NATIONAL MATH STANDARDS: 
Grades 6-8:  MEASUREMENT:  Apply appropriate techniques, tools, and formulas to determine measurements:  develop strategies to determine the surface area and volume of selected prisms, pyramids, and cylinders;

Grades 6-8: GEOMETRY:  Use visualization, spatial  reasoning, and geometric modeling to solve problems:    use two-dimensional representations ofthree-dimensional objects to visualize and solve
 problems such as those involving surface area and volume; 

GRADES 3-5:  MEASUREMENT:  Apply appropriate techniques, tools, and formulas to determine measurements:
develop strategies to determine the surface areas and volumes of rectangular solids. 

GRADES 3-5: GEOMETRY:  Use visualization, spatial  reasoning, and geometric modeling to solve problems:  build and draw geometric objects; 

OBJECTIVES: Use measurement tools; Apply area or volume formulas; Develop design skills; Compare strength properties of geometric shapes & various materials; Engage in analyzation, synthesis, & evaluation thinking (Bloom's Taxonomy of Thinking)
 

PROCEDURE: Student teams would construct geometric shape prisms per the description above either during class or as homework.  Teams should complete one of the following worksheets depending on the skill objective determined by the teacher.  Consider constructing shapes in art class & calculating measurements during math class.

Students should also either make or choose a commerical package already made which is both space and weight efficient.  They should use cotton balls, kleenex, popcorn, or  styrofoam peanuts to lightly pad their geometric shape  inside their package so it is protected.

Each school should put all of the packages in one large box.  The large package would be mailed parcel post to the other school.   Mailing only one large package will save on postage.  Be sure to mark the outside of the package:  SPECIAL SCHOOL SCIENCE PROJECT

After the package arrives at the opposite school a video conference would be held.  Each team would take turns opening the packages one at a time in front of the cameras.  The receiving school would award points based on the condition of the prism and add those to the points already recorded for total calories, the weight and volume or suface area of the prism.  Each team would share with the other school the mathematical & creative process involved in making their shape & package. 

ALTERNATIVES:  Students could construct any 3D shape.  Students could compete for one of the categories listed on the worksheets instead of just highest score.   Students could compute calories per surface area.  Students could show a photograph of a famous object in the real world that is the same shape as their prism.  Students could creatively name their prism.

ASSESSMENT:  Students would critique the packages, give suggestions for improvement.