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Mini Page Archive - February 2009: Issue 5 - 8
Terrific Teeth -- Issue 5 -- January 31-February 6, 2009
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This week's standards:
Students describe relationships between personal health behaviors and individual well-being. (Family and Consumer Science: Health Promotion) Students understand how wellness practices enhance individual and family well-being across the lifespan. (Family and Consumer Science: Nutrition Food and Wellness)
Activities:
1. Create a "Terrific Teeth" poster for your room. Draw a large circle on a piece of paper. Divide the circle into three pie-shaped sections. In one section, put newspaper words and pictures for things that help you take care of your teeth. In the second section, put words and pictures of good foods to eat. In the third section, write the names of dentists you find in the newspaper.
2. Go through the newspaper with a friend. Circle any pictures that show teeth or a person or animal biting something. Put a star by the person who has the nicest smile. Don't forget the comic strips.
3. Look through the regular (display) ads and classified ads to see how many dentists you can find in your community. How many dentists did you find? How many "oral surgeons" How any orthodontists dentists who help straighten your teeth)?
4. Which part of the tooth (a) has nerves and blood, (b) is the outer cover, (c) is made of calcium and other minerals, and (d) attaches the tooth to the jawbone?
5. Use resource books and the Internet to learn more about animal teeth. Select two animals to study: one that lives on land (rabbit, bear, wolf) and one that lives in the water (shark, whale). Use these questions to guide your research: How many teeth does the animal have? What types of teeth are they? How do the teeth help the animal eat or do work? Does the animal have only one set of teeth or can it re-grow lost teeth? Write a paragraph comparing the two animals.
(standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)
Lincoln's Great Speech -- Issue 6 -- February 7-13, 2009
Printable Version
This week's standards:
Students understand people and events honored in commemorative holidays. (Social Studies: 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 memorial plaque for the soldiers who fought at Gettysburg. Cut out newspaper words that describe the soldiers and paste them on your plaque. Share your drawing with your family.
2. Use information from today's Mini Page to make a travel brochure for Gettysburg. Include information about important buildings, the battle and famous people.
3. Look in the newspaper for speeches made by our new president, Barack Obama. Select phrases you like and write them on a piece of paper. Explain why you think Obama made good language choices in his speeches.
4. Abraham Lincoln was a careful writer. Look up these words from the Gettysburg Address and discuss what they mean with a family member or friend: (a) civil war, (b) consecrate, and (c) in vain. Why did Lincoln mean when he said some soldiers gave the "last full measure" of devotion? Why do you think he used "four score and seven" instead of saying "87"?
5. Use resource books and the Internet to learn more about your state's activities during the Civil War. Use these questions to guide your research: Which side did your state take during the Civil War? What did people in your state do to support the side they selected? What battles or military activities took place in your state or in neighboring states? How did your state change after the Civil War ended?
(standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)
Making Our Lives Better -- Issue 7 -- February 14-20, 2009
Printable Version
This week's standards:
Students understand the abilities of technological design. (Science: Science and Technology) Students develop abilities of technological design, understanding about science and technology, and abilities to distinguish between natural objects and objects made by humans. (Science: Science & Technology)
Activities:
1. Make a set of engineering trading cards. Select five different kinds of engineers in today¹s Mini Page. Write the name of the engineer on one side of a 3-by-5-inch card. On the other side, paste a newspaper picture that shows the kind of work that engineer might do.
2. Make a list of the different engineers shown in today¹s Mini Page. Then interview friends and family members. Ask each person what kind of engineer he or she finds the most interesting. Have them tell you why they made that choice.
3. Find five newspaper pictures of different kinds of structures, such as a building or highway. Paste the pictures on a piece of paper. Put a star next to the picture of the structure you think was the most difficult to design. Put a check by the picture of the structure that was the easiest to design. Discuss your choices with a family member.
4. What type of engineer might work with (a) transportation, (b) home construction, (c) lakes and rivers, and (d) medicine?
5. Use resource books and the Internet to learn more about a specific type of engineer. Use these questions to guide your research: What type of courses would the engineer take in college? Where would that engineer work? What do you think would be the hardest part of the job? If you wanted to be that kind of engineer, what type of part-time work or summer job could you do that would give you some experience in that field? Write a paragraph discussing your research.
(standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)
A Long Journey -- Issue 8 -- February 21-27, 2009
Printable Version
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) Students understand how democratic values came to be, and how they have been exemplified by people, events and symbols. (History)
Activities:
1. Draw a large circle on a piece of paper. Divide the circle into three equal pie parts. In one section of the pie, put newspaper names and photos of African-Americans in the arts. In another section, put newspaper names and photos of African-Americans in local and national politics. In the last section, put names and photos of African- Americans in business.
2. Interview several family members and friends about President Barack Obama. What do they think his election says about our country? What do they think people in other countries will think? What do they like or dislike about his political positions?
3. Draw a line down the center of a piece of paper to make two columns. Label one column "Good laws for African-Americans" and the other "Bad laws for African-Americans." Now find laws, amendments and court decisions that affected African-Americans over the years. List them in the correct column. For each one, explain why it was a good or bad law.
4. Find a newspaper article about a local or national situation where people feel they are not being treated fairly. Write down: (a) who are the people or groups involved, (b) what is the situation, (c) why is the situation in the news, (d) how was the situation resolved (or how do you think it should be resolved)?
5. Use reference books or the Internet to learn more about one of the African-Americans in today's Mini Page. Use these questions to guide your research: When did the person live? What career did the person have? How difficult was it for the person to succeed in that career because of his or her race? How did the person change opportunities for other African-Americans? Write a paragraph discussing your findings.
(standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)
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