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Click Here for Future Mini Page Topics!
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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