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Mini Page Archive - June 2006: Issue 23 - 26
Read A Good Movie - Issue 23 -- June 3-9
This week's standards: Students comprehend and respond to a variety of images and text.
Students identify forms and elements of literature. (Language Arts: Reading)
Activities:
- Take the list of books in today’s Mini Page and ask family members and friends to tell you which ones they’ve
read. Then ask if they have seen the movie version of the books. Ask them to tell you which they liked better and why.
Which books were the most popular? Which movies were the most popular? Why did people like one version more than the other?
- Select seven books discussed in today’s Mini Page. Write the titles on a piece of paper. Next to each title, write
the name of a family member or friend who might like that book. Share your list with your family members and friends.
- Find a newspaper story that you think would make a good book. Write a paragraph describing the story. Then write what might
happen next in the story, in other words, give it a new ending. Write several sentences explaining why you think the story
would also make a good movie.
- Which of the authors in today’s Mini Page (a) were teachers at some point in their lives, (b) had many different
careers in their lives, (c) wrote stories based on their own lives, and (d) wrote stories about situations in real life?
- Several of the books in today’s Mini Page are about real life in different time periods: “Sounder”,
“Little Women”, “The Story of Ruby Bridges” and “Sarah, Plain and Tall.“ Read one of these
books to see what you can learn about that time period. Use these questions to guide your thinking: What was everyday life like
for people in the story? What were their homes like? How did they cook and clean? How did they dress? What kind of jobs did people
have? What was happening in the country at that time? How were their lives different from your life today? Write a paragraph
comparing the lives of the characters and your life.
(standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)
Dear Old Dad - Issue 24 -- June 10-16
This week's standards: Students demonstrate respectful and caring relationships in the family, workplace and community. (Family and
Consumer Science: Interpersonal Relationships) Students explore factors that contribute to one*s personal identity, such as
interests, capabilities and perceptions. (Social Studies: Individual Development)
Activities:
- Create a poster for your father or someone special who is like a father to you. Draw a picture of the person in the center
of a large piece of paper. Then cut out newspaper words and pictures that tell something about the person and paste them
around your drawing. Give your poster to your father or special person to celebrate Father’s Day.
- Look at fathers in the comic strips of your newspaper. List each father, then write two words that describe that father’s
personal qualities. Now write the name of your father or a special person who is like a father to you on the list. Circle all
the comic-strip fathers’ qualities that are the same as those of your dad or special person.
- Interview five classmates or friends. Ask them to talk about their fathers’ jobs. Now ask each friend if he/she would
like to have the same job as his/her father. Ask them to talk about why or why not.
- Which of the famous fathers in today’s Mini Page would you go to for help
(a) with history homework,
(b) in learning how to be physically fit,
(c) deciding which musical instrument to play, and
(d) with deciding on a career?
- Make a list of five different reasons that someone might follow the same career as a father’s. Ask family members or
friends to add reasons to your list. Now write a paragraph about father-child career paths.
(standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)
Lightning Safety - Issue 25 -- June 17-23
This week's standards: Students understand changes in the Earth and sky. (Earth and Space
Science) Students understand science and technology. (Science and Technology)
Activities:
- Cut out newspaper words and pictures about weather. Make a weather collage by pasting
your words and pictures on a large piece of paper.
- Make a list of five things you like to do. Now think about what you would do if a thunderstorm
suddenly came up while you were doing those things. Next to each activity on your list, write down
the rule that tells you what to do to be safe.
- Look at the weather map in today's newspaper. What areas of the country might face
thunderstorms? What areas will be safe?
- Look at the map and table in today's Mini Page. How many lightning flashes are listed for your
state? Now look at the states around you. How many had the same number as your state? How many
had more? How many had fewer?
- Use resource books and the Internet to learn more about lightning and thunder in mythology and
folk tales. How did people in earlier times explain lightning? What ethnic or cultural folk tales
have evolved around lightning and thunder? Make up your own mythological story about where
lightning comes from.
(standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)
To Be a Honeybee - Issue 26 -- June 24-30
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:
- Divide a piece of paper into six blocks. In the blocks, draw pictures of the different jobs a worker
honeybee does from ages 1 to 3 days through 21 days.
- Which bees do the following:
(a) guard the entrance to the hive,
(b) depend on other bees for food,
and
(c) lay many eggs?
- Collect comic strip characters of different ages. Then paste them on a piece of paper from the
youngest to the oldest to show how humans develop from children to adults.
- Have you ever heard the expression, "Busy as a bee"? Find a newspaper story about someone who is
very busy at some job or activity. Write a paragraph explaining how that person is "as busy as a
bee." 5. Use resource books and the Internet to learn more about honey. Use these questions to
guide your research: What happens to honey after it is collected by a beekeeper? How are different
kinds of honey made? In what food products is honey used? How is honey used in non-food products?
(standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)
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