Project
Materials

Paper Craft Automata

WHAT WILL YOU MAKE?

A paper craft Makey that waves his arms when a crank is turned. This is a more difficult project for the more experienced makers in your Camp.

WHAT WILL YOU LEARN?

You will learn to carefully cut and fold paper 3D models. You will also learn to use common materials to make a mechanicl device called a cam.

STEPS

STEP 1

Print and cut
Print the Makey template on cardstock and cut only on the solid lines, not the dashed lines.

STEP 2

Make Makey
Folding on the dashed lines, glue together the back and sides of Makey.

STEP 3

Fold the arms
With the white side up, fold the white flap down on Makey's arm and apply glue to it. Fold the red side up and stick it to the glued area.

STEP 4

Pinch the arms
Pinch the seam of the arms to pop it out and form a tube.

STEP 5

Start the mechanics
Straighten out a paper clip and then form one end of it into a square hook. Slide the two arms through the side of Makey and push the hook through the arm tabs where they cross.

STEP 6

Cut the box
Draw a 3"×3" square, and then adjacent to each of its four sides, draw four more 3"×3" squares, making a large + sign. Cut out around the edges of the outer shape.

STEP 7

Fold and tape
Fold the sides together to form a box with an open top. Tape the sides to keep them in place.  

STEP 8

Poke holes
Use a paper clip to poke holes through the center of three sides of the box.

STEP 9

Putting it all together
Glue or tape Makey to the top of the box with the paper clip coming from Makey's arms down through the center hole. Push another paper clip through the two side holes and bend off one side so it can't pull out.

STEP 10

Attach the mechanisims
Make a squared U shape inside the box with the paper clip and then bend the paper clip coming down from Makey around it. Make sure that when the "u" is at its lowest point, that Makey's arms are at their highest.

STEP 11

Finish Makey
Bend the clip 90º down and then 90º away from the box to form a crank. Glue the front of Makey on and you're done. Turn the handle to make Makey wave his arms.

WHAT'S HAPPENING HERE?

A cam is a way of converting rotary motion into reciprocating (back and forth) motion. Cams are often used in automata to help bring moving characters to life. Learn more on Rob Ives’ website.

WHAT'S NEXT?

You can add a motor to automate Makey, maybe even a solar panel to keep him cheering on sunny days. If you would like to make your own paper craft models, take a look at Pepakura, the tool I used to make this Makey.

Materials:

  • 2 sheets of cardstock
  • Cardboard
  • 2 paper clips
  • Glue
  • Tape
  • Scissors
  • Pliers

See More Projects in these topics:

Arts & Crafts Engineering Paper Crafts

See More Projects from these themes:

Art/Craft Studio
Maker Camp
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Please Note

Your safety is your own responsibility, including proper use of equipment and safety gear, and determining whether you have adequate skill and experience. Power tools, electricity, and other resources used for these projects are dangerous, unless used properly and with adequate precautions, including safety gear and adult supervision. Some illustrative photos do not depict safety precautions or equipment, in order to show the project steps more clearly. Use of the instructions and suggestions found in Maker Camp is at your own risk. Make Community, LLC, disclaims all responsibility for any resulting damage, injury, or expense.

Maker Camp Project Standards

Based on NGSS (Next Generation Science Standards)

National Core Arts Standards

The National Core Arts Standards are a process that guides educators in providing a unified quality arts education for students in Pre-K through high school. These standards provide goals for Dance, Media Arts, Music, Theatre, and Visual Arts with cross-cutting anchors in Creating, Performing, Responding, and Connecting through art. The Anchor Standards include:
  1. Generate and conceptualize artistic ideas and work.
  2. Organize and develop artistic ideas and work.
  3. Refine and complete artistic work.
  4. Select, analyze, and interpret artistic work for presentation.
  5. Develop and refine artistic techniques and work for presentation.
  6. Convey meaning through the presentation of artistic work.
  7. Perceive and analyze artistic work.
  8. Interpret intent and meaning in artistic work.
  9. Apply criteria to evaluate artistic work.
  10. Synthesize and relate knowledge and personal experiences to make art.
  11. Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Please visit the website for specific details on how each anchor applies to each discipline.

CCSS (Common Core State Standards)

The Common Core is a set of high-quality academic standards in mathematics and English language arts/literacy (ELA).

Measurement & Data

  • Grades K-2
    • CCSS.MATH.CONTENT.K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
    • CCSS.MATH.CONTENT.1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.
    • CCSS.MATH.CONTENT.1.MD.A.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.
    • CCSS.MATH.CONTENT.2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
    • CCSS.MATH.CONTENT.2.MD.A.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
    • CCSS.MATH.CONTENT.2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters.
    • CCSS.MATH.CONTENT.2.MD.A.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
  • Grades 3-5
    • CCSS.MATH.CONTENT.3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs.
    • CCSS.MATH.CONTENT.4.MD.A.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit.
    • CCSS.MATH.CONTENT.4.MD.C.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement.
    • CCSS.MATH.CONTENT.5.MD.A.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
    • CCSS.MATH.CONTENT.5.MD.C.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement.

Ratios & Proportional Relationships

  • Middle School
    • CCSS.MATH.CONTENT.6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.
    • CCSS.MATH.CONTENT.6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
    • CCSS.MATH.CONTENT.7.RP.A.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.
    • CCSS.MATH.CONTENT.7.RP.A.2 Recognize and represent proportional relationships between quantities.

National Core Arts Standards

The National Core Arts Standards are a process that guides educators in providing a unified quality arts education for students in Pre-K through high school. Also see Standards with cross-cutting anchors in Creating, Performing, Responding, and Connecting through art for Visual Arts.

NGSS 3-5.Engineering Design

The Next Generation Science Standards (NGSS) are K–12 science content standards.
  • 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
  • 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
  • 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
For additional information on using content standards with our projects please visit the Maker Camp Playbook.

NGSS MS.Engineering Design

The Next Generation Science Standards (NGSS) are K–12 science content standards.
  • MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
  • MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
  • MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
  • MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
For additional information on using content standards with our projects please visit the Maker Camp Playbook.

NGSS HS.Engineering Design

The Next Generation Science Standards (NGSS) are K–12 science content standards.
  • HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
  • HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
  • HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
  • HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
For additional information on using content standards with our projects please visit the Maker Camp Playbook.

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