Kinetic Cards
30-45 min
Ages 8+
What Will You Learn?
While every great book should have characters so vividly described that they jump off the page, it’s infinitely cooler to have people, creatures, and scenes that literally pop up with every page that’s turned.
Pop-ups are not only exciting to read, they’re even more fun to make. Whether you plan to create a greeting card complete with a birthday cake and candles, or a mini mystery book featuring a killer carrot that hides out in the crisper, you need to know the pop-up engineering basics. Here’s how to get started.
Box Supports
One of the most basic kinds of pop-up is the box support, which holds the object in place when the card is open. In order for the pop-up to work, you’ll be making the box support on the fold of the card, so that when it opens at a 90° angle you can see the scene come to life.
Step 1
Fold a piece of construction paper in half either vertically or horizontally.
Step 2
Lightly draw a rectangle across the fold.
Step 3
Cut along the lines that cross the fold, but not the end lines of the rectangle. You don’t want to fully cut out the rectangle shape.
Step 4
Push the rectangle out so that it forms a 3D box, as shown here. Tape or glue to the box the image you want to pop up when the card opens. Add to the scene inside the card with fabric scraps, magazine letters, etc.
Step 5
Fold the card back up and make a harder crease along the fold. Glue another piece of construction paper to the front and back of the card to hide any hints of the paper engineering that’s happening inside. Decorate the outside of the card with magazine letter cutouts, drawings, or whatever you want.
Accordion Supports
Step 6
Fold a sturdy strip of construction paper, ideally the same color as the background of the card, back and forth like the pleats of an accordion. The shorter the strip, the better (usually).
Step 7
Tape or glue one end of the accordion to the picture you want to support, and the other to the inside of the card.
Step 8
This support is great for smaller pop-up items, like individual letters, googly eyes, little bird cutouts for sky scenes, cotton ball clouds, tiny kites, etc.
What's Next?
Learn how to make all kinds of kinetic cards on the Extreme Cards and Papercrafting blog. They even have a step by step tutorial to making pop-up cards!
https://www.extremepapercrafting.com/,
https://www.extremepapercrafting.com/p/pop-up-lessons-how-to-books.html
About the Magazine
Looking for some projects to fulfill your crafty needs? Look no further! Snag a copy of our sister publication, CRAFT, and delve into a world of DIY delight! From decorative issues, seasonal and event issues, with arts of all types, these mags will quench your crafty thirst! Find it in the Maker Shed.
Materials:
- Scissors
- Pencil
- Construction Paper
- Glue Or Glue Stick
- Tape
- Magazine Cutouts Images And Letters
- Extra Decorations (Optional) Such As Pipe Cleaners, String, Fabric, Googly Eyes
Printable PDF: Kinetic Cards
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:- Generate and conceptualize artistic ideas and work.
- Organize and develop artistic ideas and work.
- Refine and complete artistic work.
- Select, analyze, and interpret artistic work for presentation.
- Develop and refine artistic techniques and work for presentation.
- Convey meaning through the presentation of artistic work.
- Perceive and analyze artistic work.
- Interpret intent and meaning in artistic work.
- Apply criteria to evaluate artistic work.
- Synthesize and relate knowledge and personal experiences to make art.
- Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
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 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.
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.
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.
