# LCS Six Big Ideas: Congruency LCS Six Big Ideas: Congruency Martha P. Lamb Catawba County Schools 11-13-2007.

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LCS Six Big Ideas: Congruency LCS Six Big Ideas: Congruency Martha P. Lamb Catawba County Schools 11-13-2007

Congruency: Which activities are congruent? Which are only correlated?

Science Learning Goal: In their study of climate, students will define the following words: precipitation, barometric pressure, hygrometer, cirrus, cumulus, jet stream, El Nino, meteorology, & accumulation. In their study of climate, students will define the following words: precipitation, barometric pressure, hygrometer, cirrus, cumulus, jet stream, El Nino, meteorology, & accumulation. Activity: Circle the words in a word search Activity: Circle the words in a word search Activity: Draw a symbol or illustration for each of the words Activity: Draw a symbol or illustration for each of the words Activity: Make a crossword puzzle using each of the words Activity: Make a crossword puzzle using each of the words

Science Learning Goal: In their study of climate, students will define the following words: precipitation, barometric pressure, hygrometer, cirrus, cumulus, jet stream, El Nino, meteorology, & accumulation. In their study of climate, students will define the following words: precipitation, barometric pressure, hygrometer, cirrus, cumulus, jet stream, El Nino, meteorology, & accumulation. Activity: Circle the words in a word search Activity: Circle the words in a word search Activity: Draw a symbol or illustration for each of the words Activity: Draw a symbol or illustration for each of the words Activity: Make a crossword puzzle using each of the words Activity: Make a crossword puzzle using each of the words

Math Learning Goal: Students will draw objects to scale and use scale drawings to solve problems. Students will draw objects to scale and use scale drawings to solve problems. Activity: Use an architects blueprint and scale drawings of furniture to plan your dream bedroom. As you arrange furniture, leave adequate floor space to move about your room and use any items that open, such as doors, drawers, etc. Activity: Use an architects blueprint and scale drawings of furniture to plan your dream bedroom. As you arrange furniture, leave adequate floor space to move about your room and use any items that open, such as doors, drawers, etc. Activity: After creating your scale drawing of your dream room, create a key that identifies a color scheme for the walls, flooring, window treatments, bedspread, etc. Include swatches of fabric or wallpaper, if available. Activity: After creating your scale drawing of your dream room, create a key that identifies a color scheme for the walls, flooring, window treatments, bedspread, etc. Include swatches of fabric or wallpaper, if available. Create a landscape design for your school campus. Represent mature plantings to scale. Leave access for vehicles to mow and service athletic fields. Create a landscape design for your school campus. Represent mature plantings to scale. Leave access for vehicles to mow and service athletic fields.

Math Learning Goal: Students will draw objects to scale and use scale drawings to solve problems. Students will draw objects to scale and use scale drawings to solve problems. Activity: Use an architects blueprint and scale drawings of furniture to plan your dream bedroom. As you arrange furniture, leave adequate floor space to move about your room and use any items that open, such as doors, drawers, etc. Activity: Use an architects blueprint and scale drawings of furniture to plan your dream bedroom. As you arrange furniture, leave adequate floor space to move about your room and use any items that open, such as doors, drawers, etc. Activity: After creating your scale drawing of your dream room, create a key that identifies a color scheme for the walls, flooring, window treatments, bedspread, etc. Include swatches of fabric or wallpaper, if available. Activity: After creating your scale drawing of your dream room, create a key that identifies a color scheme for the walls, flooring, window treatments, bedspread, etc. Include swatches of fabric or wallpaper, if available. Create a landscape design for your school campus. Represent mature plantings to scale. Leave access for vehicles to mow and service athletic fields. Create a landscape design for your school campus. Represent mature plantings to scale. Leave access for vehicles to mow and service athletic fields.

Language Arts Learning Goal: Language Arts Learning Goal: Students will identify a theme from the novel read in class. Students will identify a theme from the novel read in class. Activity: Write an additional chapter to the novel that relates the characters feelings at the end of the book. Activity: Write an additional chapter to the novel that relates the characters feelings at the end of the book. Activity: Write a one-word or one-sentence theme from the novel and illustrate it on a poster. Activity: Write a one-word or one-sentence theme from the novel and illustrate it on a poster. Activity: Create a free-standing sculpture or a collage that symbolizes the theme of the novel read in class. Activity: Create a free-standing sculpture or a collage that symbolizes the theme of the novel read in class.

Language Arts Learning Goal: Language Arts Learning Goal: Students will identify a theme from the novel read in class. Students will identify a theme from the novel read in class. Activity: Write an additional chapter to the novel that relates the characters feelings at the end of the book. Activity: Write an additional chapter to the novel that relates the characters feelings at the end of the book. Activity: Write a one-word or one-sentence theme from the novel and illustrate it on a poster. Activity: Write a one-word or one-sentence theme from the novel and illustrate it on a poster. Activity: Create a free-standing sculpture or a collage that symbolizes the theme of the novel read in class. Activity: Create a free-standing sculpture or a collage that symbolizes the theme of the novel read in class.

Social Studies Learning Goal: Social Studies Learning Goal: Students will describe the culture of Native Americans who inhabited the regions that became the Carolinas. Students will describe the culture of Native Americans who inhabited the regions that became the Carolinas. Activity: Using the Internet, research religious practices of the Catawba Tribe. Prepare a PowerPoint to illustrate and describe these practices. Activity: Using the Internet, research religious practices of the Catawba Tribe. Prepare a PowerPoint to illustrate and describe these practices. Activity: Visit a local history museum and examine Native American artifacts. Draw an illustration of at least three of the artifacts you see, and explain to the class the ways these artifacts were used by Native Americans. Activity: Visit a local history museum and examine Native American artifacts. Draw an illustration of at least three of the artifacts you see, and explain to the class the ways these artifacts were used by Native Americans. Activity: Write a one-page essay explaining your position on whether America should pay restitution to the American Indians for stealing their land. Activity: Write a one-page essay explaining your position on whether America should pay restitution to the American Indians for stealing their land.

Social Studies Learning Goal: Social Studies Learning Goal: Students will describe the culture of Native Americans who inhabited the regions that became the Carolinas. Students will describe the culture of Native Americans who inhabited the regions that became the Carolinas. Activity: Using the Internet, research religious practices of the Catawba Tribe. Prepare a PowerPoint to illustrate and describe these practices. Activity: Using the Internet, research religious practices of the Catawba Tribe. Prepare a PowerPoint to illustrate and describe these practices. Activity: Visit a local history museum and examine Native American artifacts. Draw an illustration of at least three of the artifacts you see, and explain to the class the ways these artifacts were used by Native Americans. Activity: Visit a local history museum and examine Native American artifacts. Draw an illustration of at least three of the artifacts you see, and explain to the class the ways these artifacts were used by Native Americans. Activity: Write a one-page essay explaining your position on whether America should pay restitution to the American Indians for stealing their land. Activity: Write a one-page essay explaining your position on whether America should pay restitution to the American Indians for stealing their land.

Band Learning Goal: Band Learning Goal: Students will perform his/her part for the piece The Star Spangled Banner with correct notes, timing, and dynamics. Students will perform his/her part for the piece The Star Spangled Banner with correct notes, timing, and dynamics. Activity: Research the writing of our national anthem, The Star Spangled Banner, and be able to explain in class the circumstances under which it was written by Francis Scott Key. Activity: Research the writing of our national anthem, The Star Spangled Banner, and be able to explain in class the circumstances under which it was written by Francis Scott Key. Activity: Mark your copy of The Star Spangled Banner by color-coding the dynamic variations. Also mark the timing in each measure with numbers that correspond to the beat (example: 1 + 2 + 3 + under the proper notes) Activity: Mark your copy of The Star Spangled Banner by color-coding the dynamic variations. Also mark the timing in each measure with numbers that correspond to the beat (example: 1 + 2 + 3 + under the proper notes) Activity: Practice playing your part of The Star Spangled Banner until you play it correctly at least two times in a row. Activity: Practice playing your part of The Star Spangled Banner until you play it correctly at least two times in a row.

Band Learning Goal: Band Learning Goal: Students will perform his/her part for the piece The Star Spangled Banner with correct notes, timing, and dynamics. Students will perform his/her part for the piece The Star Spangled Banner with correct notes, timing, and dynamics. Activity: Research the writing of our national anthem, The Star Spangled Banner, and be able to explain in class the circumstances under which it was written by Francis Scott Key. Activity: Research the writing of our national anthem, The Star Spangled Banner, and be able to explain in class the circumstances under which it was written by Francis Scott Key. Activity: Mark your copy of The Star Spangled Banner by color-coding the dynamic variations. Also mark the timing in each measure with numbers that correspond to the beat (example: 1 + 2 + 3 + under the proper notes) Activity: Mark your copy of The Star Spangled Banner by color-coding the dynamic variations. Also mark the timing in each measure with numbers that correspond to the beat (example: 1 + 2 + 3 + under the proper notes) Activity: Practice playing your part of The Star Spangled Banner until you play it correctly at least two times in a row. Activity: Practice playing your part of The Star Spangled Banner until you play it correctly at least two times in a row.

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