Download PROJECT OVERVIEW page 1 - Classrooms Going Global

S M A L L
Name of Project:
Subject:
Driving Question
and Authentic
Audience
Summary and
format of Entry
Document
S C A L E
P B L
O V E R V I E W
Global Origami Geometry
Geometry
Teach Dates: August 2015
Teacher:
DQ: How can we use bisectors of segments and angles to create a piece of origami art to share with a global community?
Authentic Audience: International Origami Project on iEARN (www.iearn.org)
The entry document explains the history and uses of origami around the world and a brief intro into the geometry in
origami. Seven project requirements (2 of which are optional) are included.
origami folding resources
bisectors
segments
angles
Anticipated “need perpendicular
parallel
to knows” from
symbols that represent the above
entry document
relationship of the three above
global community
iEARN
presentation mechanism
Project Launch
One of two videos may be used for the project launch; both detail the history of origami.
https://www.youtube.com/watch?v=EWRnLEGDMw0&feature=youtu.be
OR
https://www.youtube.com/watch?v=w0IcsQnGk6c
(though 1:49)
Student
Products/Assess
ment
Students will present their origami art pieces, along with an explanation of bisectors, angles and segments in relation to the
steps of the folding of their art piece (students will label bisectors, perpendicular lines/bisectors, congruent angles,
congruent segments, and parallel lines). Students will also post digital images of their projects to the Origami Project forum.
Students will be responsible for commenting on a minimum of 2 projects posted by other students from different schools.
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Objectives
Students will be able to construct congruent segments, congruent angles, segment and angle bisectors, perpendicular lines
and bisectors, and a line parallel to a given line through a point not on a line.
Students will be able to practice 21st century skills and digital citizenship in an online global community forum.
Content
Standards
(5) Logical argument and constructions. The student uses constructions to validate conjectures about geometric figures.
The student is expected to:
(B) construct congruent segments, congruent angles, a segment bisector, an angle bisector, perpendicular lines, the
perpendicular bisector of a line segment, and a line parallel to a given line through a point not on a line using a compass
and a straightedge*
*In this case, origami paper folding will be used in lieu of a compass and straightedge with the understanding that that
particular skill either will have a) been previously taught or b) will be designed as a either a workshop or DIY.
Safety:
While physical safety is not a concern in this project, it will be important to discuss digital citizenship, safety, and etiquette
Include any safety as part of posting, discussing, and collaborating within an online, global community/forum.
issues and how
they will be
addressed.
Additional
Resources for
Lesson
Rubric
Content: TBD
Presentation Rubric: BIE http://bie.org/object/document/9_12_presentation_rubric_non_ccss OR
http://bie.org/object/document/6_12_creativity_innovation_rubric_ccss_aligned
Collaboration Rubric: BIE http://bie.org/object/document/6_12_collaboration_rubric_non_ccss OR
http://bie.org/object/document/6_12_collaboration_rubric_ccss_aligned
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S M A L L
Project: Global Origami Geometry
D A Y
S C A L E P B L O V E R V I E W
C A L E N D A Teach
R Dates: August 2015
1
Teacher will put students into teams composed
of 3 members per group.
D A Y
D A Y
2
3
Team huddle (5 minutes)
D A Y 3
F R I D A Y
Team huddle (5 minutes)
Continue Create (30 minutes)
Complete Create (15 minutes)
DIY: Patty Paper Bisectors
WS: Digital Citizenship (offered multiple times) Project Presentations (whole class, etc. prior to
Team Huddle- Read Entry Document (5 minutes)
forum posting) (20 minutes); rubric-based
Critical Friends- Partner Groups (10 minutes)
assessment (content and presentation)
Knows/Need2Knows (Group/Whole Group) (10
minutes)
Create (10 minutes)
Post to iEARN Origami Project forum (10
Teachers will hand out 21st century skills and
minutes)
content rubrics during this time
*Ongoing teacher evaluation with rubrics
(content and collaboration)
Social Contracts & Team Roles (5 minutes)
Following day:
Project Planning (10 minutes)
Self-evaluations/peer evaluations of 21st century
Resource: Origami Folding Website
skills (collaboration rubric)
http://en.origami-club.com/abc/index.html
Launch video (3 minutes)
Research (15 minutes)
DIY: Patty Paper Bisectors (continuous)
https://www.youtube.com/playlist?list=PL23BRG7hievUf-lDbNdZmYO200PAaBjv
WS: Digital Citizenship (offered multiple times)
Begin Create (15 minutes)
*Ongoing teacher evaluation with rubric
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Entry Document
Origami is that art of paper folding. This art has especially deep roots in Japanese culture
with a long tradition dating back centuries. Origami paper itself was developed in China during
the 2nd century B.C. While it made its way to Japan in the 6th century, it wasn’t until the 16th century
that origami became a mainstream art. Today, origami is enjoyed all over the world.
While appreciated for its aesthetics and high degree of skill needed to create more complex
figures, origami can also serve another important function: learning and practicing geometry
skills. In fact, “today, origami has expanded to incorporate advanced mathematical theories…”
(PBS, 2009). Important geometrical concepts such as bisectors, perpendicular bisectors, congruent
angles and segments, perpendicular lines and angles, and parallel lines can all be addressed
through origami. For this project, how can we use the bisectors of segments and angles to create a
piece of origami art to share with a global community?
Image taken from martitavs.blogspot.com
Image taken from iurban.in.th
Image taken from matvpratique.com
Project Requirements:
1)
a completed origami art piece for each individual in the group
2)
a labeled origami diagram for each step of the folding process using correct
terminology (bisector, congruent angle, etc.) and symbols
3)
a 2 minute classroom presentation using technology
4)
a clear, digital photo of the team’s origami art pieces which include a “setting” background
5)
a posting to the iEARN Origami Project forum
6)
a minimum of two (2) individual postings to student postings from other schools
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©2011 BUCK INSTITUTE FOR EDUCATION
DIY Template- Bisectors (Segment and Angle)
Planning
DIY Name: Working with bisectors (segment and angle)
DIY Objective(s): Students will be able to construct congruent segments, congruent angles, segment
and angle bisectors, perpendicular lines and bisectors, and a line parallel to a given line through a
point not on a line.
Learning Standard Addressed (TEK):
G.5.B. (B) construct congruent segments, congruent angles,
a segment bisector, an angle bisector, perpendicular lines,
the perpendicular bisector of a line segment, and a line
parallel to a given line through a point not on a line using a
compass and a straightedge*
Needed Supplies:
- several iPads or laptops
- patty paper
- pencils
-ruler
-compass
Small Launch (like the 5e Engage):
N/A for this DIY
Knows/Need2Knows:
bisector
angle bisector
segment bisector
congruent
perpendicular bisector
midpoint
Student Take-Away Mechanism:
Patty paper model
Additional Notes:
DIY: Patty Paper Bisectors (will be offered both days)
https://www.youtube.com/playlist?list=PL23BR-G7hievUf-lDbNdZmYO200PAaBjv
Instruction
Who needs to attend? All students will complete this DIY as a formative assessment
Workshop Activities (like the 5e Explore/Explain/Elaborate): Students will watch the video. Patty paper will be provided in order for students to complete the activities
on the video. Students will show completed patty paper activity to the teacher for feedback.
Evaluation/Assessment Measures (like the 5e Evaluation): Patty paper activity completion
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DIY: Patty Paper Bisectors
Directions:
1. Obtain two pieces of patty paper with triangles already drawn and a pencil.
2. On either the laptop or the iPad, Go to Adventures in Patty Paper
https://www.youtube.com/playlist?list=PL23BR-G7hievUf-lDbNdZmYO200PAaBjv
3. Select “Perpendicular Bisectors in a Triangle.”
4. After watching the video, fold your own patty paper and label the midpoint, congruent segments,
and perpendicular bisector for each side of the triangle.
5. Select “Angle Bisectors in a Triangle.”
6. After watch the video, fold your other patty paper and label the angle bisector and congruent
angles.
7. Upon completion, show both of these to your teacher.
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©2011 BUCK INSTITUTE FOR EDUCATION
Workshop Template- Digital Citizenship
Planning
Workshop Name: Digital Citizenship
DIY Objective(s): Students will be able to explain appropriate behaviors of interactions
collaboration using media and the importance of adhering to these behaviors in order to foster
positive interactions between participants.
Learning Standard Addressed (TEK):
N/A*, although appropriate technology TEKS may be
applicable
Needed Supplies:
video
T.H.I.N.K cards
Small Launch (like the 5e Engage):
Youtube Video: T.H.I.N.K about Your Digital Citizenship
https://www.youtube.com/watch?v=hZDO-raVZ-0
Why is digital citizenship important? What other pieces
when interacting with others around the global via media
are important?
Knows/Need2Knows:
Student Take-Away Mechanism:
T.H.I.N.K. model cards
Additional Notes:
Especially with international collaboration, it is important to also discuss cultural norms, language,
time zone interactions, etc.
communication
safety
appropriateness
Instruction
Who needs to attend? All students will complete this workshop in small groups, as designated by the teacher.
Workshop Activities (like the 5e Explore/Explain/Elaborate): Students will engage in the small discussion launch regarding the video. Students will lead discussion of the
importance of digital citizenship and other factors in relation to their presence online and during collaborative interactions.
Evaluation/Assessment Measures (like the 5e Evaluation): Students will complete the T.H.I.N.K cards.
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©2011 BUCK INSTITUTE FOR EDUCATION
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©2011 BUCK INSTITUTE FOR EDUCATION
Team Planner & Social Contract
Team name: __________________________________________________________________________
Project Title: _________________________________________________________________________
Driving Question:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Audience: ____________________________________________________________________________
Knows
Research Questions
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Need 2 Knows
Who?
Resource
When?
©2011 BUCK INSTITUTE FOR EDUCATION
Team Protocols (team-created)
Team Conflict Protocol
1. Team intervention (documentation)
2. Team intervention (documentation)
3. Facilitator intervention
4. Removal of team member
Member
Intervention 1
Intervention 2
Intervention 3
a.
b.
Team Member Signatures
1.
2.
3.
4.
5.
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Origami PBL Content Rubric
Skill
Standard G.5.B Student is
able to construct
congruent segments,
congruent angles, a
segment bisector, an angle
bisector, perpendicular
lines, the perpendicular
bisector of a line segment,
and a line parallel to a
given line through a point
not on a line using a
compass and a
straightedge
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1: Initiating Progress
towards Meeting
Expectations
2: Approaching
Expectations
3: Meets Expectations
4: Exceeds Expectations
Student is able to describe
congruent segments,
congruent angles, a
segment bisector, an angle
bisector, perpendicular
lines, and the
perpendicular bisector of a
line segment, but is unable
to use a compass and a
straightedge to construct
these on patty paper
Student is able to construct
congruent segments,
congruent angles, a
segment bisector, an angle
bisector, perpendicular
lines, and the
perpendicular bisector of a
line segment using a
compass and a
straightedge with patty
paper, but is unable to
apply these concepts to
an origami figure.
Student is able to construct
congruent segments,
congruent angles, a
segment bisector, an angle
bisector, perpendicular
lines, and the
perpendicular bisector of a
line segment using a
compass and a
straightedge with patty
paper and can apply
these concepts to an
origami figure.
Student is able to construct
and explain congruent
segments, congruent
angles, a segment
bisector, an angle bisector,
perpendicular lines, and
the perpendicular bisector
of a line segment using a
compass and a
straightedge with patty
paper and can apply
these concepts to an
origami figure.
©2011 BUCK INSTITUTE FOR EDUCATION