogıs habitat and paste them on your picture.

2. Draw a large circle on a piece of paper. Divide your circle into three equal parts. Label the sections: things that jump, things that are green, things that like water. Paste newspaper words or pictures that match each of the three categories in the correct part of the circle.

3. Go on an environmental scavenger hunt in the newspaper with a friend. You should have different-colored markers. Look through the newspaper page by page. Circle pictures or words of items that are good for the environment. Be creative; for example, a bike doesnıt use gasoline, and window blinds conserve energy.

4. How are frogs affected by (a) climate change, (b) water pollution, (c) human development, and (4) the fungus chytrid?

5. Use resource books and the Internet to learn more about the kinds of frogs that live in your area. Use these questions to guide your research: What are the names of some of the frogs that can be found in your part of the country? Is the frog population stable, increasing or declining? What environmental elements are important to the lives of frogs in your area? What do the frogs eat? What animals eat the frogs? Write a paragraph discussing your findings. (standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)

Energy for the Future -- Issue 12 -- March 22-28

This week's standards:


Students develop abilities of technological design, understanding about science and technology. (Science: Science and Technology)
Activities:

1. Cut out newspaper words and pictures about energy. Paste them on a large piece of paper to make an "Energy Works" collage.

2. Make a list of three chores you do around your house. Now find items or equipment in the newspaper that you could use to do your chores. Find items that don't use electricity and items that do use electricity to do those same chores.

3. Go through the newspaper, and with a colored marker circle items that use electricity. Circle items that use gasoline with another marker. Circle items that use natural gas with another marker. Which source of energy was used the most?

4. Which sources of energy (a) use plants, (b) use the movement of natural elements, (c) have been used in space, and (d) can be used to operate cars, trains and planes?

5. Use resource books and the Internet to learn more about the forms of alternative energy that could be effective where you live. Use these questions to guide your research: What is the weather like where you live? Are there long periods of sunshine? Are there many windy days? What geological features are near you, such as rivers, oceans, volcanoes or hot springs? Write a paragraph discussing how alternative energy sources could benefit your community. (standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)

Keeping Pace With Pandas -- Issue 11 -- March 15-21

This week's standards:


Students understand the characteristics and life cycles of organisms. (Science: Life Science)
Students understand the interactions of animals and their environments. (Science: Life Science)
Activities:

1. Draw a large panda on a piece of paper. Then cut out newspaper words that describe the panda and its lifestyle. Paste them on your drawing.

2. Create a series of panda trading cards. Draw pictures of pandas on 3-by-5-inch cards. On the back of each card, write a fact about pandas. Share your cards with friends.

3. Use the classified ads to find three jobs that would be helpful in a zoo or panda conservation program. List the jobs. Explain how a person with that job would benefit a panda program.

4. Find four pieces of athletic or sports equipment in the newspaper that an Olympic athlete might use to develop the muscles needed in handball or water polo. Paste your pieces of equipment on a piece of paper. Explain how the equipment would help develop important muscles.

5. Use resource books and the Internet to expand your knowledge of pandas and other bears. Select another bear (brown, black, grizzly or polar) to study. List information about the bearıs physical characteristics, lifestyle and food. Now write a paragraph comparing your bear and a panda. How are they the same? How are they different? (standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)

How Did Music Begin? -- Issue 10 -- March 8-14

This week's standards:


Students understand music in relation to history and culture. (Music)
Students use appropriate terminology in explaining music, music instruments and voices, and music performances. (Music)
Activities:

1. Create a "Mad About Music" poster for your room. Paste newspaper words and pictures about music on a large piece of paper. Draw pictures of your favorite instruments on your poster.

2. Put together a comic strip "band." Paste five comic strip characters on a piece of paper. Now draw a musical instrument in each characterıs hand. Give your band a name.

3. Find these examples of musical performances in your newspaper: (a) a solo performance, (b) a small instrumental group, (c) a small vocal group, and (d) a large music group.

4. Look in the classified ads section of your newspaper for instruments for sale. Circle string instruments in red, wind instruments in blue, and percussion instruments in green. Put a star next to the instrument you would like to learn to play.

5. Use resource books and the Internet to learn more about an instrumental musician. Use these questions to guide your research: What is the instrument? Who became famous for playing the instrument? When did the musician live? What was special about the musician? How did the musician increase the popularity of the instrument? Write a paragraph about the musician and the instrument. (standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)

Connect to Our World -- Issue 9 -- March 1-7

This week's standards:


Students read and understand a variety of texts. (Language Arts: Reading
Students explore factors that contribute to oneıs personal identity, such as interests, capabilities and perceptions. (Social Studies: Individual Development)
Activities:

1. Create a newspaper front page that tells all about you. Draw "photos" of important events in your life. Write headlines that tell about the things you like to do.

2. Draw a large circle on a piece of paper. Divide the circle into three parts. On one part, paste newspaper words or pictures that tell about you as a person. On another section, paste words or pictures that tell about things you like to do outside of your home. On the last section, paste words and pictures that tell about something you like to read.

3. Look through the newspaper with a family member or friend. Each of you circle five headlines of stories you think you would like to read. Talk about your choices together. Then read at least one of the stories.

4. In which part of the newspaper would you look to find (a) the score of a local baseball game, (b) whatıs happening in a political race, (c) a toy that is on sale, and (d) the newspaperıs opinion on an important issue?

5. Compare the print and online versions of your newspaper. Spend five minutes looking through each version. Then ask yourself these questions: Which version is easier to read? In which version is it easier to locate specific information or stories? Which version has the best photos? Which version shows what stories are the most important? Write a paragraph discussing why you prefer one version over the other. (standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)

Get to Know Sojourner Truth -- Issue 8 -- Feb. 23-29

This week's standards:


Students understand that history relates to events and people of other times and places by identifying examples of interesting Americans. (Social Studies: History)

Activities:

1. What would Sojourner Truth carry in her backpack? Draw a large backpack on a piece of paper. Cut out newspaper pictures of items that tell something about Sojourner Truth's life. Write a sentence about the contents of your backpack.

2. Write the letters S-O-J-O-U-R-N-E-R down the left side of a piece of paper. Find newspaper words that describe Sojourner Truth and write them next to the letters. For example, you could use the word "strong" next to the letter S.

3. Create a "Sojournerıs Legacy" display on a large piece of paper or poster board. On the board, put newspaper stories that show women and African-Americans in these areas: politics, community leaders, business, sports, entertainment and the comics.

4. Find an individual or an item in the newspaper that would have helped Sojourner Truth (a) raise her children, (b) communicate with many people, (c) travel to cities to give her speeches, and (d) influence political leaders.

5. Use resource books and the Internet to learn more about the abolition of slavery and the emancipation of slaves in the United States from Colonial times to the Civil War. Use these questions to guide your research: Which Colonies and early states allowed slavery? Why was slavery accepted in those areas? When did different Colonies/states end slavery? What forces or groups influenced the decisions that Colonies/states made to end slavery? Write a paragraph summarizing your findings. (standards by Dr. Sherrye D. Garrett, Texas A& University-Corpus Christi)

Following George's Rules -- Issue 7 -- Feb. 16-22
This week's standards:


Students understand people and events honored in commemorative holidays. (History)
Students understand that history relates to events and people of other times and places by identifying examples of interesting Americans. (Social Studies: History)
Activities:

1. Draw a picture of George Washington in the middle of a large piece of paper. Now paste newspaper words and pictures that tell about Washington around your drawing. Share your drawing with friends.

2. Select the five rules of civility that you think are most important. Then interview family members and friends and ask them to name the two rules they think are most important. Ask them why they selected those rules. What rules were the most popular overall?

3. Look for civility in the comics pages. Use a colored marker to circle three comic strips where the characters are behaving the way Washington would want people to behave. Use a different colored marker to circle three strips where characters are not behaving well and should follow Washington's rules. What would you say to the misbehaving characters?

4. Find people or things in the newspaper that would help Washington (a) learn new information about the world, (b) be a better farmer, and (c) be a modern president. Share your choices with a friend.

5. Bring George Washington up to date. Write a letter to him about how the world has changed. Select one of these topics: the role of the president; changes in farming and agriculture; or people's behavior in the modern age. Use the Internet and the newspaper to research your topic. Then write your letter to our first president. (standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)

Discover China -- Issue 6 -- Feb. 9-15, 2008

This week's standards:


Students understand the physical and human characteristics of places. (Geography: Places and Regions)
Students understand the characteristics, distribution and complexity of Earthıs cultural mosaics. (Geography: Human Systems)
Activities:

1. Use newspaper words and pictures to create a collage that tells about China and Chinese history. Write a sentence about your collage.

2. Play a newspaper game with a friend. Each of you should have a colored marker. Then go through the newspaper and circle modern examples of items invented by the Chinese. Who has the most items circled?

3. Which Chinese inventions helped people (a) communicate better, (b) have better daily lives, (c) work better, and (d) travel?

4. Use the Internet to learn more about the Chinese practice of naming years for animals. Find the animal that represents the year you were born. Then find the animals representing the years that members of your family were born. Do the characteristics listed with each animal year seem to match you and your family members? Discuss the characteristics with your family.

5. Use resource books and the Internet to learn more about what happened when Hong Kong was returned to Chinese control. Use these questions to guide your research: How had life and government developed in Hong Kong under British control? How did life in Hong Kong compare with life in Communist China? How has life in Hong Kong changed now that control has returned to China? Write a paragraph discussing your research. (standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)

How to Communicate -- Issue 5 -- Feb. 2-8, 2008

This week's standards:


Students adjust their use of spoken, written and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. (English Language Arts)
Students use spoken, written and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). (English Language Arts)
Activities:

1. Draw a picture of yourself speaking to a group of people. Under your picture, write three sentences about what you should do when you speak to a group.

2. Select a story from the newspaper that you find very interesting. Write three questions you would ask the reporter or the people in the story to learn more about the story.

3. Look at the facial expressions and body gestures of comic strip characters. Cut out at least three comic strips and explain what the expressions and gestures tell you about the feelings the characters are communicating in the strips. 4. Identify a newspaper story that you would like to discuss with (a) a close friend, (b) a family member, (c) a group of friends, and (d) your class. Explain why you selected each story.

5. Select a news or feature story that you feel is important to share with others. Read the story carefully and prepare an outline for a presentation. Include the following in your outline: The opening statement you would make, several important points in the story and the closing statement you would make. Write a brief paragraph explaining why you selected the story, who you selected as the audience for the story and why you selected that group. (standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)

On the Campaign Trail -- Issue 4 -- Jan. 26-Feb. 1

This week's standards:


* Students understand the basic values and principles of American democracy. (Civics)
*Students understand the roles of the citizen in American democracy. (Civics)
Activities:

1. Pretend you are running for president. Make a poster encouraging people to vote for you.

2. Use newspaper words and pictures to create an "On the Road" collage showing the ways candidates may travel from place to place. Use many different ways to travel. For example, a candidate may even ride a bicycle or motorcycle to an event.

3. Read news stories to find out where different presidential candidates are traveling. Then write their names on the weather map in your newspaper (or another U.S. map) to show where they are campaigning. Why do you think they are in these cities or states?

4. Find items in the newspaper that candidates could use on the road (a) to have fun in between campaign events, (b) to communicate with family members when they are at different events, (c) to eat a healthy diet and (d) to stay fit.

5. Use news stories and opinion columns to compare the positions of a Republican candidate and a Democratic candidate. Use these questions to guide your reading: What are the positions of each candidate on important issues such as Iraq, health care, immigration and/or education? Write a paragraph comparing the two candidates' positions. (standards by Dr. Sherrye D. Garrett, Texas A& University-Corpus Christi)

Meet Henry David Thoreau -- Issue 3 -- Jan. 19-25

This week's standards:


* Students understand the important accomplishments of individuals and groups. (Social Studies: The Individual)
* Students understand the people, events, problems and ideas that were significant in creating the history of their country. (Social Studies: History)
Activities:

1. Make a series of Thoreau trading cards. Draw a picture on one side of each card. On the other side, write a sentence about Thoreau. Share your cards with a friend.

2. Draw a large circle on a piece of paper. Put "Thoreau" at the top of the paper. Then divide the circle into three equal parts. In one part, paste newspaper words or pictures about enjoying nature. In another section, paste words or pictures about people helping other people. In the last part, paste words or pictures about teaching.

3. Write the words "Living at Walden Pond" at the top of a piece of paper. Then cut out newspaper words or pictures of items that would have made Thoreau's life easier on Walden Pond and paste them on the paper.Write a sentence explaining each of your choices.

4. Make a list of items you would like to have. Then use the newspaper to locate an expensive version and an inexpensive version of the item. Write the options next to the item on the list. What choices would Thoreau recommend? Why?

5. Select one of Thoreau's quotations from today's Mini Page. Now find a newspaper story that reminds you of that quotation. Write a paragraph discussing how the story relates to the quotation. (standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)

Meet Astronaut Barbara Morgan -- Issue 2 -- Jan. 12-18

This week's standards:


* Students understand the important accomplishments of individuals and groups. (Social Studies: The Individual)
* Students understand the people, events, problems and ideas that were significant in creating the history of their country. (Social Studies: History)
* Students understand the role of science and technology. (Science)
Activities:

1. Use newspaper words and pictures to create a poster that shows the different subjects Barbara Morgan taught before she became an astronaut.

2. Interview several friends or family members. Ask them to name the problems people might have working inside a space shuttle. Then see if you can answer those questions using information from today's Mini Page.

3. Write the letters M-O-R-G-A-N down the side of a piece of paper. Then cut out a newspaper word that describes astronaut Morgan and begins with the letters of her name. For example, you might find the words "mighty" or "marvelous" that you could paste next to the "M."

4. Who would you select to serve as your crew on the space shuttle? Identify five people from the newspaper you would take with you on a shuttle mission. You may select real people from news stories or characters from a comic strip. Write a sentence explaining each choice.

5. Use resource books and the Internet to learn more about astronaut training. Use these questions to guide your research: How are people selected to become astronauts? What physical abilities must astronauts have? What knowledge must they have? How often do they train? How do they train for their missions? Write a paragraph discussing your research. (standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)

A 2008 Calendar for Kids -- Issue 1 -- Jan. 5-11

This week's standards:


* Students understand people and events honored in commemorative holidays. (History)

Activities:

1. Create a poster that announces your birthday as a holiday. Cut out newspaper words and pictures that show important things about you and paste them on your poster.

2. Pick your three favorite calendar events. Now find words or pictures from newspaper ads for items you would use to celebrate those events. For example, you might buy camping equipment for National Recreation and Parks Month.

3. Select three comic strip characters who would be good representatives for special calendar events. Explain why each one would be a good spokesperson to commemorate that day, week or month.

4. Find at least two special days that each of these people would consider important: (a) historians, (b) teachers, (c) athletes and (d) scientists.

5. Create a newspaper prediction calendar. Write the names of the 12 months down the left side of a piece of paper. Now predict a headline that would be related to one of the calendar events in each month and write it next to the month. For example, you might find a story about roses and chocolates in a February story about Valentine's Day. (standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)

Resolutions for EveryBODY -- Issue 53 -- Dec. 29-Jan. 4

This week's standards:


* Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks. (Health Education)
* Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health. (Health Education)

Activities:

1. Make a list of three New Year's resolutions. Write them on a piece of paper. Next to each resolution, put a newspaper word or picture of something that will help you keep that resolution.

2. Look in the comics section for some fitness partners. Find a comics character who would make healthy meals for you. Find a character who would be a good exercise partner. Find a character who would make sure you made safe choices when you play outside. Have a friend find fitness partners, too. Compare your choices.

3. Create a "Fitness First" poster for your wall. Make three columns on a large piece of paper. Label the columns: Activities, Recreation and Equipment. Cut out newspaper words and pictures that show (a) activities you can do to stay fit, (b) recreation opportunities you would like to do for fun and fitness, and (c) equipment you can use to exercise and stay fit.

4. Plan to eat well. Draw a large circle on a piece of paper. Divide the circle into four parts. Then cut out newspaper words and pictures of foods for the different parts of the circle. In one part, paste examples of lean meat, poultry or fish that you like. In another part, put fruits and vegetables. In the third part, put grains you enjoy. In the last part, put healthy beverages.

5. Use resource books and the Internet to plan a comprehensive exercise program. Identify an activity that will (a) strengthen your skeletal system, (b) increase your circulation, (c) improve your respiratory function, and (d) bring strength and tone to your muscles. Make a seven-day schedule that integrates your different activities. You may do some of the activities every day and others several times a week. (standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)






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