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Mini Page Archive - August 2006: Issue 31 - 35
Mount Rushmore -- Issue 31 -- July 29 - August 4
Printable Version
This week's standards: Students understand that artists select and use subject matter, symbols and ideas to
communicate meaning. (Art) Students identify works of art as belonging to particular cultures, times and
places. (Visual Arts)
Activities:
- Draw a profile of someone who is important to you on a large piece of paper. Write a sentence under
your drawing telling about the person.
- Share a newspaper with several friends or family members. Have each person select a part of the
newspaper: national news, local news, arts/entertainment or sports. Have each person circle the photos
or names of three people in that section who should be honored in some way. Then have everyone share
and discuss their choices.
- Find photos of three characters in the newspaper comics pages who could be part of a "comics Mount
Rushmore." Cut out comic strip frames showing the characters and paste them in a row on a sheet of
paper. Share your pictures with family members and friends.
- What tells you that sculptor Gutzon Borglum was
(a) strong,
(b) educated,
(c) a good mathematician, and
(d) a careful planner?
- Use resource books and the Internet to learn more about Gutzon Borglum. Use these questions to guide
your research: When and where was Gutzon born? How did he become interested in art? Why did he choose
to do large-scale sculptures? Where did he learn to do them? What smaller sculptures did he create?
(standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)
All About Gulls -- Issue 32 -- August 5-11
Printable Version
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:
- Make a collection of sea bird trading cards. Draw a picture of a bird on the front of a 3-by- 5-inch
card. On the back of the card, write some facts about the bird. Share your cards with your friends.
- Cut out newspaper pictures of birds and other animals you might find near the ocean. Then cut out
words that tell about the ocean from newspaper headlines and ads. Use your pictures and words to create
a seashore collage.
- Which of the birds in today*s Mini Page
(a) dive into the water to catch fish,
(b) eat almost any type of food,
(c) swallow fish along with large amounts of water, and
(d) can drink saltwater?
- Draw a large circle on a piece of paper. Divide the circle into three equal parts. In one part,
list the foods sea gulls eat. In the second part, list places sea gulls live. In the third part, list
other birds that live around the ocean.
- 5. Use reference books and the Internet to learn more about one of the ocean birds in today’s
Mini Page. Select one bird to study. Use these questions to guide your research: Where did the bird
get its name? Where is it found? What is its average size and weight? How long does it live?
Does the bird cause any problems for people? How does the bird benefit people?
(standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)
Black-Footed Ferret -- Issue 33 -- Aug. 12-18
Printable Version
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:
- Draw a picture of the black-footed ferret in the middle of a large piece of paper. Draw three large
circles in the space around your picture. In one circle, list the foods ferrets eat. In the second circle,
list the different places ferrets live in the United States. In the third circle, list the different
activities ferrets like to do. Draw a line from each circle to your ferret.
- Look in newspaper ads for pictures and words about items that you would use for a pet. Look for items for
different kinds of pets. Cut out the pictures and words and use them to make a "Take Care of Your Pet"
collage.
- Conduct a survey among your family members and friends. Ask them to tell you about what their pets do to
show they are happy or excited. Do the pets have their own versions of the "ferret happy dance"? Do their
pets jump around and wiggle? Make a list of the different actions that pets use to show they are happy.
- How do each of these elements contribute to the small number of black-footed ferrets:
(a) predators,
(b) reproduction problems,
(c) average life span, and
(d) finding food and water for survival?
- Use resource books and the Internet to learn how scientists try to save an endangered species. You may
focus on the black-footed ferret or some other animal. Use these questions to guide your research:
How do scientists collect live animals to breed? Where do they keep the animals? How do they
feed the animals? What do they do to help the animals learn to survive in the wild? How do they monitor
the animals they release so they can keep an accurate count of the animals in the wild?
(standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)
Be Shark Aware -- Issue 34 -- Aug. 19-25
Printable Version
This week's standards: Students understand the relationship between organisms and the environment. (Science: Life Science)
Activities:
- Write three new things you learned about sharks from today’s Mini Page. Share your new knowledge
with a family member or a friend.
- Make your own picture glossary for sharks. Draw each of these parts of a shark separately. Then write a
sentence about each part: a back (dorsal) fin, eyes, gills, mouth and tooth.
- Draw lines down and across the middle of a piece of paper to create four equal parts. In the upper left
part, draw a picture of a shark. In another part, list the shark’s internal and external body parts.
In a third part, list the ways the shark finds its prey (food). In the last part, describe the parts of
the shark that help it swim through the water.
- Look through your newspaper to find the following items. Cut them out and paste them on a piece of paper.
Label each item. Find something that
(a) swims through the water,
(b) is made of cartilage,
(c) has a rough
surface and
(d) has a strong sense of smell.
- Use resource books and the Internet to learn more about a particular type of shark. First select the
type of shark. Use these questions to guide your research: In what parts of the world is this type of shark
found? How large does the shark grow? How many sharks of this type exist in the world today? What does the
shark eat? How dangerous is the shark to humans? Does this shark exist in aquariums? Why did you select
this shark?
(standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)
School Lunches -- Issue 35 -- Aug. 26 - Sept. 1
Printable Version
This week's standards: Students understand how nutrition, food and wellness practices enhance individual and family
wellbeing across the lifespan and address related concerns in a global society. (Family and Consumer Science: Nutrition,
Food and Wellness) Students understand how information from school and family influences health. (Health: Influences on
Health)
Activities:
- Cut out a picture of your favorite food from the newspaper. Paste the picture on a piece of paper. Now draw the
rest of a scene around your food. Your food might be on a plate or in someone's hand - you decide.
- Draw a large circle on a piece of paper. Then draw a small circle in the middle of your large circle. Cut out
newspaper words and pictures for different foods. Paste healthy foods inside the large circle around the small
circle. Paste foods that you should eat less often or in a limited fashion in the smaller inner circle.
- Cut out words or pictures of different ethnic foods - Mexican, Chinese, Italian, Vietnamese, etc. Paste them in a
row down the side of a piece of paper. Now show the list to different family members and friends. Have each person
put a check by three foods he or she likes a lot. Check the totals. Which food was the most popular? Which food
received the least number of checks?
- In which countries would you find the following types of food: (a) cassava, (b) bananas, (c) miso soup and
(d) rice?
- Draw a series of seven boxes on a piece of paper. Put the name of a day of the week in each of the boxes.
Write down all the foods you eat every day. At the end of the week, highlight the healthy foods you've eaten with a
yellow highlighter. Highlight the less healthy foods with a pink highlighter. Did you eat more healthy foods or
more not-so-healthy foods? What healthier choices can you make next week? Make a list of three things you will
do in the next week to eat better foods.
(standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)
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