LESSON PLAN TEMPLATE

Grade Level:

8 Title: Transformations with African Textiles

Author: Rachel Robinson and Kyle Linford

Enduring Understanding:

The students will develop an understanding of rotations, reflections, and translations for coordinate points on a grid.

Overview:

Students will explore their understanding of rotating, reflecting, and translating coordinate points and images on a graph. After exploring African textiles that utilize these types of transformations, students will practice their understanding by creating their own textile designs on graph paper. After the students have finished this activity, they will analyze their creation for lines of symmetry, points of rotations, and the types of transformations they are utilizing.

Objectives:

SWBAT: Identify a translation, rotation, and reflection. Algebraically locate a point on the Cartesian plane after it has been transformed. Create unique designs by using their knowledge of transformations.

Content Standard(s): CCSS.MATH.CONTENT.8.G.A.1—Verify experimentally the properties of rotations, reflections, and translations. CCSS.MATH.CONTENT.8.G.A.3—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. CCSS.MATH.CONTENT.8.G.A.3—Describe the effects of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. CCSS.MATH.CONTENT.HSG.CO.A.5—Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.

Art Standard(s): VA:Cr1.2.7a—Develop criteria to guide making a work of art or design to meet an identified goal. VA:Cr1.2.1a—Use observation and investigation in preparation for making a work of art. VA:Cr2.3.7a—Apply visual organizational strategies to design and produce a work of art, design, or media that clearly communicates information or ideas. VA:Cr3.1.2a—Discuss and reflect with peers about choices made in creating artwork. VA:Cr3.1.8a—Apply relevant criteria to examine, reflect on, and plan revisions for a work of art or design in progress. VA:Cr3.1.Ia—Apply relevant criteria from traditional and contemporary cultural contexts to examine, reflect on, and plan revisions for works of art and design in progress. VA:Re.7.1.8a—Explain how a person’s aesthetic choices are influenced by culture and environment and impact the visual image that one conveys to others. VA:Re.7.2.5a—Identify and analyze cultural associations suggested by visual imagery VA:Cn10.1.4a—Create works of art that reflect community cultural traditions.

Materials: Graph paper Colored pencils

Other Resources: http://greenblog.livingreen.com/tag/african-textiles/#.Vhu5o_lViko http://www.africanqueenfabrics.com/clothes-and-textiles/block-wax/president-holland http://www.artflakes.com/en/products/colorful-traditional-west-african-textiles-1

Vocabulary: Translation Reflection Rotation Coordinate point

FROM THE NATIONAL ARTS STANDARDS-- Create: Students create their own design by utilizing transformations. Present: Students share their group design with the class. Respond: Students check for correctness and analyze their use of transformations on a coordinate grid. Connect: Students connect and compare their art works to that of African textiles.

Assessment Strategies FORMATIVE: Class discussion on the different types of transformations. SUMMATIVE: Completion of the transformation activity.

Instructional Activities & Strategies

ENGAGE: (5 minutes) Students will be presented with artwork of African textiles that utilize different types of transformations. They will be asked to identify what they see, what they think of the art piece, and what questions they have because of it. The class will be guided into discussing the use of transformations to make the artwork. The instructor will check for the understanding of and clarify the definitions of rotations, reflections, and translations.

BUILD: (10 minutes) Students will then be asked to hypothesis how understanding transformations and where their points are located on a coordinate grid can help make art pieces. Once students have had time to respond, the class will discuss how transformed points are found on a coordinate grid. The instructor will check to identify if the students understand this concept. They will also go over the rules for determining the location of transformed points on a graph.

APPLY: (30 minutes) Students will apply their knowledge of the different types of transformations by working on a transformation activity. Students will be provided with handouts of graph paper divided into 4 quadrants that create a 6x6 unit. Students will be directed to create a design in quadrant 1 on the graph. To do this, they will use a collection of four colors to make coordinate points in the quadrant. They will then follow a series of rotations, reflections, and transformations to replicate their design in the other three quadrants. However, as they transfer their images on the graphs, they will need to identify what the new coordinate points are for the transformed image and write them down.

REFLECT: (7 minutes) The students will review their final product and determine their correctness.

Volunteers will be asked to share their designs. Their presentation should describe their use of

transformations to make the design and identify the points they found after the transformation. They

should also connect their designs to that of the African textiles by describing the similarities between

them and their piece. The class should be asked to then discuss the cultural us of translations, rotations,

and reflections and hypothesis the importance of these in cultures.

RUBRIC: N/A

ANY ADDITIONAL INFORMATION The last 3 minutes of class will be spent cleaning up and reorganizing the classroom. If the class finishes early, students will exchange coordinate points to recreate their peers’ original designs and check for correctness with plotting.

Name: ____________________

Making African Textiles Task: For this project, you will be making your own African textile designs! To do this, we will be coloring each coordinate point in quadrant 1 on the graph paper. Once all of the coordinate points for quadrant 1 are colored, we will perform a translation, rotation, and reflection to color in the other quadrants. To color the different quadrants, follow these steps:

1. Translate the design to quadrant 2 by shifting each coordinate point 8 units to the left 2. Rotate the design to quadrant 3 by rotating each coordinate point 90˚ about the origin 3. Reflect the design in the y-axis to fill in quadrant 4

As you work through each of these steps, identify where each coordinate point gets moved to after each of the transformations.

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Original Point Translation Rotation Reflection Color

A Kente wrapper from the Asante people in Ghana, Africa

Location: Ghana, Africa