Putting YOU in Community

What do your school, your family, your neighborhood and your town all have in common? These are your communities. They are groups you belong to, that you are an integral part of. Even if you don’t participate much in any of them, they are still your communities.
 

Think about each one. What do they look like? Feel like? Do you think they “work?” Are they safe? Interesting? Friendly? What’s good about each one? What could be improved?
 

Consider the things that are good. Who is responsible for the good things? And the things that need to be improved – who is responsible for those and whose responsibility is it to bring about the improvements? Do you have any responsibilities? Have you contributed
to the good aspects? Can you help with the improvements?
 

We often look to a few leaders to improve our communities, and unfortunately, we also blame those same people for anything that needs to be changed. But a community needs everyone’s involvement to become great.
 

It’s easy to blame the principal or teachers if there are problems at your school. Many people blame the mayor and/or city council members for anything that goes wrong in a city or town. But it’s important to take ownership of your community, to step up and volunteer to add to the good or work on the bad – to put the YOU in community.
 

How can you do that? Get involved. Volunteer. Give feedback. Talk to others in your community. Work to bring about change. Ask how you can help. Participate in programs.

ACTIVITIES 

Spend time each day reading through your newspaper. Pay attention to what the articles are saying about communities. How do you feel about what you’re reading? Are there good things happening? Are there problems? Now, speak up! Choose a community issue that interests you and find out all you can about the details, the history, the people involved. Write a letter to the editor outlining your opinion, thoughts and solutions.
 

For several days, read the letters to the editor. Often this section of the paper becomes a conversation between opposing sides of a community issue.  Go through each letter and decide if you agree or disagree with the letter.  Maybe you don’t have enough information to make that decision. That’s okay, too.

Helping Hands with Photos

Updated:  6/29/10 3:00pm  – Photos added

Marilyn Hagerty had an interesting column in the Saturday, June 26 Grand Forks Herald.  The article is about the GF Public Schools Helping Hands Program. The program was developed in the summer of 2002. It is open to ALL students between the ages of 12-18. Helping Hands is based on the concept that as students become involved within their community, recognizing their personal interests and talents, they are able to gain knowledge about themselves as well as their community. Helping Hands brings to life the old saying, “When you do good, you feel good!” The GFPS encourages youth to become involved in volunteer activities to enhance their career and character development.  For more information contact Mary Lien at 746-2205 #149 or email her at mary.lien@gfschools.org

In case you missed Marilyn’s column, here it is…

Agencies find Helping Hands are priceless in community
By: Marilyn Hagerty, Grand Forks Herald                     

Published June 26,2010

She doesn’t get paid. She likes the idea of being a Helping Hand. She thinks the toddlers are “cute and cuddly.”

Alex Stroh, 13, is another of the 200 young teenagers involved in the Grand Forks Schools program this summer. He goes to Valley Eldercare and helps the activities director with whatever is going on. Sometimes, it’s games. Sometimes, it’s helping to load us for a bus trip. Other days, he takes people for walks.

He said, “They like to go out and look at the ducks in the courtyard.”

Alex goes Tuesday and Friday afternoons to Valley Eldercare. He’s also in SPA Summer Performing Arts in mornings this June. Besides that, he helps around his own home — whatever his mother wants him to do. He does his own laundry and does dishes.

It’s hard to shake your head and join in that chorus of, “Kids these days. All they do is text and stare into computers. ”

These kids are enjoying summer by helping other people instead of idly watching TV. Although Alex is quick to say, “Oh, I like to watch TV, too.”

Cindy Jensen, a South Middle School teacher, is one of four guiding the Helping Hands this summer along with Kelly Adams of South, Diane Ness, a teacher at Schroeder Middle School and Deb Holbrook from Red River High School. The program was started in 2002 with a grant administered by Mary Lien. The program begins each year with a camp focusing on ways for young people to explore career opportunities and learn desirable skills for future jobs. The youth have a chance to choose places where they might volunteer. They are too old to need baby sitters and too young for regular employment. Still, they like to be productive.

They made field trips to centers such as St. Vincent de Paul and Dakota Boys and Girls Ranch thrift stores. They saw places where they could work with children in nonprofit day care situations. And they were introduced to senior living facilities such as Valley Eldercare, Parkwood, Tufte Manor and St. Anne’s Guest Home.

That’s why you sometimes see young people polishing fingernails for elderly residents at Parkwood or helping with bingo at Valley 4000. They have visited and helped out at Northlands Rescue Mission. Sixteen of them had a work day Tuesday at Turtle River State Park, where they painted picnic tables and then helped pick up debris that had fallen in the recent storms. A day at Turtle River always ends with a swim in the river.

Dylan Jenkins, 13, who has some limitation because of cerebral palsy, is finding he enjoys very much working and playing with preschoolers who have disabilities at Little Miracles Day Care. He goes there three times a week and helps with a lot of understanding for about three hours each time.

Helping Hands, unique to Grand Forks Public Schools, has racked up over 38,000 volunteer hours over the years at thrift stores, nonprofit daycares, senior living facilities. The youth involved are from all middle and high schools of Grand Forks. They started their training in June with Cindy Jensen. Some of the young volunteers put in a couple of hours a week, and others work many more hours. They keep track of their hours, knowing their volunteer work will be a recommendation as they move along through high school and approach college.

When the work’s all done this fall — in September, they will hold a celebration and get certificates for hours worked.

There is no way you could shake your head and fret about “kids these days. Not when you hear of the work they do. They’re priceless,” said Tawnia Hoidahl-Larson, who is assistant director and a social worker for St. Paul’s de Vincent. “They do a little of everything,” she said. “They sort clothes; they help with placing merchandise in the thrift store. They just help.”

“We have quite a few this year — 15 or more who come here at all different hours for two or three hours at a time. Their help is scattered throughout the day. Just whenever they are available.”

Hoidahl-Larsen sees firsthand the value of the young people in the store. “They are a great deal of help here since we are an agency with not a lot of dollars for salaries.”

Reach Hagerty at mhagerty@gra.midco.net or at (701) 772-1055.
 

Casey D. & Paige R. helping set up the Relay for Life event

 

Brianna M. helping at United Day Nursery

 

Morgan M. & Lexie G. painting picnic tables at Turtle River State Park

 

Helping Hands students helping at Northland Rescue Mission

Life Skills – What’s the Word?

Information and activities are from the NIE guide "Life Skills in the News" written by Ann West and distributed by the NIE Institute.

Life Skills – Language and Communication                      Skill: Confirming meanings of new words

What’s the Word?

Readers of newspapers may come across words from time to time that are unfamiliar.  The meaning of "new" words can be guessed from the way the word is used in the sentence of paragraph.  This process is often referred to as the meaning of new words in "context."  It’s a good idea to confirm the meaning of new words through use of a dictionary.  By reading the newspaper daily, using context clues to "guess" meanings of new words and confirming the precise defintion, a person’s vocabulary can improve.

On a separate sheet of paper, make columns labeled with the following headings:    NEW WORD                       GUESS (based on context)           DICTIONARY DEFINITION

1. From your newspaper locate five words which are unfamiliar to you. These may be words you’ve seen used before, but you’re still not sure of the meaning.

2. Write the words under the column NEW WORD. 

3. Use context clues to make an educated or logical "guess" of each word’s definition.

4. Use a dictionary to check you "guess."  If your original guess was incorrect, write the most appropriate (according to the way the word was used in the newspaper) dictionary definition for the word under the DICTIONARY DEFINTION column.

5 ways for kids to beat summer weight gain

I found this article from MCT’s Kid News. The health information was provided by KidsHealth.org from the health experts of Nemours.

                      Graphic by Tasha Fabela-Jonas/MCT

5 ways for kids to beat summer weight gain

When we think summer, most of us think outdoor fun. So it seems like we should naturally lose weight over the summer — not gain it.

In reality, though, summer isn’t all beach volleyball and water sports. Lots of summer activities can work against our efforts to stay at a healthy weight (campfire s’mores and backyard barbecues, anyone?). The good news is it’s easy to avoid problems if we know what to look out for.

Here are 5 ways to keep trim:

1. Get going with goals. When we don’t have a plan, it’s easy to spend summer moving from couch to computer, with regular stops at the fridge. Avoid this by aiming for a specific goal, like volunteering, mastering a new skill or working at a job. Just be sure to plan for some downtime so you can relax a little.

2. Stick to a schedule. With school out, we lose our daily routines. It’s easy to sleep late, watch too much TV and snack more than usual. Make sure your summer days have some structure — like getting up at the same time each day and eating meals at set times. Plan activities for specific times, like exercising before breakfast, for example. If you have time on your hands, offer to make dinner a couple of nights a week so your family can enjoy a sit-down meal together.

3. Stay busy. When we’re bored, it’s easy to fall into a trap of doing nothing and then feeling low on energy. Filling your days with stuff to do can give you a sense of accomplishment. Limit your screen time — including IM and video games — to no more than two hours a day (write it in that schedule you put together).

4. Beat the heat. Don’t let summer heat put your exercise plans on hold. Move your workout indoors. If a gym isn’t your scene, try bowling or an indoor climbing wall. If you love being outdoors, try joining a local pool or move a regular run or soccer game to early morning or evening.

5. Think about what (and how) you eat. Summer means picnics and barbecues — activities that revolve around an unlimited spread of food. Pace yourself. Don’t overload your plate. Avoid going back for seconds and thirds. Choose fresh fruit instead of high-sugar, high-fat desserts. Make catching up with family and friends your focus, not the food. Another good tip for summer eating is to limit frozen treats like ice cream to no more than once a week. 

— Nemours/KidsHealth.org

Ms. Knox’s Awesome Authors

We had two visits on Thursday from some Awesome Authors.  These Grand Forks K-2 students are participating in a summer creative writing class taught by Ms. Laura Knox, kindergarten teacher at Viking Elementary in GF. The students came to the Herald to learn about writing and were equipped with pencils and notebooks. I found out they even have their own blog (see link at the very bottom)!  Yes, these kids are in grades K-2 – WOW!  I was very impressed. 

I have posted some photos that Ms. Knox was very kind to share with me – thank you!  We enjoyed your visits.

 

Jackie Lorentz, Herald staff photographer talking with the kids.

 

 

 

Look Jackie, my tooth is loose. 

 

 

I showed the kids my blog.  Here we are pictured in my desk area.

 

Here we are pictured in the special features department with Ann Bailey, Special Features Editor, Jackie Lorentz, Photographer, Ms. Knox and Marie, the bus driver. 

 

When the students arrived back at school, they finally had a chance to read their copies of the Grand Forks Herald!

Check out Ms. Knox’s Summer School Class and their blog by clicking on the following link:  classblogmeister.com/blog.php

 

Oil spill questions and answers

Here is an informative article from MCT/McClatchy newspapers. It takes a look at the history of oil and offshore drilling in a question and answer format to help put the recent oil spill in context.

Answering oil questions

By Mark Washburn and Maria David, McClatchy Newspapers

Oil and humanity have been linked since the dawn of civilization. In ancient times, oil that seeped to the surface of the Earth was collected and used to make ointments, medicines, building materials, adhesives and lamp fuel. In modern times, oil hasbecome a global, multi-billion-dollar industry that serves as the primary energy source for most ofthe world. Its by-products includeplastics, fertilizers, asphalt, cos-metics and hundreds of otherproducts.As the world continues tograpple with the oil spill in the Gulf of Mexico, a greater under-standing of the history of oil andoffshore drilling is in order.

Here are a few questions and answers to help put the Deepwater Horizon disaster in context.

Q: Where does oil come from?

A: Oil began as tiny marine organisms about 50 million years ago, when dinosaurs walked the Earth. As the organisms died, they lined the bottom of ancient seas and were gradually buried in silt. As sediment built up over millions of years, they were under tremendous pressure and heat,which turned them into a waxysubstance called kerogen, rich in carbon and hydrogen. This migrated through porous rock over the ages and collected as deposits of oil and gas. Land masses shifted, sea levels changed and the ancient seabeds wound up under dry land inplaces like Texas and the Middle East. Other oil beds formed deep beneath the seas.

Q: When was the start of the modern oil era?

A: Historians credit “Col.”Edwin Drake with uncorking the oil age. He drilled a well near Titusville, Pa.,about 100 milesnorth of Pittsburgh, in1859 and was able to refine the output into kerosene,widely used in lamps. Until that time, illumination was largely achieved by combining turpentine and whale oils. Production methods improved and by the beginning of the 20th century oil was being pumped in Texas, California, Oklahoma andother states. Oil demand soared with the growth of the automobile industry in the United States throughout the 1900s.

Q: What is the history of offshore drilling?

A: In 1887, a well was drilled near Summerland, Calif., from a wharf that stuck about 300 feet into the Pacific. More beachside derricks followed on the WestCoast, some nearly a quarter mile from shore. But it wasn’t until 1947 when the first fixed oil platform was built out of sight of land, 11 miles off the Louisiana coast. Within two years, there were 11 rigs working in the Gulf of Mexico. Rigs operated in relatively shallow water — 1,500 feet or less —until the last decade, when advances in technology made drilling feasible in waters a mile deep or more.

Q: Why go so deep?

A: Because that’s where the oil is. Production is declining in the shallow waters of the Gulf as those reserves tap out. But massive reservoirs have been discovered in the deep water. Deepwater Horizon was drilling a production well on a huge find, but the well was three miles below the sea floor, which was a mile from the surface. About 25 percent of the nation’s oil production and 20 percent of its natural gas output comes from the Gulf. Some experts think there could be more than 40 billion barrels of undiscovered oil in deep water, which would equal the nation’s oil consumption for about five years.

Q: What special problems does the Gulf of Mexico present to oil and gas prospecting?

A: Mostly, its geology. Seismic tests to sample the Earth’s crust are hampered by salt layers, some 15,000 feet thick,which blur results. Deep test wells can cost more than $100 million to drill, and oil companies like to explore only the most promising areas. In the 1990s, four out of five wells turned out to be dry holes. Now, with modern technology, about three out of five yield oil.

Q: How did the Deepwater Horizon do on such risky wells?

A: It was known as one of the most successful offshore drillers in the Gulf. Commissioned in 2001, the Deepwater Horizon was in the vanguard of new drill ships able to burrow deeper than ever before. In 2009, working for BP, it sank one of the deepest wells in the world, at 31,000 feet (deeper than Mount Everest is tall) into a Gulf formation called the Lower Tertiary Trend. It found what is believed to be a massive deposit of more than 3 billion barrels.

Q: What was the U.S.national policy on offshore drilling before the accident in the Gulf?

A: Only three weeks before the Deepwater Horizon disaster, Interior Secretary Ken Salazar announced an expansion of oil and gas development and exploration on the outer continental shelf. It would have opened up exploration in areas currently off-limits in the eastern Gulf of Mexico, Arctic Ocean, Cook Inlet in Alaska and off the Virginia coast. It would have been the largest expansion of offshore oil and gas territory in three decades. It was presented as a move that would reduce dependence on Arab oil and spur the industry to new hiring. “By responsibly expanding conventional energy development and exploration here at home, we can strengthen our energy security, create jobs and help rebuild our economy,” Salazar said. At that time, the Minerals Management Service estimated there was up to 41.5 billion barrels of undiscovered, economically recoverable oil and up to 207 trillion cubic feet of recoverable natural gas.

Q: Where does it stand now?

A: Deep water wells are in limbo as the Interior Department has ordered companies to quit drilling all new deep water wells— anything in more than 500 feet of water — for now. Companies that have a permit to drill but haven’t started yet are not allowed to proceed. Lease sales off Virginia, in the Arctic and the Gulf have been canceled. Companies already producing oil from deep water units must present a risk assessment study to the Minerals Management Service.

Q: What would the impact of a long-term shutdown of Gulf wells mean?

A: It could deter exploration and production in the Gulf for years to come, and decimate the energy economies of states like Louisiana, Texas and Alaska. Economists and industry experts would expect oil companies to move their expensive rigs to more promising waters off other countries like Brazil. Drilling deep in the Gulf generally doesn’t pay unless oil prices are $80 a barrel or more. Compare that to the cost of drilling in rich oil pools of theMiddle East, where some wells can extract oil for $5 a barrel. When oil prices plunged in 1999, many companies moved deep water activities out of the Gulf. It took five years for major activity to return. Mark Washburn is a reporter and Maria David is a researcher for The Charlotte Observer.

While you are sleeping …

Information and activities are from KRP’s Staying Healthy NIE tab distributed by the NIE Institute.

Have you ever wished you could catch yourself falling asleep? If you’ve ever tried it, you know it doesn’t work. Scientists who study sleep have to watch other people fall asleep in laboratories. Because of their research,we know there are several stages of sleep.
 

SLEEP STAGES

A person passes from drowsiness into stage 1 sleep as his muscles relax and his heart rate slows. This light phase of sleep lasts only a few minutes before merging into stage 2, a deeper sleep in which vague thoughts and dreams may occur. As the person moves into stage 3, an even deeper sleep, he becomes very relaxed, his heart rate slows even more, and his blood pressure drops. Stage 4 is the deepest sleep, in which the person is at his most relaxed and is very hard to awaken.


 

Dreams occur during REM sleep, a phase of light sleep that follows stage 4. REM sleep is named for the rapid eye movements that take place during this stage. (Scientists have theorized that these movements occur because the sleeper is watching events in his dreams.) Blood pressure, heart rate, and breathing may fluctuate a great deal during REM sleep.  A person will pass through these stages several times in a night. Each time the cycle occurs, the REM stage gets a little longer and the deep sleep a little less deep.

Did you know …

•While you sleep, your body repairs tissues, reenergizes organs and muscles, and replaces old cells with new ones. Cells reproduce twice as fast during sleep as they do during waking hours.
 

•Without adequate sleep to replace used-up energy, you can’t get the full benefits of exercise.

•The average person spends more than 20 years of her life asleep. (Source: Better Sleep Council)

ACTIVITIES

1. Keep a sleep chart for two weeks. Keep track of the time you went to bed every night and the time you got up the next morning. How many hours of sleep did you average for the entire two week period?  Do you think you’re getting enough sleep? How can you tell?
 

2. Watch for advertisements for sleep-related products. What techniques do the advertisers use to sell their products? Do they present facts, appeal to your emotions, or use some other method? How effective do you think their advertising is? Discuss.
 

3. Look for pictures in your newspaper of people who work at night (examples: police officers, nurses). See how many examples of these “night owls" you can find.

Activity Fillers Using the Newspaper

THE ABC BOOK OF NEWSPAPER SPONGE ACTIVITIES
 

What does a teacher do when a lesson runs short and there is no time to start another activity? The good teacher turns not to Sponge Bob, but to Sponge Activities to fill in the time effective with skill reinforcement. In the past we called these activities Fillers, but today they have become Sponge Activities: Activities that reinforce standards-based skills in a short period of time.
 

Most of the activities in this guide can be completed in between 5 and 15 minutes. They are not meant to be detailed lessons, but effective fillers that will help to expand standards-based skills already taught. Since the activities are short, hands on and creative, the students will look forward to Sponge Activities using the newspaper.
Time management in a classroom can be difficult. So many lessons run too
long or not long enough. When teachers implement lessons from the The
ABC Book of Newspaper Sponge Activities, their classes experience fewer
time gaps for students to get bored and unsettled. In fact, when students
finish early with their seat work, they often automatically look to Sponge
Activities to fill in the gap before the next activity.
Sponge Activities can be used at almost any level and with all types of
students. Since the activities are so short, assessment is not a problem. The
activities can also be used effectively in centers, as part of a homework
piece, or with substitute teachers.
Keep a copy of the Sponge Activities on the wall and have the students
make their own selection from time to time.
Some of the sponge activities may be ended without going through the entire
process. In other instances teachers may want to extend activities to develop
particular skills more thoroughly.
This guide also serves as an effective model for showing students how to
develop their own ABC Books on a particular topic.
Copyright 2008, Dr. Darla Shaw & the Newspaper in Education Institute.

A…ALPHABETIZE
CREATE A PICTURE BY CONNECTING THE ALPHABET
Using the front page of the newspaper, circle a word with an initial A, then an initial B, then an initial C, etc. When you get to the end of the alphabet (don’t worry if you missed some of the uncommon letters), connect the letters in alphabetical order, the way you would in follow the dots. Now look at the picture you have created. Give the picture a name and later write a story about the picture that you have created. The writing is optional and
can be done at another time.
 

DEVELOP AN ALLITERATION PHRASE
Choose a letter from the alphabet and find three or four words that begin with the same letter in the newspaper. Cut them out and paste them on the sheet. This activity usually works well if you find two or three adjectives and a noun to put together in an interesting phrase.
 

MAKE AN ACCORDION ALPHABET BOOK
Each day take a different letter of the alphabet in order. Find two or three small newspaper images/graphics that start with that letter and paste them in the accordion book. It is also helpful to label each image so that you can see the correct spelling. You could also create such a book using words from the newspaper instead of images. Create an accordion book foldable for word study and as a word source when writing.

St. Jean Baptiste Day

St. Jean Baptiste Day, a traditional summer
solstice celebration was brought to
Quebec from France 400 years ago. It used
to be observed on June 21 but was changed
to June 24 to honor St. John the Baptist.
This day is a Fête Nationale for French-
Canadians with parades and celebrations
that continue throughout the day.