Name: Taylor Rumsey

Lesson Title: Symmetrical Origami

Grade(s): 2 or 3
Time of Lesson: Day 1: 45 minutes, Day 2: 1 hour
Lesson Summary
In this two-part lesson plan, students will learn about the inter-relatedness of symmetry and Origami. On day one,
students will learn, more specifically, the 3 different types of symmetry (Reflection, Rotation and Translation), and
they will learn about the Japanese paper folding art form called Origami. They will learn about the commonly used
folds and multiple folding techniques. On day two, students will learn/review the 4 different types of folds that they
will use in the project (kite, skinny kite, triangular), and also review some folding techniques. At the end, students will
use their knowledge to create a Symmetrical Origami Art Project.
Essential Question
How can we use origami to model different types of symmetry?

Learning Objectives

Students will learn the 3 different types of symmetry (Reflection, Rotation and Translation),
and then demonstrate their knowledge by creating a Symmetrical Origami Art Project
Students will become familiar with Origami as a Japanese art form; and they will master
some of the folding techniques (turning a rectangular paper into a square paper without a
ruler, and making sure a fold is lined up perfectly)used in this Japanese form of art, which
will also be demonstrated in their Origami art project
Students will use the 4 explicitly taught Origami folds (kite, skinny kite, triangular 1 and
triangular 2) to create an artwork that reflects the different types of symmetry (more
specifically reflection and rotation symmetry)
Materials/Resources Vocabulary
Supplies
Origami paper
o 1 sheet of 6X6 white for each student (day 1)
o 2-4 different colors per student (for day 2)
o 12-20 sheets of 4x 4 per student (for day 2)
1 piece of white or black construction paper per student (12x
12)
2 Liquid glues per group
4 sharpies per group (2 silver and 2 black)
1 paper towel per student
Technology/Instructional
PowerPoint presentation ** see attached
o Pictures of how to fold the origami
Teacher-made example of project **picture in PowerPoint
5 sheets of 10x10 white origami paper for modeling
purposes
1 cut out paper heart
Cut out paper stars (1 for each student)
Cut out paper R (2 for each student)

Symmetry- when one shape becomes exactly like
another if you flip it around, slide it, or turn it.
Reflection Symmetryif you fold a 2-D figure in half,
the two parts will match up perfectly; also known as
mirror symmetry
Rotation Symmetry- the image/figure can be turned a
certain amount and look exactly the same; also
known as radial symmetry
Translation Symmetry-moving an object to the right,
left, up, down or diagonally
Line of Symmetry- divides a figure into two equal
halves (can be horizontal, vertical or diagonal)
Origami- the Japanese art of folding paper into
decorative shapes and figures
Fold- to bend something over on itself so that one
part of it covers another
Kite Fold- a fold that looks like a kite
Skinny Kite Fold- a fold that looks like a skinny kite
Triangular Fold- a fold that looks like a triangle


Resources
http://www.pbs.org/independentlens/between-the-
folds/history.html --Origami History
http://www.ms.uky.edu/~lee/ma111fa11/8khsein1.pdf --
Symmetry information
http://art-paper-scissors.blogspot.com/2011/11/symmetrical-
origami.html --Origami folds/techniques


Optional: Lesson Variations

Symmetry could be taught with Origami through the actual folding of the Origami itself
Students could make Origami animals, objects, etc.
Teacher could present more fold techniques to the students (I chose 4)

Instructional
Sequence
Approximate
Time
Procedure

Set up


Introduction












Core Activity-
Symmetry














Prior to lesson


3-5 minutes












20 minutes














Day 1
The teacher will have his/her PowerPoint presentation on symmetry and
Origami ready prior to the lesson.

The teacher will start by reading the objectives to the students.
The teacher will then introduce the word symmetry. The teacher will ask the
students if the know what the word means. After the students respond, the
teacher will give them the definition: Symmetry is when a shape becomes
exactly the same when you flip it around, fold it, slide it, or turn it.
Today we are going to learn about 3 different types of symmetry! Does anyone
happen to know what they are?

The teacher will open up the PowerPoint presentation.
I expect you all to be taking notes in your notebooks. Tomorrow you will all use
your knowledge on symmetry to create an art project, and your notes will be
helpful to use, and look back on!

The first slide will have a picture of a heart. The teacher will also have a cut out
paper heart, and he/she will ask for a volunteer to come up and show how the
shape can be folded to create symmetry. If they are having trouble, the teacher
can give the students hints: If I were to fold the heart in half horizontally, would
the two halves match up exactly? Hopefully the students
will recognize that the halves are not the same. Then the
teacher will ask, Where can I fold this heart in half so that
the two halves match up perfectly? Hopefully the
student(s) recognize that you need to fold the heart
vertically down the middle (as shown in the picture).

The teacher will introduce this as Reflection Symmetry (which can also be
known as Mirror Symmetry). Why do you think it is called this? After
students respond, the teacher will provide a formal definition for it, which is
listed in the vocabulary section and written in the PowerPoint on slide 2.










































































































The teacher will wait for the students to copy down the definition.
On slide 3, the teacher will provide a picture of 3 different shapes. The teacher
will ask the class to pick the one shape that does not have reflection symmetry.

The next definition provided on slide 4 will be Line of Symmetry
Allow for students to copy that definition. So, going back to the picture of the
heart, can anyone tell me how many lines of symmetry it has, and where they
are/it is?
On slide 5, the teacher will provide a picture of 3 different figures. The question
on the slide is, How many lines of symmetry does the figure have? Where is it
(are they) located? The teacher will call on 3 volunteers to come up to the
screen and locate the line(s) of symmetry.

Next the teacher will put up a picture of a star on slide 6. The teacher will pass
out a cut out paper star to each student. This object is tricky because it
contains two different types of symmetry! It contains reflection symmetry, and it
contains another type of symmetry. If I spin, or rotate this star around, do the all
the edges line up again? The teacher will ask the students to trace the star in
their notebooks. Then teacher will ask them to rotate the star until it lines up
with the tracing again.

The teacher will introduce this as Rotation Symmetry (which can also be
known as Radial Symmetry). Why do you think it is called this? Then the
teacher will provide a formal definition for it, which is listed in the vocabulary
section and written in the PowerPoint on slide 7.
The teacher will wait for the students to copy down the definition.

The teacher will move to slide 8, which will have pictures of 3 shapes on it. The
question on the slide will read, Which shape does not have rotational
symmetry? The students will come up with an answer as a class.

The teacher will go back to the slide with the star on it.
Looking at the star, how many times do you think we can
rotate it so that the star matches up exactly again? The
teacher will use his/her finger to point to a pointy edge of
the star and count how many times it lines up with itself
again. Students will come to the conclusion that a star with 5
points will be able to rotate 5 times in order to match up!

On slide 9 the teacher will provide the students with other shapes that have
rotational symmetry (picture of an octagon and a rectangle) so that they can
practice counting how many times a shape can rotate.

Next the teacher will show a picture of the letter R written in two places on
the slide (slide 10). Then the teacher will pass out two paper cut out of the
letter R to each student. The teacher will ask the students to place one R on
their desk and leave it there. Students will take the other R and place it either
above, below, to the right, to the left, or diagonally from the other R.

This is what we call Translation Symmetry! The definition will be provided on
slide 11 in the PowerPoint for the students to write down in their notebooks.
The teacher will provide a picture of a correct and an incorrect example of
translation symmetry. On slide 12, the teacher will provide three examples, and












Core Activity-
Origami


























Clean up


Closure/Reflection





















15 minutes



























1 minute


5 minutes









the students have to figure out which ONE is a correct example of translation
symmetry..




Okay, how does everyone feel about the three different types of symmetry?
The teacher will have the students raise 5 fingers for complete understanding,
and 1 finger if they are completely confused. If some students are still unsure,
the teacher can review them again or the teacher can ask a student who is sure
to help them out.

After about 2 minutes of wrapping up the symmetry lesson, the teacher will ask
the students to keep their notebooks out.
Who has ever heard of Origami? Some student may know, and some may not.
The teacher will ask a student who raised his/her hand to explain what it is to
the class in his/her own words.

The teacher will put of several pictures of different kinds of Origami (on slide
13), and then she will define it on slide 14: Origami is the Japanese art of
folding paper into decorative shapes and figures. The teacher will also go over
the history and importance of origami (also provided on slide 14).

The teacher will go over the definition of a fold and then he/she will cover the 4
basic folds they will be using in their Origami project (with step by step
instructions and pictures to go along with them) The teacher will only be going
over the folds briefly today. The teacher will demonstrate each fold tomorrow
slides 15-19:
1. The kite fold
2. The skinny kite fold
3. The triangle fold 1
4. The triangle fold 2
Then the teacher will go over techniques by demonstrating them to the class:
1. Turn a rectangle paper into a square paper (without a ruler)
2. How to make sure fold is lined up perfectly

The teacher will pass out a square piece of white origami paper (any size) to
each student to practice the triangle fold 2. The teacher will demonstrate step
by step with her own piece of origami paper as the students follow.

After the students finish, the teacher will ask the student to put their Origami
and notebooks away.

So, after our lesson today on symmetry and Origami, do you see any similarities
between the two? Allow for students to share their thoughts and ideas.
Origami and Symmetry are actually very closely related. With Origami, it is
important for the folds to be perfectly symmetrical.
What was the most interesting thing you learned in the lesson today?
How might you use symmetry and origami together?
Allow for students to share ideas.
Tomorrow you will all be creating a symmetrical origami art project!



Set up











Introduction
















Core Activity























Prior to lesson











5 minutes
















45 minutes






















Day 2
The teacher will have purchased multiple packs of multi-colored Origami paper
(depending on the size of the classthere must be enough for each student to
have at least 12 sheets). The teacher will put the origami paper into stacks
organized by color on a table in the front of the classroom.
The teacher will have also set up baskets that contain 2 silver sharpies, 2 black
sharpies, and 2 bottles liquid glue.

The teacher will set the baskets in the center of each group (children are sitting
in pods/groups of 4), and she will ask that the students not touch ANY of the
materials until she says. If a student does not follow directions, they will not be
allowed to use any of the class-provided materials for the art project.

Who can tell me what they remember from yesterdays lesson on Symmetry
and Origami? Tell me one thing you remember about either of the two. Allow
for 4-5 students to reply.

The teacher will ask the essential question: How can we use Origami to model
different types of symmetry? Allow the students to ponder the question.
Well today we are going to work on creating our Symmetrical Origami art
Project

Who can remind me of the three different types of symmetry? The teacher
will call on three different students to give one answer with a description of the
symmetry.
Who can remind me of a couple different types of folds in Origami? The
teacher will call on 3-4 different students to give one answer each.
The teacher will write down students answers on the board so that visual
learners can see what they learned.

Today, I am going to carefully go over 4 different folds again, because you will
be making all of them.
Four folds will include step by step instructions with pictures AND the teacher
will model each one (using slides 15-19 from yesterdays PowerPoint):
1. The Kite fold
2. The Skinny Kite fold
3. The Triangle fold 1
4. The Triangle fold 2
Now, I am going to call on you by groups to come up to the front table and
grab your 12 or 16 sheets of origami paper. I would like each of you to use at
least two different colors.
The teacher will call groups by who is being the quietest.
After all the students have gotten their paper, the teacher will instruct them to
complete the 3 or 4 of each fold listed above.
The teacher will be walking around the classroom to assist anyone who needs
help with their folds.
The teacher will also tell anyone who is done to help their classmates (meaning
they can guide their classmate through the process, not do it for them).
When everyone is done with their folds, the teacher will tell the students that
they will be creating a design with their origami that has symmetry (it can have
rotational symmetry, it can have reflection symmetry, or it can have both).




























Clean Up








Closing/Reflection


























3-5 minutes








5-7 minutes

The teacher will provide some examples for the students to look at:


Okay, you all have about 20 minutes left, so get to working on your
symmetrical origami!

The teacher will pass out paper towels to each student.
When you are done forming your shape, you can get out your white or black
paper and glue your created design to it.
The teacher will discuss how to properly use the glue (use small amounts, keep
it off your hands, and hold the paper down for 10 seconds to make sure it
holds).
The teacher will walk around and help students as needed.
When you are completely done, I want you to write your name on the front and
what type(s) of symmetries are found in your shape? Students with black paper
can use the silver sharpie, and students with the white paper can use the black.
The teacher will give the students the 5 minutes warning.

The teacher will stop all activity and bring the class together.
The teacher will describe that:
Each student in the group will be assigned a job to clean up. One student will
collect their group members final projects and put them in the front of the
room. Another student will collect all of the sharpies and glue and put them
back into the basket and return the basket to the art center. Another student
will make sure all the trash makes it into the trashcan. And the last student will
make sure the desks are clean and wiped-off.

The teacher will ask if any of the students would like to share their work. The
teacher will then ask all the students to set their completed artworks on the
front table. The teacher will call the students up by groups to come look at the
artworks. All of the students will get a chance to see their classmates work.

The teacher will ask any variety of the following questions:
What did you like about this project?
What was the most challenging part for you? Why?
What did you like about your classmates work?
Did this activity require you to be creative?
What part of your project are you most proud of?
What part of this process frustrated you?
Do you feel that you successfully used Origami to model your knowledge of
symmetry? (Revisiting the essential question).