Head to the NYSCI website, explore the Choreo Graph lessons, and take your pick. You might open your middle school or high school geometry unit with Create a Dance Move, launching students into tangible (and entertaining) practice with angle measurement, angle rotation, and using coordinate pairs to describe the position and translation of objects. Use the student worksheets and add a quick teacher check to ensure planning is completed before app use. Place students in groups of mixed expertise to support peer teaching, or differentiate groups by ability and use other lesson ideas as extensions. Also, middle school teachers should consider Traveling Distances as a cross-curricular physics-and-geometry opportunity, since the lesson brings together the Pythagorean theorem and distance formulas.
Teachers may want to prep students, especially big dreamers, short fuses, and perfectionists: Finger-tracing images to clip them makes creations choppy (and silly!), and there's a learning curve to getting the touch just right.Continue reading Show less
Choreo Graph allows students to animate images by rotating angles and translating objects. From the home screen, start with the quick Intro (top right) or choose "Make Some Moves" to begin creating. In Build mode, users take or choose a photo (from the iPad's camera roll or a few preloaded backgrounds) and simply draw on the image to cut out parts. Multiple parts from several photos can be used in a project. Each clipped piece has a bull's-eye for use in Animate mode. Users can move points on a graph to control angles of moving parts and can drag objects to new locations. These moves can be set to music.
"Tell the Story" allows for report writing, though the templates include only text/media boxes (no prompts). Classroom use is easy: There are no student accounts, and the app runs (mostly) without internet. Students can upload work to a teacher hub (via a NYSCI-based teacher account) with a code.
Choreo Graph’s build-and-animate features have an awesome fun factor, and most students will figure out the basics in no time. There are, however, some drawbacks. First, students who dive in will need to backpedal as they better figure out their plan -- ack, they actually wanted it on a beach (not a field), and the ball should start to the right, not left. Large mid-project modifications will feel more like redoing than tweaking. Second, though the angle measures and coordinates are visible, app play alone won't lead to learning.
Amazingly, NYSCI has 6 Choreo Graph lesson plans that address both of these concerns. Student-facing worksheets provide time and space for pre-app planning. Further, activity prompts and reflection questions help students and teachers focus on understanding content and engaging in valuable class dialogue.
Key Standards Supported
Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.
Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.
Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two- dimensional figures, describe a sequence that exhibits the similarity between them.
Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.
Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.
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