Cubes

Geography Cube Tara and Heidi Geography Geographical Knowledge 6.7 Students use geographical knowledge and images of various places to understand the present, communicate historical interpretations, develop solutions for problems, and plan for the future. This is evident when students: 6.7.bbb. Map, compare and contrast the location of major ethnic, religious, industrial, and political regions of the world over time;

Less Sophisticated: (what I noticed is all of our activities for the less sophisticated group are writing based. I would certainly adapt that for next time...) 1. Describe in words or pictures the geographic features of the location. 2. Compare that location to another we have studied. 3. List three geographic features by name in the specific region we are studying. 4. Chart the function and purpose for the following geographic features: Write a brief explanation of how they work together. 5. How do these geographic features relate to your life? 6. How do geographic features help the location? How do geographic features hurt a location?
 * How was it similar?
 * How was it different?
 * Rivers
 * Seas
 * Deserts

More Sophisticated: 1. Describe the geographic features for a particular location in five to seven states. 2. Use a Venn diagram to compare your location to the one we are studying. 3. Pretend you are living in that time period. How does geography play a role in your life? Act out a day in the life of a Pharaoh, Farmer, Artisan, Priest, Camel, Pyramid Builder, Slave. 4. Create a weather report based off the seasons in Egypt. You should include a diagram and written explanation. Present the weather for a day. 5. Develop a cartoon that illustrates the relation between the rivers, deserts, and seas in the location. Could we function without one of them? Why or why not? 6. Debate whether the geographic features help or hurt your specific location. Write a reflection on the same topic from the opposite point of view. (Perhaps do this latter part separately as a final activity for all.)

Response to Literature Cube Dan and Tim Responses to Literature: Vital results 1.7 In written responses to literature, students show understanding of reading; connect what has been read to the broader world of ideas, concepts, and issues; and make judgments about the text.

Less Sophisticated 1. Create a storyboard of the events in Book IX, Odysseus' encounter with the Cyclops. 2. Make a comic about a time when you had to confront someone or something bigger or stronger than you. 3. Create a set of 5 rules to live by based on the actions and consequences in this chapter. Illustrate them in a skit. 4. Compare yourself with Odysseus in words or pictures. 5. Write a restraining order on behalf of Odysseus or Cyclops. Present it to the other character in the skit. 6. Tell Odysseus' fortune, based on the consequences you predict from these events.

Sophisticated 1. Describe all the different kinds of conflict found in this chapter in words or pictures. 2. Rewrite the chapter as a comic in which you play the role of either Odysseus or Cyclops. How would your actions differ? 3. Deliver a speech to a fictional schoolboard for or against reading The Odyssey in school. 4. Create a T-Chart comparing the descriptions of violence in the Odyssey to depictions in modern media. 5. Write a "Ask Odysseus" letter about a dilemma in your own life. In a group, compose Odysseus' response to each letter.

Geometric Measurement Cube Hannah, Jenni, and Laurie Mathematics 7.7 Students use geometric and measurement concepts. This is evident when students: 7.7.ee. Recognize the differences between measures of length, area, and volume, and the corresponding uses of units, square units, and cubic units; measure angles, weights, masses, capacities, and times.

Less Complex 1. Manipulate your parallelogram to show how its area relates to a square and a rectangle. 2. Compare the area of a given shape by calculating area using the formula and using the grid method. What similarities and differences do you notice? 3. Draw a comic about a 2-D shape wanting to become a 3-D shape. 4. Make a wanted poster for either a triangle, a square, a rectangle, or a parallelogram. 5. Given two different shaped rooms, a square, and a L-shaped, draw how you would set up a bed (twin), a dresser, and a desk. 6. Do an I-Statement (one-half to one page) for a triangle and a square.

More Complex 1. Find the area of given objects. Write a reflection on how the objects are similar/different. 2. Write a business proposal about the size of the dance floor, numbers of tables, and number of chairs you would need to accommodate 250 people. What size would the disco have to be? 3. Write a blues song about why a 2-D figure would want to be 3-D. 4. Make a video (AM Most Wanted) creating a profile of either a triangle, a square, a rectangle, or a parallelogram. 5. Build a model of your dream bedroom including a bed, dresser, and desk. 6. In pairs, one student is a triangle, one's a square; pretend you are running for president. What can you bring to society today?

Classroom Community Cube CR Standard 3.9: Students make decisions that demonstrate an understanding of natural and human communities, the ecological, economic, political, or social systems within, and awareness of how their personal and collective actions affect the sustainability of these interrelated systems.

Less Complex 1. Distinguish between a collection of people and a community of people. Draw a labeled picture that shows at least four differences. 2. Think about yourself as a member of a classroom group. Think about three skills and/or abilities you can contribute to the work of that group. Draw a labeled symbol for each. 3. The attached song can be used to describe the relationships between groups in your classroom. Make two lists, one for each group, that describes the group. You can use two of the same items in each list if your choose. 4. Talk about how people in your class cooperate. Write a classroom code of behavior that would make the classroom a more productive place in terms of people helping each other out to do school work. 5. Look at the attached cartoon. Who is participating in the activity? Who isn't? How is each person feeling and how does their feeling affect the group? Put your answer in bubbles above each person. 6. Read the selection. You have three possible solutions given to the problem. Choose the best solution and expalin why your think it's the best solution. Role play the solution and then have each character tell their role in the solution.

More Complex 1. Use a Venn diagram to distinguish between a collection of people doing the same thing and a community of people doing the same thing. How are they the same? How are they different? 2. Discuss what happens in your class when people are not working together. Draw a labeled cartoon that shows what people do when group work is successful, is unsuccessful. 3. Read the selection. Using the attached set of norms, describe what the possible issues are in the group. How can the situation improve? Act out the solution and have each character tell their role in the solution. 4. Discuss the services your parents taxes pay for in your town, services like fire protection, mail delivery, etc. Name five services that are important to your town. Would your town be a community without these services? Explain. 5. Knowing the words of songs, drawing accurately, and being able to use lots of different words in your writing are three abilities that help people work with each other. Name six things you do well that could help your classmates learn. What situations during your classtime would work to offer your help? 6. Find the lyrics of a song that describes relationships between different groups in your room. Draw a Venn diagram that shows how two distinct groups are the same and different.