Grade 5 · Laser & Vinyl · Lesson 21

Kinetic Wind Sculpture

Balance shape, color, and motion in a sculpture activated by moving air.

Time3 × 60 minutes + adult fabricationTeamsTeams of 3–4EquipmentFound materials + xTool + Bambu P1S

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 Kinetic Wind Sculpture
01Finished project
Close construction and materials view for Kinetic Wind Sculpture
02Construction detail
Students testing and recording results for Kinetic Wind Sculpture
03Student testing

Student directions · Grade 5

What will you make and do?

You will make a sculpture with parts that move when air reaches them. Its balance, shapes and colors should create a movement you choose, not just random collisions.

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 two moving arrangements and draw arrows for the intended motion. Decide where each part hangs or turns.

  2. 2Make the first parts

    Try paper shapes on a simple cardboard frame. Shift their positions until the frame balances; cover or avoid sharp wire ends.

  3. 3Put it together

    Attach the chosen forms with freely moving joints. Ask an adult for any laser-cut shapes or printed hubs after the basic model works.

  4. 4Test it fairly

    Use the same hand-fan distance and number of strokes, or the same teacher-controlled fan setting. Record which parts move and where they collide.

  5. 5Improve one part

    Change one shape, hanging point or spacing. Repeat the airflow test to see whether the movement is more intentional.

  6. 6Show and turn in

    Present the moving sculpture with a motion-arrow sketch and test notes connecting your visual choices to the movement.

How will you know it works?

  • Moves in an intentional and interesting way
  • Balances without parts striking each other
  • Color and shape reinforce the movement idea

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 who needs the kinetic wind sculpture and set measurable performance, safety, material, and time limits.

What students show: User-centered problem statement with criteria and constraints.
Practiced

3-5-ETS1-2

Teams compare at least two circuit, code, or enclosure ideas against the success criteria.

What students show: Labeled system diagrams and a recorded design choice.
Assessed

3-5-ETS1-3

Teams run a repeatable test—use the same fan settings and distances to record motion, stability, and collisions—then change one variable and retest.

What students show: Test table, code or build revision, and evidence-based explanation.

Materials

  • Cardboard, paper, craft sticks, tape, reusable building pieces, and student-proposed materials
  • Project platform: Found materials + xTool + Bambu P1S
  • Breadboard, paper-circuit supplies, or low-voltage power when needed
  • moving air from a hand fan at a controlled distance input component or student-designed substitute
  • balanced rotation, flutter, or linked motion output component or student-designed substitute
  • LEDs, resistors, jumper wires, copper tape, switches, and clips as needed
  • Laser Cutting + 3D Printing materials for an optional case, sign, mount, or model
  • Computer with approved coding or simulation tools when needed
  • Planning sheet, ruler, and test-data table

Teacher preparation

  1. Build and test one possible reference solution without making it the required design.
  2. Prepare a basic-materials table plus optional electronics and fabrication stations.
  3. If coding is used, prepare a starter option for a motion plan using balance, sequence, and repeated forms; students may propose another workable control method.
  4. Prepare optional fabrication templates and a file rule beginning G5_21.
  5. Mark adult approval points before power-on and machine fabrication.

Step by step

How to teach it

Day 1 · 0–20

Meet the user and define success

  1. Introduce the application: Create a sculpture whose movement changes as air speed or direction changes.
  2. Identify the user, need, criteria, and constraints.
  3. Draw a system map with input → code → output.
Day 1 · 20–60

Build a first solution

  1. Choose basic, electronic, and fabricated materials based on the team's idea.
  2. Build with power disconnected whenever electronics are used.
  3. Complete an adult check, then troubleshoot one connection or physical feature at a time.
Day 2 · 0–30

Create the behavior

  1. Create the first working control using a motion plan using balance, sequence, and repeated forms.
  2. Predict what one rule, connection, or code change will do before testing it.
  3. Make the system understandable with labels, diagrams, comments, or coding blocks.
Day 2 · 30–60

Test and improve

  1. Use the same procedure each time: use the same fan settings and distances to record motion, stability, and collisions.
  2. Record at least three results.
  3. Change one code, circuit, or physical-design variable and retest.
Day 3

Fabricate and present

  1. Design a laser cutting + 3d printing part that protects, mounts, or explains the electronics.
  2. Adult reviews and operates fabrication equipment where required.
  3. Connect the finished system and demonstrate how the evidence improved it.

Assessment

  • Problem statement names a real user and measurable need.
  • Circuit matches the team diagram and uses components safely.
  • Program connects the intended input to the intended output.
  • Test conditions remain consistent and include recorded evidence.
  • Revision addresses a documented failure or user need.

Supports & extensions

  • Use color-coded wires and a photograph of each breadboard step.
  • Provide block coding or partially completed code with one change at a time.
  • Assign roles: circuit builder, coder, tester, and recorder.
  • Let students explain findings orally or with labeled diagrams.
  • Extension: add a second sensor, output, data display, or operating mode.

Safety & responsible use

  • Use only teacher-approved low-voltage classroom electronics; never connect projects to wall current.
  • Disconnect power before changing wires or components.
  • Use the correct resistor with every standard LED and stop immediately if a part becomes hot.
  • An adult handles soldering, laser cutting, printer setup, blades, and final power approval.
  • Keep liquids away from boards unless a sealed, teacher-approved sensor activity specifically requires them.

No-machine alternative

Build with cardboard, paper mechanisms, paper circuits, or a free on-screen simulator. Students may invent another safe way to model the same function, then compare ideas, test one variable, collect evidence, and revise.

Printable student design brief

The challenge

Create a working kinetic wind sculpture for this need: Create a sculpture whose movement changes as air speed or direction changes.

Success criteria

  • Moves in an intentional and interesting way
  • Balances without parts striking each other
  • Color and shape reinforce the movement idea

Constraints

  • No sharp exposed wire ends
  • Uses a limited material and print budget
  • Includes at least one reused or found material

Engineer’s notes

Our user needs…
The input tells the system…
Our code decides…
The output responds by…
Our test data showed…
We improved… because…
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