Create an activity on regional analysis for ap human geography that includes information about regional analysis and analysis questions in an activity

How can we use our understanding of polygons, triangles, and quadrilaterals to design an original piece of art that clearly shows the hierarchy and defining properties of shapes?

I am trying to come up with a science project that covers Oregon standards that can be used for a week long project, previous projects have been a rock lab where they needed to find three rocks and determine qualities about them, the next will be an erosion project, so now I need something else, but it doesn't have to build off these two necessarily.

A project on the invention and evolution of photolithography throughout the years. how modern photolitography machines work and the math behind how it works. how this machine affects the world. for math, science and ELA credits.

Vocabulary Words Hamlet Act 1 Scene 1

working on a preschool project where students with the support of parents and teachers will revamp a garden which is a part of the creative curriculum for the "Trees" unit. if there is a way to also support reduce reuse recycle study from the creative curriculum

AI + Humanity: What Future Are We Building? Big Idea AI is rapidly changing how people learn, work, connect, make decisions, and use resources. At the same time, the physical infrastructure behind AI requires energy, water, materials, and space. The Rithm Project’s recent work argues that some of the most important questions about AI and young people are not only technological, but also about identity, relationships, learning, trust, and opportunity. Possible Driving Question How should we shape AI so that it strengthens people and communities without creating unacceptable human or environmental costs? Two Connected Lenses STEM: What does our AI future require from the physical and natural world? Possible areas: Energy and resource use Data centers Water/cooling Environmental impact Chemical reactions/energy transformations Cellular energy and living systems Mathematical modeling and data analysis Humanities: What does our AI future require from us as humans and communities? Possible areas: Identity and agency Human connection Learning and critical thinking Trust and misinformation Equity and access Historical technological turning points Regulation, economics, and public policy Rhetoric around AI: promise vs. fear The Rithm Project organizes its current AI/youth research around five areas: human-to-self, human-to-human, human-to-synthetic, human-to-knowledge, and human-to-institutions. What Students Might Actually Do Students could: Investigate a real AI-related question they care about Analyze data and competing claims Conduct experiments or build/test prototypes Collect student/community perspectives Examine historical parallels Evaluate economic, environmental, and social tradeoffs Develop and revise an evidence-based recommendation or solution Wednesdays Rather than recreating four separate classes, Wednesdays could become Project Studio / Lab Days. Students might rotate or move between: Research · Data · Science Lab · Design/Build · Humanities · Critique/Revision The Real World Learning Lab could support prototyping, experimentation, fabrication, and project development. Possible Authentic Product Students develop a Youth AI Futures Proposal answering: What should schools, communities, technology companies, or policymakers do to create a healthier and more responsible AI future? Possible formats could include: policy proposal prototype youth-facing tool or resource public campaign research brief interactive exhibit design recommendation The final audience could potentially include The Rithm Project, Da Vinci leaders, community members, educators, technologists, and families. Why This Could Be Authentic The Rithm Project specifically argues that young people are too often treated as subjects of AI research rather than collaborators, and that youth should help shape the questions being asked about their own lives. That means our students would not simply be “learning about AI.” They could contribute their perspectives to questions that researchers and educators are actively trying to understand.