Author:
Anne Brown
Subject:
Secondary Mathematics
Material Type:
Activity/Lab
Level:
High School
Tags:
Lesson Plan, Math, Trigonometry
Public Domain Dedication
Language:
English
Media Formats:
Text/HTML

# Trigonometric Function Storytelling Project

## Overview

In this lesson, students will summarize the understanding of trigonometric functions by model periodic phenomena with specified amplitude, frequency, and midline through storytelling.

# Background Basics

In this lesson, students will summarize the understanding of trigonometric functions by model periodic phenomena with specified amplitude, frequency, and midline through storytelling.

• 45-60 minutes
• Can be done in any format: synchronous, asynchronous, face-to-face, virtual, etc.

For this lesson, students should have a background knowledge of the trigonometric graphs.  Students need to have an understanding of amplitude, frequency, and midline.  The following resources can help students know how what makes a good storytelling:

# Step 1 - Goals and Outcomes

Learning Intentions:

• Students will be able to analyze characteristics of one trigonometric function.
• Students will be able to connection the function to a real-life situation.

Success Criteria:

• Students will use an electronic tool to create a storytelling project describing their understanding of trigonometric functions and its characteristics.
• Students will reflect on their experience with a descriptive, detailed account and understanding.

# Step 2 - Planning Instruction

Student Background Knowledge

• Prior to this lesson, students will need to have an understanding of trigonometric graphs and their specific amplitude, frequency, and midline.
• Students will need to have access to a type of media they can use for their storytelling.

Strategies for Diverse Learners

• Storytelling can be done through art instead of electronic means for accomodation.
• Narrow down options to one of 3 basic Trigonometric graphs: Sine, Cosine, Tangent

# Step 3 - Instruction

1) For the opener before the students begin researching: review the Trigonometric "Parent" Graphs with no transformations.  Include in the review each functions specific amplitude, frequency and midline. I would recommend to use the notes you've done in the your format for your students.  Below are examples of materials as review.

2) Make sure to designate how the students will be turning their project in.

Opener: Review the Trigonometric "Parent" Graphs with no transformations.  Include in the review each functions specific amplitude, frequency and midline.

Research: Chose one Trigonometric graph (Sine, Cosine, Tangent, Cosecant, Secant, Cotangent) then find a real life application of that graph in our environment.  Students will create a 3-5 minute story about that function explaining application of the function and its attributes such as amplitude, frequency and midline.  Make sure that students create an outline and cite their resources.  A few real life examples are attached below for understanding.

Creation time: Read the article 8 Steps to Great Digital Storytelling.  Follow the steps in the article as they plan out their project.  As stated above, this project should be 3-5 minutes in length.  Students should use an electronic tool such as Adobe Sparks or other item.  Please verify with your teacher for any limitations.  Be creative and have fun.

Here are some additional aids if you get stuck:

10 Easy Steps to Create a Digital Storytelling

Basic Steps to Digital Storytelling

# Step 4 - Assessments

Informal assessment can be done as you facilitate and guide your students through the project.