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Nuffield Design & Technologyworking in the curriculum
Will this storysurprise you?seven hours work
SECTION ONE
learning context
SECTION TWO
tasks for learning
SECTION THREE
children’s decisions
SECTION FOUR
teaching the unit
SECTION FIVE
resources and links
1
2
3
4
17
primaryyear
4solutions in design & technology
© The Nuffield Foudation, 2001
SECTION 1
learning context
1
design context
learning purposes
Pop-up cards and books are fascinating.They appeal to children and grown-upsalike. They vary immensely in terms ofsophistication and complexity. The mostbasic card with a single, simplemechanism can make us smile, while acomplete book with many differentcomplicated mechanisms can leave us inawe at the precision and power of paperengineering. The children in your classwill be excited by the possibilities theysee as they learn how to construct themechanisms they need to tell theirparticular story. They will be able tochoose the audience and the content oftheir book.
In this unit children will learn:
t about pop-up books and why they areso popular; (Session 1)
t how different card mechanisms createdifferent sorts of movement;
(Session 1–4 )
t about the accurate cutting, scoring,folding and joining techniques neededto produce working, reliable cardmechanisms; (Sessions 2–4)
t to develop different graphic styles andmatch these to the needs of differentaudiences; (Session 5)
t to match card mechanisms to themovements they want to achieve intheir book. (Session 6)
SECTION 2
tasks for learning
the small tasksthe focused practical tasks
the big taskthe design and make task
2
1 Investigating pop-up books40 minutes
2 Exploring the box fold and the mouthfold 60 minutes
3 Exploring the slider and the lift up flap30 minutes
4 Exploring the rotator and the paperspring 60 minutes
5 Exploring illustration style30 minutes
6 Writing the specification40 minutes
The children will work in small groups,and each group will make a pop-up bookthat will intrigue, amuse and informparticular readers. The readers may bethe children themselves or anotheridentified group.
60 minutes
The evaluation 40 minutes
Unit review 20 minutes
the mechanism is very simple.The use of strong colours andbold features give visual impact.The pop-up mechanism, thebackground, the pop-up pictureand the foreground are all partof the monster face.
SECTION 3
children’s decisions
design decisions
3
The children can decide on the following:
t who the pop-up book is for
required learning in Session 1,
design decision made in Session 6;
t what the book is about
required learning in Session 1,
design decision made in Session 6;
t what mechanisms the book will have
required learning in Sessions 2–4,
design decision made in Sessions 6 and 7;
t how many pages the book will have
required learning in Sessions 2–4,
design decision made in Session 6;
t where the moving parts will be oneach page
required learning in Sessions 2–4,
design decisions made in Session 6;
t what kind of illustrations the book willhave
required learning in Session 5,
design decision made in Sessions 6 and 7.
investigating pop-up books
4
SECTION 4
teaching the unit
suggested timing40 mins
sessionone
Teacher input
Explain to the class that they will work ingroups of four to produce a short pop-upbook. Tell them that they will be working ingroups because even a short pop-up bookis a very big job for one person. Each groupwill be responsible for deciding who theirbook is for and what the book will be about.Explain that each person in the group willbe responsible for one or two double pagesin the book. So the shortest book will havefour double pages and the longest will haveeight double pages. Whatever its size itwill have an illustrated cover both back andfront. Now show the class some examplesof pop-up cards and books pointing outhow the pop-ups move. Pass the books andcards around the class and ask forcomments on how they might work.
Ask children to bring in a range of pop-up cards and books – allow at least oneweek for a collection to build up. Put thecards and books on display so childrencan looked to see how they work andhow they are illustrated.
Pupil activity
Tell the children to work in groups of fourand discuss the following:
t who the pop-up book will be for;
t what the pop-up book will be about;
t what each double page might show;
t what might go on the front cover;
t what might go on the back cover.
At the end of the discussion each groupshould make a short presentation to theclass summarising their discussion. Eachgroup should produce a short writtensummary of their ideas, which can be puton display for future reference.
Resources
Stimulus: a selection of pop-upcards and books;
Consumables: paper;
Tools: pencils.
Health and safety check
Discuss the hazards and risks involved in working as a group and how the risks can be controlled bythe way the children behave and treat one another. Discuss the hazards and risks involved inexamining the pop-up books and how these risks can be controlled by being careful.
5
exploring the box fold and the mouth foldsuggested timing60 mins
sessiontwo
SECTION 4
teaching the unit
Teacher input
Show the class how to make a box fold and a mouth fold as shown below.
A box fold
take two pieces of thin card of the same size
fold one of the pieces in half sothat the short edges meet
mark on fold and cut asshown
fold the flap over both waysbetween the cuts
unfold the flap and open the cardpinch along middle foldeither side of flap tocrease it the other way
push flap down with finger, as shown. Closecard carefully and smooth it flat. Whenopened the flap makes a box shape
fold the second piece of cardand glue behind to makebacking. Be careful to line up
stick a picture as shown so thatit stands up when the card isopened
6
exploring the box fold and the mouth fold (continued)
sessiontwo
SECTION 4
teaching the unit
A mouth fold
take two pieces of thin card of the same size
fold one of the pieces in half so thatthe short edges meet
mark on fold and cut asshown
make pencil marks at equaldistances from the cut
fold each way along both lines tomake two triangular flaps
pinch along middle foldeither side of flaps
open paper and lay flat; use a finger to pushdown both triangular flaps. This makes diamond-shaped hole as shown
close card and smooth to flattentriangular flaps inside
draw a line from the end of the cutto each mark
7
exploring the box fold and the mouth fold (continued)
sessiontwo
SECTION 4
teaching the unit
Pupil activity
Explain to the class that each groupshould try to make two examples of eachmechanism and should illustrate themusing cutouts from different magazines. Inthis way the children will become familiarwith the mechanisms and see differentstyles of illustration. Tell the class that themechanisms will be put on display forfuture reference.
Resources
Consumables: magazine pages, coloured and white paper and card; adhesive – PVA glue orglue sticks, Sellotape/masking tape, felt pens and pencil crayons, wool andfabric materials, etc., split pins and paperclips;
Tools: scissors, rulers, hole punch, work mats, compasses, set squares, an old ballpointpen for scoring.
Health and safety check
Discuss the hazards and risks involved in using scissors, rulers, glue, felt tip pens, crayons and scrapfabric and how these risks can be controlled by being careful and using the correct procedures.
fold the second piece of card and glue behindlining up folds carefully. Draw a picture aroundthe mouth
when opened, flaps open and close togetherlike a mouth/beak
8
exploring the slider and the lift-up flap
sessionthree
SECTION 4
teaching the unit
suggested timing60 mins
Teacher input
Show the class how to make a slider and a lift-up flap as shown below.
A slider pop-uptake two pieces of thin card, the size of one page
A lift-the-flap pop-up
take two pieces of thin card, the size of one page
on one piece, cut out and stick on apicture of a face. Decide which part ofthe picture will change, e.g. mouth
mark and cut lines as shown forsliding element of pop-up.(Teacher assistance will be needed)
measure and cut a strip of card to fitthe slots, long enough to protrude fromthe edge of the page
fix a tab onto the end of thecard strip
draw two expressions on strip formouth to change picture
thread slider through slots. Push or pull tochange picture. Glue on backing card – takecare not to inhibit slider with glue
mark out card and cut flaps in therequired position to suit the picture
cut out a picture slightly largerthan the opening, to suit thepage design
fold back flaps and crease fold toform a hinge
9
exploring the slider and the lift-up flap (continued)
sessionthree
SECTION 4
teaching the unit
affix picture in place behind opening, usingadhesive tape. Draw background on main sheet
Pupil activity
Explain to the class that each groupshould try to make two examples of eachmechanism and should illustrate themusing cutouts from different magazines. Inthis way the children will become familiarwith the mechanisms and see differentstyles of illustration. Tell the class that themechanisms will be put on display forfuture reference.
Resources
Consumables: magazine pages, coloured and white paper and card, adhesive: PVA glue orglue sticks, Sellotape/masking tape, felt pens and pencil crayons, wool and fabricmaterials, etc., split pins and paper clips;
Tools: scissors, rulers, hole punch, work mats, compasses, set squares, an old ballpointpen for scoring.
Health and safety check
Revisit the discussion about controlling risks when using scissors, rulers, glue, felt tip pens and crayons.
suggested timing60 minsexploring the rotator and the paper spring
sessionsessionfour
SECTION 4
teaching the unit
Teacher input
Show the class how to make a rotating pop-up and a paper spring as shown below.
A rotating pop-up
take two pieces of thin card, the size of one page
on one piece of card, carefully markand cut an arc using compasses.Take care not to cut through edgesof card
measure and cut a lever to fit the arc asshown, so that a tab protrudes through it.Fix the lever into position with a split pinthrough the centre of the arc and lever
cut out the picture toglue onto the tab
decorate the background. Rotate lever to move taband picture. Glue second piece of card to back ofpop-up. Take care not to inhibit moving parts
A paper spring pop-up
take two strips of thick paper, each 2 cm x 30 cm long
glue one strip over the end of theother, so that the strips make aright angle
fold the second strip over theedge of the first and crease
fold the first strip acrossthe second strip in thesame way
10
sessionfour
SECTION 4
teaching the unit
11
exploring the rotator and the paper spring (continued)
Pupil activity
Explain to the class that each groupshould try to make two examples of eachmechanism and should illustrate themusing cut outs from different magazines.In this way the children will becomefamiliar with the mechanisms and seedifferent styles of illustration. Tell the classthat the mechanisms will be put ondisplay for future reference.
Resources
Consumables: magazine pages, coloured and white paper and card, adhesive – PVA glue orglue sticks, Sellotape/masking tape, felt pens and pencil crayons, wool and fabricmaterials, etc., split pins and paperclips;
Tools: scissors, rulers, hole punch, work mats, compasses, set squares, an old ballpointpen for scoring.
Health and safety check
Revisit the discussion about controlling risks when using scissors, rulers, glue, felt tip pens and crayons.Discuss the hazards and risks involved in using hole punches and paper fasteners and how these riskscan be controlled by being careful and using the correct procedures.
continue to fold strips backover each other to form apaper spring
continue until the paper runs out.Glue down last flap. Trim off extrapaper from other strip
draw spring picture onto card andglue to top of spring
glue other spring end onto the main picture,e.g. eyes on a monster
12
suggested timing40 mins
sessionfive
exploring illustration style
SECTION 4
teaching the unit
Teacher input
Tell the class that they can use differentmethods to illustrate their pop-up book –pictures cut from magazines, photocopiesof pictures from books, images fromcomputer clip-art, their own drawings.Explain that they are going to think aboutthe sort of illustration style they will needfor their pop-up books. Collect a range ofmechanisms from the previous sessionsthat show different styles. Ask the class tocomment on which they like and whichthey don’t. Ask them to say why. This maybe because of poor construction ratherthan poor illustration and pointing out thedistinction will help them understand theimportance of both careful making andappropriate illustration.
Pupil activity
Each group should make a collection ofimages that show the style they want to useto illustrate their pop-up book. At the endof the discussion each group should makea short presentation to the class summarisingtheir discussion. Each group should put theircollection on display for future reference.
Resources
Stimulus: magazine pages forcutting up, computerclip-art to print out, photocopies of images, drawings;
Consumables: paper;
Tools: pencils, scissors.
Health and safety check
Revisit the discussion about controlling risks when using scissors.
Teacher input
Remind the class of the discussion eachgroup had in Session 1 and refer to thedisplay of their initial ideas. Tell them thatthe questions they will need to considerare the following.
t Who is this pop-up book for?
t What will this pop-up book be about?
t What mechanisms will the book have?
t How many pages will the book have?
t What kind of illustrations will the bookhave?
t Where will the moving parts be oneach page?
Tell them that they need to discuss thequestions in their groups and must agreeanswers to all of them before they canwrite their specification.
13
suggested timing40 mins
sessionsix
writing the specification
SECTION 4
teaching the unit
Pupil activity
Each child should complete aspecification sheet. The sheets for allmembers of a group should look similaras they should have agreed the designdecisions together. There is a ready-to-copy ‘Pop-up specification’ sheetavailable. They will probably need todraw out page plans in rough beforeagreeing on the final formats.
Resources
Stimulus: displays of ideas from Sessions 1 and 5;
Consumables: paper, ‘Pop-up specification’ sheets;
Tools: pencils.
Health and safety check
Tell the class to remind themselves about controlling risks when producing pop-up mechanisms as thiswill be good preparation for the time when they will be making their own pop-up books.
14
suggested timing60 mins
sessionseven
the big task: making the pop-up books
SECTION 4
teaching the unit
Teacher input
Show the class how to construct the pop-up book from the double pages as shownbelow. Each group will then be able tocomplete their pop-up book.
take a piece of card the size of the open book
fold the card in half so that short edges meet to form the cover
order the pages and glueback to back
Resources
Stimulus: ‘Pop-up design specification’ sheets from previous session;
Consumables: magazine pages, coloured and white paper and card, adhesive – PVA glue orglue sticks, Sellotape/masking tape, felt pens and pencil crayons, wool andfabric materials, etc., split pins and paperclips;
Tools: scissors, rulers, hole punch, work mats, compasses, set squares, an old ballpointpen for scoring.
Health and safety check
Revisit the discussion about controlling risks when using the tools and materials available for makingthe pages of pop-up books.
Pupil activity
Once they have checked theirspecification sheets to remind themselvesof their design decisions, each group canproduce the double-page pop-ups thatwill form the book.
Extension work
Children who finish early or who need anextra challenge could be asked to do thefollowing.
t Design and make a pop-up card for aparticular person and a particularcelebration.
t Design and make a new kind ofmechanism for a pop-up.
15
suggested timing40 mins
sessioneight
evaluating the final product
SECTION 4
teaching the unit
Teacher input
Tell the children in each group to swap theirpop-up book along with its specification withanother group’s book and specification. Eachgroup should then evaluate a pop-up bookwith reference to its specification using thefollowing questions.
t Is it about the subject decided in thespecification?
t Does it use the mechanisms decided inthe specification?
t Are the moving parts on each pagewhere they were planned to be?
t Does it have the sort of illustrationsdecided in the specification.
t Does it have the number of pagesdecided in the specification?
t Does it look like it was designed tolook?
t Will it appeal to the person it wasdesigned for?
t Could it be made to look better?
t Could it be made to work better?
t Could it be made to work more reliably?
t Could it be made to last longer?
t Could it be made safer?
Pupil activity
Each group should write a summary of theirevaluations, which they then return with thepop-up book plus specification to the groupwho designed and made it. There is aready-to-copy ‘Pop-up evaluation’ sheetavailable that they could use. Each groupthen considers the evaluation of its pop-upbook and makes a short presentation to theclass commenting on it, and saying howthey might improve their book.
Resources
Stimulus: finished pop-up books,‘Pop-up specification’ sheets;
Consumables: ‘Pop-up evaluation’ sheets, paper;
Tools: pencils.
Health and safety check
Discuss the hazards and risks involved in using pop-up books and how these riskscan be controlled.
16
suggested timing20 mins
sessionnine
unit review
SECTION 4
teaching the unit
Teacher input
Explain to the class that it is important tothink about how to get better at design &technology and that they can do this bydiscussing the following questions.
t What did you learn about pop-upbooks?
t How did you learn that?
t What did you find difficult about thisproject?
t What did you get better at?
t Did anything surprise you about theway pop-ups are made?
t Did your team work well together?
t How could you have worked togethermore effectively?
Pupil activity
The children should discuss the questionsin groups and when they have finishedyou should ask each group to make ashort report to the class. The class shouldagree a target for improvement based onthese reports for their next design &technology unit.
Resources
Stimulus: some of the original selection of pop-up books on display;
Consumables: paper;
Tools: pencils.
Health and safety check
Discuss whether the class used hazard recognition, risk identification and risk control to design andmake safely.
17
Sessions 1 and 2 Session 3 Session 4 Sessions 5-7
illustrated, fold, crease, slide, flap, tap, push rotate, spring, centre, path of travel, specification,score, mark and pull levers, linkages, split pins, three- evaluation,
dimensional, two-dimensional improvement
Stimulus materials Consumables materials Tools
Session 1 a selection of pop-up cards paper pencilsand books
Sessions magazine pages, coloured and scissors, rulers, hole punch,2-4 white paper and card, PVA glue work mats, compasses,
or glue sticks, Sellotape/masking set squares, an old ball-tape, felt pens and pencil crayons, point pen for scoringwool and fabric materials, splitpins and paperclips
Session 5 magazine pages for cutting up, paper pencils, scissorscomputer clip-art to print out,photocopies of images, drawings
Session 6 display of ideas from Sessions paper, ‘Pop-up specification’ pencils1 and 5
Session 7 ‘Pop-up specification’ sheets magazine pages, coloured and scissors, rulers, hole punchfrom previous session white paper and card, PVA glue work mats, compasses,
or glue sticks, Sellotape/masking set squares, an old ball-tape, felt pens and pencil crayons, point pen for scoringwool and fabric materials, splitpins and paper clips
Session 8 finished pop-up books, ‘Pop-up ‘Pop-up evaluation’ sheets, pencilsspecification’ sheets paper
Session 9 some of the original selection paper pencilsof pop-up books on display
SECTION 5
resources and links
vocabulary
resources summary
18
links to other subjects
SECTION 5
resources and links
Literacy
There are many opportunities to use thismodule to develop work in literacy. Thebook could be a story or it could be anon-fiction book in the mode of The GreatGrammar Book by Jenny Mauzels andKate Petty.
The book could be used to illustrate apoem that is a favourite of the group or iswritten by the group in literacy.
Numeracy
There are opportunities for simple butaccurate measuring, and for developingan understanding of how 2D shapes cangive a 3D form.
ICT
This unit uses the skills previously learnedin ICT lessons of manipulating imagesand combining text with images tocommunicate a message (see the QCAICT Scheme of Work Unit 3A ‘Combiningtext and graphics’).
Pop-u
p s
pec
ifica
tion
Nam
e:
Who
is th
is p
op-u
p bo
ok fo
r?
Wha
t will
this
pop
-up
book
be
abou
t?
Wha
t mec
hani
sms
will
the
book
hav
e?
How
man
y pa
ges
will
the
book
hav
e?
Wha
t kin
d of
illu
strat
ions
will
the
book
hav
e?
Dra
w a
roug
h pl
an fo
r eac
h pa
ge s
how
ing
whe
re th
e m
ovin
g pa
rts w
ill b
e:
Fro
nt c
over
Bac
k co
ver
1
2
34
5
6
78
9
10
Pop-up evaluation Name:
Is it about the subject decided in the specification?
Does it use the mechanisms decided in the specification?
Are the moving parts on each page where they were planned to be?
Does it have the sort of illustrations decided in the specification.
Does it have the number of pages decided in the specification?
Does it look like it was designed to look?
Will it appeal to the person it was designed for?
Could it be made to look better?
Could it be made to work better?
Could it be made to work more reliably?
Could it be made to last longer?
Could it be made safer?
Acknowledgements
Nuffield Curriculum Project Centre Team
David Barlex, Director Nuffield D&T Senior Lecturer Brunel University
Jane Mitra, Deputy Director and Educational Consultant
Nina Towndrow, Project Administrator
Authors and contributors
Eileen Birkenhead, Educational Consultant
Daniel Davies, Bath University
John Garvey, Brunel University
Rob Johnsey, Warwick University
Teresa Linton, Grasmere C of E Primary School
Lynne Orford, Holtspur School, Beaconsfield
Chris Purdie, Townsville Junior Grammar School, Queensland, Australia
Cy Roden, Educational Consultant
Marion Rutland, Roehampton Institute University of Surrey
Joy Simpson, Whipton Barton Middle School, Exeter
John Twyford, Exeter University
Design
Dave Mackerell, Studio Communications
Evaluation
Patricia Murphy and Marion Davidson of the Open University
Health and Safety guidance
Anna Wojtowicz and Caroline Reynolds from the Health and Safety Executive
Illustration and 2D/3D model making
Nathan Barlex
Proof reading
Joanne Jessop, Sue Byrne
The Project appreciates the efforts of all those teachers who taught trial units of work and provided valuablefeedback. The Project is grateful for all the support it has received from the Advisory Services.
