Another Important Base

Previously, I learned the Waterbomb fold which was the base for many other origami models like the Waterbomb and the Lily. I wanted to expand my knowledge and ability to fold other models so I decided to continue on with learning other origami bases. The next more popular and widely used base in origami is the Preliminary Base.

According to the Origami Resource Center, The preliminary and waterbomb bases are the bread-and-butter of the origami world. There are many origami models which start with these two bases. In fact, the two bases are inter-convertible: if you invert the preliminary, it will become a waterbomb base. The opposite is also true, a waterbomb base can be inverted to form the preliminary.

Instead of using the Stephen O’Halon’s Origami Page like I have for the last couple of time because of it’s easy to follow step by step illustrations, I wanted to branch out and explore different websites for learning origami. I came across the Origami Resource Center website which was well organized with easy to read tabs for different origami models, step by step illustrations, and simple easy to understand instructions.

This Preliminary Base was not too hard but I did find some difficulty in making this base. Although there were written instructions and illustrations, I found it a little difficult follow because they were posted below the pictures. As a visual learner, I needed to see the picture so I can fully understand how to make the fold. I found myself scrolling up and down the page comparing the written instructions with the illustrations to make sure I was doing the correct fold.

After completing the Preliminary Base, I wanted to try to fold the infamous Paper Crane, one of the most widely recognized models in the origami world. Sounds like an impossible task as a beginner but with the numerous types of instructions found on the site, I was able to complete the origami model. The site provided traditional diagrams that had written instruction alongside illustrations, step by step photo illustrations with instructions, and a video demonstrating the steps in folding the paper crane. All of these resources were useful in helping me figure out and understand the steps in completing the model.



The Waterbomb Base Fold

After practicing to the mountain and valley folds a few more times, I decided to move onto something a little more advanced.

According to Stephen O’Halon’s Origami Page, there are several ‘bases’ commonly used in origami. These are a series of steps that lead up to an intermediate model. Many different models can then be formed from this base. The most commonly used bases were named by Samuel Randlett and Robert Harbin and these are; the Waterbomb base, the Preliminary base, the Fish base, the Bird base and the Frog base.

First off, I wanted to try the Waterbomb base as it was a starting point for many origami models. I looked at two different sites which taught beginners how to fold this origami base. Both of these sites had easy to follow instructions with step by step pictures/illustrations or videos.

I started by looking at the illustration of the Waterbomb from the Stephen O’Halon’s Origami Page as it was a familiar source. There were many different arrows and letters on the instruction page which I thought would have been difficult to understand but it was pretty easy to follow. I liked that it provided me with simple steps and labels that were easy to understand.


The second source I looked at for learning the Waterbomb base was Origami-Instructions. This site provided photo illustrations of each step that had dotted lines to indicate where to fold along with written instructions. I liked that this site a little bit better as it had multiple photos illustrating the step which provided a clearer understanding of how each step should be done. Along with photo illustrations, there was also a short video demonstrating the procedures for completing the Waterbomb base.

With learning the Waterbomb base which was a starting point for many of the origami models, I tried to make the Waterbomb using the instructions from the Stephen O’Halon’s Origami Page.

Feeling quite successful, I carried on to trying to make a Lily using the photo illustrations and video from the Origami-Instructions page. This was a tough model to fold compared to the waterbomb or anything else I’ve folded earlier. I started off with following the photo illustrations but I got a little confused with some of the steps so I watched the video which made it a lot easier. Although folding the Lily was difficult, it’s not going to discourage me to try new origami models.


The next origami base I would like to learn how to fold and eventually master is the preliminary base.

Until next time!

Making Connections

Throughout this course I have been connecting and contributing to the learning of others classmates mostly via Twitter. I participated in the #SaskEd Chat which provided me the opportunity to interact with others on Twitter by answering questions and contributing to the conversation of what supports new teachers need. There, I was able to voice my opinion on the topic and share my thoughts on what why it is important to provide support, what key supports mentors or administrators should provide, and how they should support new teachers.

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Along with participating in the SaskEd chat, I also contributed to other’s learning by Tweeting different articles related to Ed Tech and teaching in general. I was able to share different resources and tools that were interesting and thought provoking.

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Learning the Skill of Coding

In this week’s class we learned a little about coding. Coding? Yes, I was as clueless as you about what it meant. Coding means the ability to read and write a machine language as well as to think computationally. This new type of language is becoming an important skill to have among the younger generation. In the article This is Why Kids Need to Learn Code, Doug Belshaw argues that there’s at least three important reasons why kids should learn to code: They are: problem-solving, (digital) confidence, and understanding the world around them. Coding offers students a new way of thinking and can engage them in logical thinking. It can also be incorporated into the curriculum through subjects such as math (shapes, patterns, problem solving, etc.), art (repeating patterns to make a particular drawing), and digital literacy (language of coding).

With my limited understanding and experience with coding, I decided to learn what it’s all about. There is a global initiative called “An Hour of Code” which promotes people (especially kids) coding around the world. On the website, there are interactive lessons on how to code, tutorials that teach javascript and other programming languages. 

I participated in the Artist Hour of Code which was not as hard as I thought it would be. There were 10 stages of puzzles to complete and each stage required you to create move blocks (codes) to create a certain pattern. Each stage introduces and teaches a new way to code, create different patterns or new programming tools.

The first stage was quite easy but it got more difficult as I progressed onto the next few stages.

After learning to create simple shapes like the square and the hexagon, I was tasked to create a drawing by repeating certain steps. These next few stages got me to think about which direction and the degree in angle I needed to move to create a certain shape or drawing. It was a little frustrating at first but as I experimented and finally got the hang of things.

With the introduction to using new tools like repeat command, the function programming tool, learning to compile steps to create different shapes, I was able to make my own creation.

Finally, after completing all 10 stages I received my Hour of Code certificate that demonstrates my understanding of basic concepts of Computer Science.


What it Might Look Like in the Classroom

As we know, technology is becoming a very popular tool in classrooms and at home. In my previous blog post, I mentioned it was important for us as teachers to engage students in becoming aware of what it means to be a good digital citizen and teaching them about the etiquettes of being digital citizens. It is important for students and teachers to understand and become aware of the security aspect of using technology along with the laws and responsibilities. It is also important for us to educate our students so they know how to respond to and be able to handle certain issues that may come up on the internet – such as cyberbullying.

To teach our children this new citizenship, we need to fold their digital tools into the general flow of school. As a guide, we can use Ribble’s Nine Themes of Digital Citizenship to teach the norms of appropriate, responsible behaviours in regards to technology use. These nine elements; digital access, digital commerce, digital communication, digital literacy, digital etiquette, digital law, digital rights and responsibilities, digital health and wellness, and digital security, can all be taught through our classrooms with connection to the Saskatchewan curriculum.

Teachers can engage students in learning and thinking about online safety, cyberbullying, appropriate behaviours, digital literacy and rights and responsibilities through many of the subject areas. I found many of the themes can easily be incorporated into the subjects of Health Education and English. But there can also be possibilities within other subjects like social studies, math, science, and arts education. Many of these outcomes/ indicators can be connected to one or more of the themes. Here are a few examples as to how the nine elements can be connected to the SK curriculum:

Grade Kindergarten: (Digital Security)

Health Education
Outcome: USCK.2

Establish behaviours that support safety of self and others (including safety at school and at home).

  1. Develop the language with which to wonder and talk about safety.
  2. Recognize “safe” and “unsafe” behaviours and situations (e.g., taking turns, wearing weather-appropriate clothing, playing in designated areas, walking alone).
  3. Investigate safety guidelines and rules to keep one safe at school and at home.
  4. Learn and practise safety procedures in a variety of school and home contexts.
  5. Identify challenges that may exist to being safe at school and at home (e.g., limited supervision).
  6. Describe what children can do to support the safety of self and others.
  7. Examine what to do if the safety of self or others may be/is jeopardized (e.g., tell a trusted adult, leave, plan ahead).


Grade one: (Digital Health and Wellbeing)

Health Education
Outcome: USC1.5

Explore the association between a healthy sense of “self” and one’s positive connection with others and the environment.

  1. Use common and respectful language to talk about self and others (e.g., appearance, abilities, gender, behaviours, culture).
  2. Recognize “self” as an individual who has particular physical and inherited attributes (e.g., height, freckles) and particular experiences that may or may not be similar to those of others (e.g., traditions).
  3. Identify factors that influence one’s sense of self (e.g., gender, culture).
  4. Examine similarities and differences in people (i.e., gender, age, appearance, abilities, culture, language) and understand that differences do not make one person or group superior to another.
  5. Begin to understand that every person has value that is not dependent upon her/his appearance, physical characteristics, or behaviours.

Grade Two: (Rights and Responsibilities) 

Social Studies
Outcome: PA2.3

Analyze rights and responsibilities of citizens in the school and local community.

  1. Differentiate between the nature of the rights of children and of adult citizens in the community.
  2. Identify Treaty rights of members of the community.
  3. Relate the rights of citizens in the community to their responsibilities to the community.
  4. Identify opportunities for sharing responsibility in the school and community.

Grade Three: (Digital Literacy)

English Language Arts
Outcome: CC3.1

Compose and create a range of visual, multimedia, oral, and written texts that explore: identity (e.g., Spreading My Wings) community (e.g., Helping Others) social responsibility (e.g., Communities Around the World) and make connections across areas of study.

  1. Use words, symbols, and other forms, including appropriate technology, to express understanding of topics, themes, and issues and make connections to learning in other areas of study.
  2. Communicate thoughts, feelings, and ideas clearly and, when appropriate, artistically.

Grade Four: (Digital Communication)

English Language Arts
Outcome: CC4.2

Create a variety of clear representations that communicate straightforward ideas and information relevant to the topic and purpose, including short, illustrated reports, dramatizations, posters, and other visuals such as displays and drawings.

  1. Use a variety of visuals (e.g., chart, diagram) to communicate essential information when making an oral presentation.
  2. Select and use pertinent before, during, and after strategies to communicate meaning when using other forms of representing
  3. Understand and apply cues and conventions including pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and others to communicate meaning when using other forms of representing.
  4. Organize information and ideas in visual and multimedia texts that are clear, meaningful, logical, and illustrative of the topic and are properly labelled and captioned.
  5. Express relevant opinions about experiences (e.g., an incident) through a variety of representations (e.g., multimedia presentation, role play).

Grade Five: (Digital Safety and Digital Health and Wellbeing) 

Health Education
Outcome: USC5.6

Assess peer influence and demonstrate a readiness to prevent and/or avoid potentially dangerous situations involving peer pressure (including lying, substance use, and bullying).

  1. Discuss why peers pressure each other.
  2. Ask questions and seek answers for deeper understanding:
    • Why is peer pressure often more prevalent during adolescence than during any other time in one’s life?
    • How and why does peer pressure change as one gets older?
    • Why can peer pressure be so powerful?
    • How do my thoughts, feelings, and actions influence my peers?
  3. Examine the different levels of pressure (i.e., internal, indirect, direct).
  4. Describe indicators of positive and negative peer pressure (e.g., positive – encourage healthy behaviours, negative – encourage unhealthy behaviours).
  5. Discuss examples of positive and negative peer influence on personal decision making.
  6. Generate and practise possible strategies to avoid/reduce the risk of potentially dangerous/unhealthy/unsafe situations involving peer pressure (e.g., prepare a mental script, listen to your “gut”, plan for possible pressure situations, use possible parental controls as an excuse).

Becoming Digital Citizens

It is becoming more and more popular among the younger generation to be using digital technology. Students have access to and are using digital devices to interact with others online, to gather information, or to just have fun. They are actively engaging with the digital world around them and it is our job as teachers to educate and help students to become capable digital citizens, which Jason Ohler describes in an article as those “who use technology not only effectively and creatively, but also responsibly and wisely”.

Since technology is becoming a substantial part of student’s everyday lives, teachers have to take into consideration and find ways to help students build a positive interaction with the digital world. It is becoming more important for teachers to teach students to become good digital citizens. Many may question how we might do this in the classroom or what exactly we should be teaching them about the digital world. In the article Character Education for the Digital Age by Jason Ohler, he describes that:
“To teach our children this new citizenship, we need to fold their digital tools into the general flow of school. We need to not only help students learn to use these tools in smart, productive ways, but also help them place these tools in the larger context of building community, behaving responsibly, and imagining a healthy and productive future, both locally and globally.”

To start, we must engage students in thinking about what it means to be a digital citizen and what that might entitle. Then we can teach them about the etiquettes of being a digital citizen by teaching them about the norms of acceptable, responsible behaviour, with regard to technology use. In the article The Definition of Digital Citizenship, Terry Heick describes digital citizenship as “The quality of habits, actions, and consumption patterns that impact the ecology of digital content and communities.” This encompasses the way we use, engage, participate, access, explore, and talk in the digital world.

The infographic below takes a more student-friendly approach by defining digital citizenship in terms of its actions and habits: using, sifting, mastering, creating–the literal actions that ultimately define the tone of a student’s interactions with their digital environments. This makes it useful not just as a visual for teacher understanding, but for students to discuss, internalize, and apply themselves.