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Mini Page Archive - February 2006: Issue 6 - 9
Winter Olympic Sports Issue 6 -- Feb. 4-10
This week's standard: Students understand that physical activity provides opportunities for
enjoyment, challenge, self-expression and social interaction. (Physical Education)
Activities:
- Create a Winter Olympics poster showing yourself and your friends participating
in winter sports.
- Look through ads and the sports section of the newspaper to find words and pictures
related to the Winter Olympics. Circle words/pictures related to specific sports or
sports equipment with a red marker.With a blue marker, circle clothing and items you would
take with you if you were going to watch different Olympic events.
- Some Olympic athletes wear special clothing and use special equipment for their events.
Draw a line down the center of a piece of paper to make two columns. In one column list the
Olympic events in which athletes wear special clothing. In the other column, list the events
in which athletes use special equipment.
- Which Winter Olympic sports require (a) strong legs, (b) great endurance, (c) good hand-eye
coordination, (d) exceptional balance, and (e) good upper-body strength?
- Use resource books and the Internet to learn more about a specific Winter Olympic sport.
Use these questions to guide your research: What sport will you explore? Where did the sport
originate? When did it begin? When did the sport become part of the Olympics? How has the
sport changed? Who are some famous athletes who have participated in this sport?
(standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)
Federalism Issue 7 -- Feb. 11-17
This week's standards: Students understand the purpose of government. (Social Studies: Power, Authority
and Governance) Students identify key ideals of the United States' democratic republican form of
government. (Social Studies: Civic Ideals and Practice)
Activities:
- Look through the newspaper for several days. Collect names of state officials: the governor,
lieutenant governor, and state representatives or state senators. Make a collage of the names
you find.
- Interview three friends and adults. Ask them if they can name a law about driving or school.
Compare their responses. Remind them that these laws are made by your state.
Ask each one to tell you a law they would like to see in your state.
- Use resource books and the Internet to find out when the federal government admitted states to
the union. What was the date your state joined the union? When were the states around your state
admitted? What were the last five states admitted?
- Find a newspaper story about a situation where the federal and a state government are working
together. Write several sentences describing the situation. Then list the contributions each level
of government is making to address the situation.
- Find a newspaper story about a law being considered by your state legislature. Write a
paragraph discussing the law. Include this information: What is the law? What legislators or
groups are supporting the law? How does the law demonstrate the state*s power? What do you
think about the law?
(standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)
Hello, George Washington Issue 8 -- Feb. 18-24
This week's standards: Students use biographies and stories to understand the individuals who are
honored by the nation. (Social Studies: History) Students understand the deeds for which our nation
honors leaders from the past, including political, scientific, social and military leaders. (History)
Activities:
- Make five George Washington trading cards. Draw a picture about his life on one side of the
card. Write a fact about his life on the back. Share your cards with friends.
- Use newspaper words and pictures to create a collage that reflects Washington's interest in
learning, farming and family.
- List three things you would like to see if you visited Mount Vernon. Explain why you are
interested in those areas of the estate.
- Collect several newspaper stories about President George W. Bush. Read the stories, then write
a paragraph describing how President Bush is like George Washington. How is he different?
- Ask family members and friends what they would like to know about George Washington. Make a
list of the questions. Then use resource books and the Internet to find answers to the
questions. Share your research with the people who asked the questions.
(standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)
Therapy Pets Issue 9 -- Feb. 25 - March 3
This week's standards: Students understand how physical, social and emotional environments
influence personal health. (Health: Health Promotion and Disease Prevention). Students
understand the interactions of animals and their environments. (Science: Life Science)
Activities:
- Draw a picture of your favorite pet helping someone. Write a story about your picture.
- Find newspaper words or pictures of three different animals that might make good therapy pets.
Write a sentence explaining each of your selections.
- Ask friends and family members to tell you about a time that an animal made them
feel better in some way. Write down their stories and put them in a book.
Share the stories with others.
- Why is it so important for therapy dogs to (a) be calm in crowds, (b) not react to
loud noises, (c) be comfortable with strangers, and (d) obey their trainers?
- Collect several news stories that show the ways people care about animals.
You may find stories about wild animals, pets or animal rescue groups. Then write a paragraph
explaining why you think people care so much about animals.
(standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus
Christi)
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