Teaching Sequence

Work through this resource material in the following sequence:

15 minutes – Part A: Bringing them into the Fold
45 minutes – Part B: Paper Folding for Design
50 minutes – Part C: Paper Folding for Artistic Expression
10 minutes – Reflection

Part A: Bringing them into the Fold

Step 1.

Ensure that the Learning Intentions and Success Criteria are displayed or written on the board and read them aloud to students.

Step 2.

Invite students to respond to the following questions using the Think-Pair-Share technique:

‘How can science, technology, engineering, art and mathematics skills be used together to design and improve products?’

Asking students to consider this question will require them to activate their prior knowledge ready to connect their existing understandings to new learning. The aim of this Think-Pair-Share is for them to note the natural connections between science, technology, engineering, art and mathematics.

If students do not notice these connections themselves, you can use some probing questions to encourage further consideration:

What if an engineer was asked to design a building that looked interesting, to add to the appearance of the area?
What if a scientist needed a new piece of equipment to be able to test a theory they developed?
What if an artist was asked to develop a piece of art for the side of the building, how would they plan and design it on a smaller canvas?

Think Pair Share
Think pair share is a collaborative learning strategy in which students work together to solve a problem or answer a question.
Think - students independently think about an issue or question and record their thoughts.
Pair - students work in pairs to discuss their ideas and record new thoughts.
Share - students share their thoughts with the whole group or with other pairs to reach consensus.

Step 3.

Show the following clip to the class:

Science of Innovation: Origami Structures (https://www.youtube.com/watch?v=HLVUopco1qM)

Step 4.

Ask students to recall the examples of how origami techniques were used to solve design challenges in science and engineering. Record student’s answers on the whiteboard for reference throughout the lesson.

Part B: Paper Folding for Design

Before beginning the next stage of the lesson, ensure students each have a copy of the Origami Handbook, Origami Folds Step by Step Instructions, 1 large kinder circle, 1 small kinder square and 1 large kinder circle.

Step 1.

Explain to students that they will be exploring some of the different paper folding techniques used in design. When origami projects are undertaken, folds are usually learnt in sequence to create an end product. In the context of design, the class will be exploring a range of simple folds that could be applied for a range of purposes.

Before showing the first video, explain to students that when a piece of paper is folded, the fold can be referred to as either a mountain fold, valley fold or neutral fold. A mountain fold raises up from the paper, a valley fold sinks down towards the table. A neutral fold has been folded both ways and no longer favours a particular direction.

Step 2.

Ask students to take out their kinder circle and a pair of scissors. Explain that you will be showing a clip that they can follow along with. Now show the clip: Folding Techniques For Designers: Basic Pleats (https://vimeo.com/26876339)

Note: It is important to monitor student progress and pause the video as needed to allow them to complete each step.

Step 3.

Once students have completed their basic pleat, provide them with time to investigate the properties of their design, completing Activity 1 of the Origami Handbook.

In this activity, students will draw a simple sketch of their basic pleat design and respond to the following questions:

Can it bend and move freely? How?
Could the ends be joined to each other? How?
Could it be joined to another basic pleat? How?
Is it stable? Can it stand on its own? Explain.
Can it be folded to a smaller size for storage or transportation?

Step 4.

Repeat steps 2 and 3, focusing on V-pleats and spans and parabolas as described below.

Students use a small kinder square to create a v-pleat, viewing the clip Folding Techniques for Designers: ‘v’ pleats and complete Activity 2 of the Origami Handbook.

Students use a large kinder square to create a parabolic (curved) formation, viewing the clip Folding Techniques for Designers: Spans and Parabolas and complete Activity 3 of the Origami Handbook.

Extension - If students demonstrate a high level of competency and complete the previous designs with ease, they can explore the Miura Fold, using the video How To Make Faceted Paper Origami - Miura Fold - Mr Ed Makes. Students will require a large kinder square for this activity.

Step 5.

Provide time for students to complete their Origami Skills Reflection in the Origami Handbook.

Part C: Paper Folding for Artistic Expression

Step 1.

Explain to students that the techniques of origami are not only used to solve design challenges in fields such as space and medicine, but they are also used as a form of art; to create sculptures and architecture that is aesthetically pleasing (nice to look at).

Step 2.

Show the following clip to the class:

Tachi Lab/Origami Lab (https://www.youtube.com/watch?v=9i24C9r-NtE)

Step 3.

Using the Think-Pair-Share technique, ask students to consider the following questions:

What stood out to you the most when watching the video?
How did the designers develop their ideas before creating their work?
Did you notice any strategies the designers used to help them keep their work in place while creating it?

Step 4.

Direct students to the Paper Folding Design Challenge document (found in the Origami Handbook) on the board, reading aloud the Challenge Overview, Design Requirements and Design Summary.

Also, use this time to revise the art and design elements and principles.

Step 5.

Provide students with approximately 30 minutes to begin their projects.

Reflection

Step 1.

After the 30 minutes has passed (when there are 15 minutes remaining in the session), prompt students to pack up and return to their tables to complete the Reflection Activity of the Origami Handbook. As well as reflecting on learning from the lesson, students will plan the completion of their task. The task may be completed as a home task or in another lesson at your discretion. Ensure it is clear to students when the task is to be completed. This information is to be recorded in the relevant section of the reflection activity.

In this reflection, students will respond to the following questions:

Do you have a clear design in mind? Explain.
Have you begun to develop your prototype? What stage are you up to?
What do you feel has gone well so far?
What challenges are you facing? What steps can you take to overcome these challenges?
What resources do you require to complete the Design Challenge?
How much time do you predict you will need to complete the challenge?

Step 2.

Have students share their reflection with a partner.

Step 3.

If students are to complete the task at home, ensure they have all required resourced organised to take home with them.

Differentiated Learning

Extensions

Paper Folding Practise - if students are confident at completing initial folds, explore the Miura-Ori fold or encourage students confident with origami to explore additional folds shown in the Folding Techniques for Designers series.

Provisional Learning Support

Paper Folding Practise - during this stage of the lesson, ensure that you are observing student progress as they complete each fold. Pause the videos to allow students to complete each step before moving forward and provide assistance to any students having difficulty with folds. It can also be helpful to place confident students next to those less familiar with origami so that students may support each other.

Paper Folding Project - during this stage of the lesson, it will be important to support students who have difficulty developing ideas or making decisions in open tasks. While students are working independently on their projects, roam around the room ensuring that you speak to each student and provide suitable support as needed.

Teacher Reflection

Take this opportunity to reflect on your own teaching:

What did you learn about your teaching today?
What worked well?
What didn't work so well?
What would you share?
Where to next?
How are you going to get there?

STEAM - The Power of Origami

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Summary

Learning intentions:

Students will...

Success criteria:

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