Origami Geometry: Got the Right Angle! (elementary)Last changed: 05/29/2019 10:29am
|3 , 4 , 5|
|Grade Level Program||Alignment|
|One 45 minute whole grade assembly plus a 45 minute workshop in each classroom|
|Combo In-School Performance & In-School Workshop||a whole grade assembly plus classroom workshops|
|no||Email , Phone|
|The artist will provide paper for origami activities.|
|Each student must have a pencil and a ruler. The artist will need access to a copy machine.||Students' desks should be cleared off of clutters.|
1. I can produce and identify right triangles, parallel and perpendicular lines, and lines of symmetry in two-dimensional origami figures.
2. I can Experience origami as a fun and accessible art form that develops focus, dexterity, and imagination.
3. I can name examples of origami used as a visual aid to narrative storytelling.
The program starts with a 45 minute storytelling assembly for the whole grade. The artist shares a variety of Asian folktales using origami as props. The assembly is followed by a 45 minute visit to each classroom. Each student completes two origami projects, while identifying, defining, and producing geometric features such as angles (right, acute, obtuse), lines (parallel, perpendicular, vertical, horizontal, diagonal) and lines of symmetry. The artist will give step-by-step folding instructions.
The origami activities will vary slightly across the grade levels. The program is designed with flexibility to cater to specific needs of the classroom. The teacher is expected to fill out a pre-visit survey, which allows the artist to assess what the students already know, know well, and do not know yet. The teacher and the artist will then communicate and decide on 3-5 geometric concepts to focus on during the artist’s visit.
|The teachers are expected to walk around the classroom and help the students as needed.|
|The artist welcomes up to 5 parent volunteers per class to help the students fold the origami.|
|Grade 3: Mathematics: Geometry: Reason with shapes and their attributes: Cluster #1: 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.|
|Grade 3: Mathematics: Geometry: Reason with shapes and their attributes: Cluster #2: Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.|
|Grade 3: Visual Arts: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. Create personally satisfying artwork using a variety of artistic processes and materials.|
|Grade 3: Visual Arts: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding Recognize that responses to art change depending on knowledge of the time and place in which it was made.|
|Grade 4: Mathematics: Geometry: Draw and identify lines and angles, and classify shapes by properties of their lines and angles: Cluster #2: 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.|
|Grade 4: Mathematics: Geometry: Draw and identify lines and angles, and classify shapes by properties of their lines and angles: Cluster #3: 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.|
|Grade 4: Visual Arts: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. Explore and invent art-making techniques and approaches.|
|Grade 4: Visual Arts: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding Through observation, infer information about time, place, and culture in which a work of art was created.|
|Grade 5: Mathematics: Geometry: Classify two-dimensional figures into categories based on their properties: Cluster #3: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.|
|Grade 5: Visual Arts: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. Experiment and develop skills in multiple art-making techniques and approaches through practice|
|Grade 5: Visual Arts: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding Identify how art is used to inform or change beliefs, values, or behaviors of an individual or society.|