Submitted by: Rachel Lawrence
School: Deep Run High School
Summary
Essential questions or objectives: To demonstrate to the class knowledge of function transformations (horizontal and vertical shifts, stretches and shrinks, reflections) and how they apply to dancing to favorite music.
Assessment of objectives:
Students will create an original dance to a piece of music using constant, linear, absolute value, quadratic, cubic, square root and cube root functions as models for arm motions. Function transformations will be used to demonstrate movement – either to the right or left, forward or backwards, or changing the direction of the arms.
The dance will be submitted in one of the following formats: a typed choreographic routine with the name of the song, artist and list of functions and graphs; a Power Point presentation timed to music showing the functions and graphs; a video of the dance and functions used. The following page has an outline of expectations and grading rubric. Students earn extra credit if they teach the dance to the class.
TIPC Ratings
Research and Information Fluency were not part of this culminating lesson.
Teacher models project for students at a “D” level on the rubric and has them score it and make suggestions for improvement. Students work in groups to create dances of 1 minute or less. Students self select roles in groups and organize themselves to address the task at hand.
Students demonstrate to the class their knowledge of function transformations (horizontal and vertical shifts, stretches and shrinks, reflections) and how they apply to dancing to their favorite music.
Students created original works using their choice of technology tools and their knowledge of function transformations.
Student Artifact
Untitled from HCPS Instructional Technology on Vimeo.
