Grade 5 · Low-Tech Builds · Lesson 33

Chain-Reaction Story Machine

Use cause and effect to make a story unfold through moving objects.

Time2–3 × 60 minutesTeamsTeams of 3–4EquipmentNo powered equipment required

Project inspiration · 3 images

See, build, and test

Use these images to understand the kind of making, details, and testing involved. They are inspiration—not designs students must copy.

Finished student example for Chain-Reaction Story Machine
01Finished project
Close construction and materials view for Chain-Reaction Story Machine
02Construction detail
Students testing and recording results for Chain-Reaction Story Machine
03Student testing

Student directions · Grade 5

What will you make and do?

You will build a tabletop machine with at least five connected actions that reveal a short story. After the first action, each part should start the next without extra help.

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

    Draw five story moments and match each to an action: roll, tip, lift, fall or reveal. Draw arrows linking the end of one action to the next.

  2. 2Make the first parts

    Build the first two actions from ramps, cardboard levers and safe falling pieces. Test the connection before adding more parts.

  3. 3Put it together

    Add one action at a time and place the story images where they are revealed. Mark each piece’s starting position for resetting.

  4. 4Test it fairly

    Reset to the marks and run the whole sequence three times. Record the first failed connection in each run instead of helping it along.

  5. 5Improve one part

    Change the spacing or contact point at one failed connection. Repeat the full sequence from the start.

  6. 6Show and turn in

    Perform the story machine and submit its five-action map, reset instructions and three-run record.

How will you know it works?

  • Completes at least five connected actions
  • Story has a recognizable sequence
  • Machine can be reset and demonstrated again

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

Teams define the user or purpose, success criteria, and limits before building.

What students show: Problem statement with measurable criteria and material constraints.
Practiced

3-5-ETS1-2

Students sketch and compare at least two solutions before choosing or combining features.

What students show: Two labeled ideas and an evidence-based design choice.
Assessed

3-5-ETS1-3

Teams use a repeatable low-tech test—start the machine from the same point for five trials and record where each run stops—then revise one feature.

What students show: Test notes, before-and-after design, and explanation of improvement.

Materials

  • Cardboard, tubes, cups, craft sticks, and domino-like blocks
  • String, rubber bands, paper clips, foil, and fabric
  • Balls, wooden beads, paper figures, and drawing supplies
  • Rulers, pencils, markers, and planning paper
  • Masking tape, glue dots, paper fasteners, clips, and rubber bands
  • Scissors and other teacher-approved hand tools
  • Reused and student-proposed materials approved before use

Teacher preparation

  1. Set out a broad materials buffet instead of identical kits.
  2. Build one small test rig, not a finished example students may copy.
  3. Mark size, time, and material limits visibly.
  4. Prepare a team planning page and shared test-data table.
  5. Create a safe holding area for drying or unfinished builds.

Step by step

How to teach it

Day 1 · 0–20

Explore the challenge

  1. Introduce the mission: Build a chain-reaction machine with at least five steps that reveals a beginning, middle, and end.
  2. Identify the user or audience and what success should look like.
  3. Explore how sample materials bend, fold, join, compress, slide, or balance.
Day 1 · 20–60

Imagine and prototype

  1. Each student sketches a different possibility.
  2. Teams compare ideas against criteria and constraints.
  3. Build a quick model using only part of the material budget.
Day 2 · 0–35

Build and test

  1. Complete the first working version.
  2. Use the same procedure each time: start the machine from the same point for five trials and record where each run stops.
  3. Record what worked, what failed, and where it happened.
Day 2 · 35–60

Improve with evidence

  1. Change one important feature rather than rebuilding randomly.
  2. Repeat the same test and compare results.
  3. Add color, surface, form, or story details that strengthen the purpose.
Optional Day 3

Gallery and challenge round

  1. Display designs with a one-sentence mission and test result.
  2. Let visitors try the project using the same rules.
  3. Teams explain one tradeoff and one idea they would try next.

Assessment

  • Problem statement includes a purpose, criteria, and constraints.
  • Sketches show meaningfully different ideas.
  • Material choices are explained using properties.
  • Test is repeatable and produces recorded evidence.
  • Revision responds to a specific result or failure point.

Supports & extensions

  • Offer picture directions and sample joining techniques.
  • Provide pre-cut pieces, adaptive scissors, or larger materials.
  • Allow students to explain through drawing, speaking, or demonstration.
  • Assign flexible roles: designer, builder, tester, recorder, and artist.
  • Extension: reduce material use while maintaining performance.

Safety & responsible use

  • Use only clean, teacher-approved reused materials.
  • Carry scissors and tools safely; cut away from hands and bodies.
  • Cover sharp cardboard corners, wire ends, skewers, or fasteners.
  • Use a defined test zone and keep faces away from moving or falling parts.
  • Teacher handles hot glue, craft knives, and any tool not approved for students.

No-machine alternative

The entire project is already designed for common classroom materials. Substitute paper folds, tabs, slots, string, tape, or found objects while keeping the same criteria and fair-test cycle.

Printable student design brief

The challenge

Build a chain-reaction machine with at least five steps that reveals a beginning, middle, and end.

Success criteria

  • Completes at least five connected actions
  • Story has a recognizable sequence
  • Machine can be reset and demonstrated again

Constraints

  • One touch starts the machine
  • All motion remains inside the assigned area
  • No liquids, flames, sharp projectiles, or powered devices

Engineer’s notes

Our design should…
We chose this material because…
Our first test showed…
The failure point was…
We changed… because…
Next time we would…
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