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Mini Page Archive - September 2006: Issue 36 - 39
Good Character Training - Issue 36 -- Sept. 2-8
This week's standards: Students demonstrate respectful and caring relationships in the family, workplace and community.
(Family and Consumer Science: Interpersonal Relationships) Students demonstrate appreciation for diverse perspectives,
needs and characteristics of individuals and families. (Family and Consumer Science: Family)
Activities:
- Draw a picture of yourself doing something in school that would make your family and friends proud of you.
(For example, you might be helping someone in the hallway or playing on a team with other students.) Write a
story about your picture.
- Write sentences about yourself telling about a time (a) when you helped someone else, (b) when you obeyed a
rule or law, and (c) when you stopped yourself from being mean to someone else or from breaking a rule.
- Find examples in the newspaper of three different people who are demonstrating respect and responsibility.
Paste each newspaper story on a piece of paper. Write a paragraph telling why you selected the story.
- Find examples in the newspaper of three different people who have broken a law or rule or who have shown
disrespect to another person. Paste each newspaper story on a piece of paper. Write a paragraph explaining what
you think will happen to each person as a result of their behavior.
- Do a survey to see how respectful people are. Make a list of behaviors people use to show respect and
responsibility, like saying "Please," asking permission to borrow something, being kind to someone, or allowing
someone else to play with you. You can make your own list or use the "I do" list from today's Mini Page. Put a
check mark by each behavior on your list every time you see someone showing that behavior. At the end of the day,
look at your checks. Which behavior did you see most often? Which behaviors surprised you? Which behaviors
would you like to see people show more often?
(standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)
CONSTITUTION - Issue 37 -- Sept. 9-15
This week's standards: Students understand the important values and principles of American democracy.
(Civics: Values and Principles of American Democracy) Students understand the U.S. Constitution and
why it is important. (Civics: Principles of Democracy)
Activities:
- Make a poster for your room that shows three amendments in the Bill of Rights that you think
are most important. Then add two new amendments of your own. Share your poster with family members and friends.
- Have a meeting with your brothers and/or sisters, or with a group of friends. Together, make your
own "constitution" an agreement about how you will treat each other and share resources, like a
computer or the television. Include in your constitution how you will settle any arguments that may come up.
To whom will you go to help solve disagreements?
- Divide a piece of paper into three columns. In the first column, list the parts of the Constitution
and the Bill of Rights that give information about the president, or executive branch of government.
In the second column, list the parts of the Constitution and the Bill of Rights that give information
about Congress. In the third column, list the parts of the Constitution and Bill of Rights that give
information about the courts in the United States.
- Select three amendments from the Bill of Rights. Find newspaper stories that illustrate each of your
amendments. Paste each story on a piece of paper. Under the story, write a paragraph that explains how
the story relates to the Bill of Rights.
- Find a news story about a situation that involves at least two branches of government (executive,
legislative and judicial). Write a two- to three-sentence summary of the issue. Now write several
paragraphs in which you discuss how each party, or branch, is upholding its responsibilities under
the Constitution. What constitutional arguments are the parties presenting in their discussions?
Does it appear that one branch is trying to gain more power than the other branch? How do you think
the issue should be resolved? Why?
(standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)
CHANGING OUR VIEWS OF SPACE - Issue 38 -- Sept. 16-22
This week's standards: Students develop an understanding of objects in the sky. (Science: Earth and Space
Science) Students understand science and technology. (Science: Science and Technology)
Activities:
- Draw a rocket in the middle of a piece of paper. Now cut out newspaper words and pictures that are
about space, space travel and planets. Use the words and pictures to make a space mission collage.
Be sure to look in the sports and weather pages for words.
- Make up a sentence to help you remember the planets in the solar system. Use the first letter from
each planet*s name for a word you can use in your sentence.
- List the planets and moons that appear to have liquid on them. What types of liquid have scientists
found or expect to find on each planet/moon? Why is liquid, especially water, so important to scientists?
- Which planets have been explored through (a) orbiters, (b) spacecraft flying past them, (c) probes that
land on the planet/moon, and (d) humans walking on the planet/moon?
- Use the Internet to learn more about what scientists now know about one of the planets in our solar system.
Use these questions to guide your research: What is your planet? When was it discovered? What do scientists
know or expect to find out about its physical makeup? How many moons does it have? What has NASA done to
explore the planet? What is the latest information scientists have learned about it?
(standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)
Emergency Ready - Issue 39 -- Sept. 23-29
This week's standards: Students understand how rules and expectations set for them at home, in school, on
playgrounds and in their neighborhoods are related to broader principles of responsibility. (Social Studies:
Civics) Students understand that safety and security are basic needs of humans. Students understanding includes
following safety rules for home and school, avoiding injury, and knowing where to go for help. (Science:
Personal Health)
Activities:
- Make a "Be Ready" poster. Find newspaper pictures or words for items you should have in case of
emergency. Paste the items on your poster.
- Use grocery store ads in the newspaper to find seven different foods that would be good to have in an
emergency. List your foods on a piece of paper and write a sentence for each one telling why it would
be a good choice.
- Make a list of five of your own personal items you would want to take with you if your family had to
travel because of a weather emergency. Explain why each item is important to you.
- Get together with family members or friends and talk about reasons for each of these school bus rules.
Why should you (a) keep bus windows closed unless you ask permission, (b) speak in a soft voice, (c)
keep your feet out of the aisle, and (d) not fight or push other students?
- Write a story about riding on the school bus with several friends. In your story, show how you obey at
least three different school bus rules.
(standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)
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