Force and motion


1. Looking Closely at Pop-ups


Students begin their study of pop-ups by examining pop-ups that have been made commercially. After making general observations, they focus on the parts of a pop-up, what causes the pop-up action, and how the pieces need to be arranged for this action to occur.


For the class: One or two complex pop-up books
For each group: At least three simple pop-up books
For each student: The Features of a Pop-up Worksheet

  • Science notebook


  1. Pop-up action. Demonstrate at least one complex pop-up book – see the video for an example – and then ask each group to examine simple pop-up books and record their observations. Chart these observations on chart paper.

  2. Pop-up principles. Use the students’ observations to answer these questions about how pop-us work and how to make them:
    a. What parts does the simplest pop-up need to have in order to work?
    Outcome: A pop-up mechanism requires two pieces of paper: one for the book and another for the pop-up piece.
    b. What do you have to do to the pop-up book to make something pop-up?
    Outcome: The pop-up is powered by opening and closing the book.
    c. How do the parts need to be attached or arranged to cause the pop-up action?
    Outcome: The pop-up has to be attached to the book on either side of the center fold.

  3. Naming the parts. Develop standard names for the pop-up parts, and ask students to use these names to express their conclusions in a common language.
    See a diagram and video illustrating the pop-up parts and principles


Worksheet: The Features of a Pop-up

Lesson 1 Worksheet.doc


Why does a pop-up need to be attached on both sides of the gutter? See an explanation and a video
Do you really need two pieces of paper to make a pop-up? View a video