Grade 5 · Low-Tech Builds · Lesson 95

Turning Cam Lift

Make a cardboard wheel mechanism that gently raises and lowers a paper flag as a handle turns.

Time2 × 45 minutesTeamsPairs; alternate builder and testerEquipmentBasic classroom materials; no powered equipment

Your project in view

What you are making

Make a cardboard wheel mechanism that gently raises and lowers a paper flag as a handle turns.

This generated example illustrates one possible finished design—not actual student work. Use the lesson’s sizes, connected parts and safety steps; your colors and creative details can be different.

Generated finished-project example for Turning Cam Lift: Make a cardboard wheel mechanism that gently raises and lowers a paper flag as a handle turns.
Turning Cam Lift · Generated project example

Student directions · Grade 5

What will you make and do?

Make a cardboard wheel mechanism that gently raises and lowers a paper flag as a handle turns.

Teacher overview: Students will plan the specific object described below, make and test a first version, then use their results to improve it. Read one step together, demonstrate the unfamiliar action, and let students complete that step before moving on.

  1. 1Plan your project

    Sketch the cam under a straight moving follower. Draw the flag’s high and low positions.

  2. 2Make the first parts

    Build a frame around the adult-prepared axle so the cam turns freely.

  3. 3Put it together

    Place the flag’s follower in a loose vertical guide so its bottom rests on the cam. Keep the flag light.

  4. 4Test it fairly

    Turn the handle slowly five full turns and record rises, falls and jams.

  5. 5Improve one part

    Change one guide position or rubbing edge. Repeat at the same slow turning rate.

  6. 6Show and turn in

    Show the mechanism and submit a side-view drawing and five-turn record.

How will you know it works?

  • Produces one repeatable rise-and-fall pattern
  • Turns without the follower leaving its guide
  • Record the stated test and explain one revision

Before you move on

Explain which measurement, input or design choice you are testing. Predict the result and record what stays the same so your comparison is fair.

Machine cutting, printer setup and electrical power-on require adult approval. A basic-materials model is a valid way to demonstrate the design when equipment is unavailable.

Keep your plan, test notes and before-and-after evidence with the printable design brief below. Use the detailed teacher plan and any coding guide for tool instructions. These steps continue across the lesson’s meetings, not all in one sitting.

For teachers

Engineering standards

This shows how the lesson connects to the national NGSS engineering standards and what student work you can collect.

Assessed

3-5-ETS1-1

Define the need in Make a cardboard wheel mechanism that gently raises and lowers a paper flag as a handle turns. Agree on the two success checks and the listed material limits.

What students show: Two labeled ideas with the target and limits stated.
Practiced

3-5-ETS1-2

Compare the ideas using the project checks: Produces one repeatable rise-and-fall pattern; Turns without the follower leaving its guide.

What students show: A selected design with a reason connected to a success check.
Assessed

3-5-ETS1-3

Test, change one feature and retest: Turn the handle slowly five full turns and record rises, falls and jams. Change one guide position or rubbing edge. Repeat at the same slow turning rate.

What students show: Before-and-after results collected under the same conditions.

Materials

  • Teacher-prepared cardboard cam and axle
  • cardboard frame
  • straw guide
  • paper flag
  • tape
  • Pencil, planning paper and the printable design brief below

Teacher preparation

  1. Gather per-pair materials: Teacher-prepared cardboard cam and axle; cardboard frame; straw guide; paper flag; tape.
  2. Make one rough sample and rehearse the exact test: Turn the handle slowly five full turns and record rises, falls and jams.
  3. Set the size, load or distance marks mentioned in the steps before class. Demonstrate an ordinary first attempt, not a perfect model to copy.
  4. Prepare any holes, fasteners or difficult cuts for students. Check the stated safety note and clear the testing space.

Step by step

How to teach it

Meeting 1 · 0–8 min

See the job and plan

  1. Introduce the finished object: Make a cardboard wheel mechanism that gently raises and lowers a paper flag as a handle turns.
  2. Sketch the cam under a straight moving follower. Draw the flag’s high and low positions.
  3. Students say what would count as a successful result.
Meeting 1 · 8–18 min

Model the unfamiliar action

  1. Demonstrate slowly: Build a frame around the adult-prepared axle so the cam turns freely.
  2. Pause so partners can repeat the action; provide prepared parts if cutting or folding blocks progress.
Meeting 1 · 18–35 min

Build the first version

  1. Place the flag’s follower in a loose vertical guide so its bottom rests on the cam. Keep the flag light.
  2. Partners swap builder and checker roles halfway through. Check the working part before decorating.
Meeting 1 · 35–45 min

Try once and save

  1. Run one trial of the stated test to locate an obvious problem. Do not count a changed procedure as a fair comparison.
  2. Label and store the model; sketch its current shape and clear the work area.
Meeting 2 · 0–8 min

Predict and set up

  1. Revisit the two success checks. Agree on identical starting conditions and prepare a before/after results table.
Meeting 2 · 8–23 min

Collect evidence

  1. Turn the handle slowly five full turns and record rises, falls and jams.
  2. One student operates while the other records. Swap for a later trial while noting a change of operator if it affects the result.
Meeting 2 · 23–35 min

Change one thing

  1. Change one guide position or rubbing edge. Repeat at the same slow turning rate.
  2. Keep the original results rather than replacing them with only the best attempt.
Meeting 2 · 35–45 min

Explain and clean up

  1. Show the mechanism and submit a side-view drawing and five-turn record.
  2. Collect the brief and results; separate reusable materials and clean the test area.

Assessment

  • Produces one repeatable rise-and-fall pattern
  • Turns without the follower leaving its guide
  • Student demonstrates the actual task: Turn the handle slowly five full turns and record rises, falls and jams.
  • Record includes failures as well as successes.
  • Student identifies one changed feature and uses the retest to explain the result.

Supports & extensions

  • Provide a worked first joint or sample; have students record dimensions and explain one comparison limitation.
  • Start with the smallest working version of turning cam lift before decoration.
  • Extension after success: choose one more value for the same tested feature, predict its effect and repeat turn the handle slowly five full turns and record rises, falls and jams.

Safety & responsible use

  • Teacher checks materials and test conditions before use. Use classroom scissors; adults prepare difficult cuts, holes and fasteners.
  • No powered tools, coding, hot glue or electrical circuits are required. Keep moving objects contained and test loads light.
  • Adult prepares holes and covers axle ends; fingers stay clear of pinching gaps.

No-machine alternative

Use prepared paper parts, larger pieces or an adult-assisted version of the same build. Keep the functional task: Make a cardboard wheel mechanism that gently raises and lowers a paper flag as a handle turns. If physical testing is not possible, label sketches as predictions rather than measured results.

Printable student design brief

The challenge

Make a cardboard wheel mechanism that gently raises and lowers a paper flag as a handle turns.

Success criteria

  • Produces one repeatable rise-and-fall pattern
  • Turns without the follower leaving its guide
  • Record the stated test and explain one revision

Constraints

  • Use only the listed teacher-approved materials
  • Stay within the teacher-set size, load and test-space limits
  • Two 45-minute meetings; keep the first version simple

Engineer’s notes

Who uses this object, and what should it do?
Draw two possible designs. Label the working parts and circle your choice.
Which size, fold, gap or position must you measure or mark?
Before testing, predict what will happen: Turn the handle slowly five full turns and record rises, falls and jams.
Record each trial: condition / expected result / actual result.
Draw the ONE change you made. What stayed the same?
Record the retest. Did the change help, not help, or leave the result uncertain?
Show and explain: one result that supports your conclusion.
← Return to lesson library