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Mini Page Archive - February 2007: Issue 6 - 9
Black History Sites -- Issue 6 -- Feb. 3-9
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 use biographies and stories to understand the individuals who are honored by the nation. (Social Studies: History)
Activities:
- Pick a building or park in your neighborhood that might make a good national park site one day. Draw the building/park. Write a sentence telling why it is important.
- Find a news story about an African-American individual in your newspaper. Which national park site do you think that individual might like to visit? Write several sentences telling why the individual might like that site.
- Draw five large circles on a large piece of paper. Label the circles: Government/Politics, Education, Arts/Entertainment, Sports and Business. Now cut out photos and names of African-American individuals from the newspaper. Paste the photos and names in the appropriate circle. Share your poster with a family member or friend.
- Which national park site would you recommend to individuals interested in (a) military history, (b) music, (c) history of the civil rights movement, (d) education and (e) African-American women?
- Use resource books and the Internet to learn more about one of the national park sites featured in today's Mini Page. Use these questions to guide your research: What person or persons were connected with the history of the site? What time period in history does the site represent? Who worked to have the person or history memorialized at the site? Why do you think this is an important site? Write a paragraph discussing your research.
(standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)
Second and Third Amendments -- Issue 7 -- Feb. 10-16
This week's standards: Students understand family life in various places long ago. (History)
Students describe the geographic context that has influenced people and events in the past. (Geography)
Activities:
- What was life like in Colonial times for kids? Draw a picture of a chore that kids back then might have done.
- Find three items in the newspaper that were used in Colonial times and are still used today. Now find three modern items that would have made life easier for people living in the Colonies. Paste your items on a piece of paper. Write a sentence next to each item telling why you chose it.
- How do you think the Colonists faced danger? Write a short paragraph describing two different ways you think the Colonists protected themselves.
- Select your favorite comic strip in the newspaper. Now think about how the characters might have acted during the Colonial period. Draw a new strip with the characters living in the late 1700s.
- Use resource books and the Internet to learn about the 27 amendments to the U.S. Constitution. If you could propose an amendment to the Constitution, what would it be? Write a paragraph describing your amendment and explaining why you think it would make the Constitution better.
(standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)
Business For Kids -- Issue 8 -- Feb. 17-23
This week's standards: Markets exist when buyers and sellers interact. (Markets, Price and Quantity Determination) Money makes it easier to
trade, borrow, save, invest and compare the value of goods and services. (Role of Money) Entrepreneurs are people who take the risks of
organizing productive resources to make goods and services. (Profit and the Entrepreneur)
Activities:
- Think about "goods" (objects you can see and touch) you would like to buy. Write the word "Goods for Me" on a piece of poster paper. Now look at newspaper ads and cut out pictures of the goods you would like to own. Paste them on your poster. Put a star next to the three things you want the most.
- Find a newspaper ad for goods or services that would appeal to (a) your best friend, (b) an entertainer, (c) an athlete, and (d) an explorer. Explain your choices.
- Look for a news story about a local business. Write the name of the business at the top of a piece of paper. Under the name, write the following information: what the business sells; who buys the goods/service the business provides; why the business is important to your community.
- Interview six family members or friends. Ask them to name goods or services they need. Ask them to explain why those goods or services are important to them.
- Select one of the goods or services that was identified in your interview. Pretend you are going to go into business and provide that goods or service. Write a paragraph describing how you would go about setting up your business. Include answers to these questions in your paragraph: Where could you go to get money for your business? What people might be interested in the goods/service? What materials must you have to set up your business? Develop a slogan for your business. Design a newspaper ad for your business. List three specific things you will do to make sure people know about what you provide.
(standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)
Polar Bears in Trouble -- Issue 9 -- Feb. 24 - March 2
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 series of polar bear trading cards. Use 3-by-5-inch cards. Draw pictures of polar bears on one side of the cards. Put interesting facts about them on the other side.
- Make a collage of newspaper words and pictures of animals you associate with cold weather or cold places.
- Talk with a group of friends about problems polar bears have. Make a list of three things you could do to help polar bears.
- How do each of these characteristics help polar bears: (a) blubber, (b) webbed forepaws,(c) small ears, and (d) black skin?
- Use resource books and the Internet to learn more about other animals whose lives and habitats are threatened by global warming. Use these questions to guide your research: What animal would you like to investigate? How big is this animal's population today? Where does the animal live? How is its habitat threatened? What are people doing to help save it? Write several paragraphs discussing your findings.
(standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)
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