Simple machines
Overview
This project gives pupils the chance to explore simple machines within the context of pop-up books, build skills of cardboard construction, and provides the chance for pupils to create their own page of a pop up book about the human body.
We have included a range of exploration activities. They have been designed to promote curiosity and give pupils a sophisticated knowledge base with which to create their tinker time project. However, if time is short, please feel free to select the most appropriate activities for your pupils.
Explore simple machines using pop up books
Machines in books
Provide a range of fiction and non-fiction pop-up books for pupils to explore - ask pupils to bring in some from home.
- Sharing a book with pupils
Highlight how the pop-up element makes the books interactive
Q) Why might that be helpful in fiction and non-fiction books? Q) Could you take apart an old pop-up book to enable pupils to see the mechanisms?
(think about how interactivity supports engagement AND/OR understanding)
Show pupils the different sorts of mechanisms
Q) How do you think this works? I wonder how this is happening? What is going on to make this movement? Can you see how this is working?
Show pupils that the mechanisms are usually found between 2 pages. You could take apart an old pop-up book to enable pupils to see the mechanisms.
Q) How do you think this works? I wonder how this is happening? What is going on to make this movement? Can you see how this is working?
Q) How could we replicate this? Can you make a rapid prototype of this?
Q) What materials work well for a pop-up book?
- Exploring different books
Ask pupils to look closely at their own books using the question prompts to help them think deeply.
Rotate the books so that pupils get to see a range of books
If you are struggling to get enough pop-up books you could use video clips like the one here.
Question prompts
Does the mechanism make the book more fun or interesting?
Does this mechanism help us to understand the information better?
How do you think this works? I wonder how this is happening? What is going on to make this movement? Can you see how this is working?
How could we replicate this? Can you make a rapid prototype of this?
What materials would work well for a pop-up book?
Cardboard construction
Use the resources below to build the skills pupils will need for tinker time. You may use these as whole class activities or enable pupils to use them to teach themselves and others.
Who can use a split pin to create a pivot?
Who can use slots, steps and folds to attach or move cardboard?
Who can create a flap to reveal something?
Who can use sliders and levers to show how something works?
Who can create levers and linkages to make a mechanism?
Can they help to teach others?
Cardboard construction
Levers and linkages
Core
scissors
cardboard, card and paper
split pins
glue
masking tape
Optional
Hole punch
Hot glue gun
laptop or tablet
Headphones
Can you create sounds using paper or cardboard mechanisms?
Teacher note
The context of this tinker time activity is the human body. We have selected resources which give pupils the knowledge needed to create their pop-up books.
Feel free to choose an alternative topic. We'd love to hear about your ideas!
Pop-up books help to transform information on a page. To bring it to life and to help to show how things work. Pop-up books are not just for small children, they can also make very complicated information easier to understand for people of all ages.
Can you create a page about the human body in a pop-up book?
Use the video clips to help you find out about the human body
Try to use a range of different mechanisms on your page (think back to the skill builder)
Think carefully about what mechanism to use. Are you trying to:
engage or attract the reader (bring the information to life)?
help the reader understand?
Explain your choices of mechanism and the materials you have used
Teacher Notes
You may choose to give pupils a different topic or all do the same depending on the age or stage of the children. You could structure the task by allocating a specific topic/part of a topic to a particular group. Alternatively, allow pupils a free or semi-free choice (it may be interesting to ask pupils to reflect on why they chose a particular topic - were their decisions based on what topic sparked their interest or ideas about the pop-up format)
Resources for Tinker Time
We have provided resources from the BBC to give pupils access to video clips and text based resources. You may already have resources you would like to use for the topic - please feel free to use your own. Pupils can be encouraged to revisit these clips throughout tinker time to check understanding and develop ideas,.
To enable pupils to watch and re-watch the resources here, headphones and a tablet or laptop per group are essential.
Circulatory system
Each link below has a video and some additional activities to support pupil learning
Skeleton and muscles
Each link below has a video and some additional activities to support pupil learning
Digestive system
Each link below has a video and some additional activities to support pupil learning
Core
scissors
cardboard, card and paper
split pins
glue
masking tape
laptop or tablet
Headphones
Optional
Hole punch
Hot glue gun
Key Stage 1: National Curriculum links
Science
Year 1: identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense
English
Develop pleasure in reading, motivation to read, vocabulary and understanding by:
being introduced to non-fiction books that are structured in different ways
Design and technology
Design
design purposeful, functional, appealing products for themselves and other users based on design criteria
generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology
Make
select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics
Evaluate
explore and evaluate a range of existing products
evaluate their ideas and products against design criteria
Technical knowledge
build structures, exploring how they can be made stronger, stiffer and more stable
explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.
Key Stage 2: National Curriculum links
Science
Year 3: identify that humans and some other animals have skeletons and muscles for support, protection and movement
Year 4: describe the simple functions of the basic parts of the digestive system in humans, identify the different types of teeth in humans and their simple functions
Year 6: identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood, describe the ways in which nutrients and water are transported within animals, including humans
English (lower KS2)
develop positive attitudes to reading and understanding of what they read by:
listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
reading books that are structured in different ways and reading for a range of purposes
retrieve and record information from non-fiction
English (Upper KS2)
Maintain positive attitudes to reading and understanding of what they read by:
continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
reading books that are structured in different ways and reading for a range of purposes
making comparisons within and across books
Retrieve, record and present information from non-fiction
Design and technology
Design
use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
Make
select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
Evaluate
investigate and analyse a range of existing products
evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
Technical knowledge
apply their understanding of how to strengthen, stiffen and reinforce more complex structures
understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]
Critique
Following tinker time, you may wish to ask pupils to critique their pop-up books based on the following:
Does the mechanism help to engage the reader?
Does the mechanism help the reader to understand?
Does the mechanism work well?
What did you like best?
What tip could you give the makers to improve their page?
Publish
Ask pupils to create a 1 minute video clip to demonstrate their pop-up books. Can pupils explain:
Why they chose a particular mechanism?
How they made their mechanism?
What is successful about their mechanism?
Useful websites and resources
A teacher models using pop-up books in the classroom