|Lesson Plan ID:
Look Around, What do You See? Origamis!
Students will make origamis using Japanese paper folding techniques. This lesson will enhance the students ability to understand geometry concepts.
This is a College- and Career-Ready Standards showcase lesson plan.
|MA2015(1) ||20. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as "right rectangular prism.") [1-G2] |
|MA2015(2) ||24. Recognize and draw shapes having specified attributes such as a given number of angles or a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. [2-G1] |
|MA2015(3) ||24. Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. [3-G1] |
|MA2015(4) ||26. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. [4-G1] |
|MA2015(4) ||27. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. [4-G2] |
|MA2015(4) ||28. Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. [4-G3] |
|Primary Learning Objective(s):
Students will be able to identify polygons or shapes in the world around them and use those polygons to build origamis.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| 61 to 90 Minutes|
|Materials and Equipment:
Computers for students to use
Origami paper or lightweight copy paper
Should be familiar with basic geometry
Origami paper or copy paper
|Technology Resources Needed:
Students should have an understanding of basic geometry and how polygons or shapes are put together to build items in the world around them. (May use in conjunction with lesson plan number 33013)
1. Review basic geometry concepts with students.
2. Introduce that Japanese people for hundreds of years have made real world objects using folding techniques.
3. Show students some of the basic folding techniques and how they make geometric shapes.
4. As a class build an origami of the teachers choice. (Choose one that you think all students will be able to build, low difficulty)
5. Allow students to pick an origami to fold, make, and build on their own.
6. Allow students to display their origami in the classroom, hallway, and other places around the school.
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Have students to write an exit slip explaining the steps and techniques on how to fold origami.
Have students to make an origami at home with the help of parent with any type of paper found in the home to display in the classroom.
This should be used with 4th grade students and up. Read the book Sadako and the Thousand Paper Cranes. Allow the class to fold paper cranes that can be sent to Japan to lay on Sadako's statue during their Peace Day celebration.
Review geometry concepts
Work with the teacher on folding techniques to make origamis.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: