Grade 5 · Laser & Vinyl · Lesson 02

Light & Shadow Story Machine

Engineer layered silhouettes that communicate a story through light.

Time2 × 60 minutes + adult cuttingTeamsTeams of 3–4EquipmentxTool laser cutters

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.

Shadow story machine project overview
01Project overview
Shadow theater seen from the front and side
02Front and side
Back and overhead view showing the separated shadow layers
03Layers and spacing

Student directions · Grade 5

What will you make and do?

You will build a small shadow theater with three separate layers: a setting, a character and an action or object. A viewer should understand your scene without hearing its title.

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

    Choose one moment to show, such as a character finding something. Draw two arrangements of the three layers and circle the clearer one.

  2. 2Make the first parts

    Draw and cut rough cardstock silhouettes. Keep important parts joined to their frames instead of leaving tiny loose pieces.

  3. 3Put it together

    Stand the layers in a cardboard frame with removable spacers. Shine a cool LED toward the same screen; ask an adult to make any final laser-cut pieces.

  4. 4Test it fairly

    Keep the lamp and screen fixed. Compare 2 cm and 4 cm layer spacing, and ask a partner to identify the character and action each time.

  5. 5Improve one part

    Move or enlarge a confusing silhouette, or choose the spacing that made the image clearer. Repeat the same viewer question.

  6. 6Show and turn in

    Present the shadow scene. Include your two layouts, spacing comparison and one labeled change that helped the viewer.

How will you know it works?

  • Viewer recognizes the main idea
  • Layers stay strong and connected
  • Shadows remain clear when assembled

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.

Practiced

3-5-ETS1-1

Teams define what viewers must recognize and set limits for size, layers, and material.

What students show: Story goal, criteria, and constraints on planning sheet.
Assessed

3-5-ETS1-2

Students compare two silhouette arrangements for clarity and strength.

What students show: Peer comparison notes tied to criteria.
Assessed

3-5-ETS1-3

Teams hold light distance constant while testing layer spacing, then revise a failure point.

What students show: Fair-test table and revised arrangement.

Materials

  • Flashlights or LED lights
  • White paper screens
  • Black cardstock and index cards
  • Pencils, tape, child-safe scissors
  • Rulers and spacing blocks
  • Computer with vector-drawing software
  • Lab-approved laser material selected by trained adult

Teacher preparation

  1. Darken one demonstration area safely.
  2. Prepare a simple three-layer sample: setting, character, action/object.
  3. Create 2 cm and 4 cm spacing blocks.
  4. Confirm approved material and ventilation procedures for the exact xTool model.
  5. Set file rule: G5_Team##_Shadow_v1; use closed vector paths only.

Step by step

How to teach it

0–12 min

Discover shadows

  1. Move one shape closer to and farther from the light.
  2. Students notice changes in size, sharpness, overlap, and readability.
  3. Introduce silhouette and negative space.
12–27 min

Plan two stories

  1. Choose a simple moment with a setting, character, and action/object.
  2. Sketch two three-layer arrangements.
  3. Check that important shapes connect and small loose islands are removed.
27–48 min

Prototype and compare

  1. Cut rough cardstock versions.
  2. A partner identifies the story without being told.
  3. Compare which arrangement best meets the criteria: recognizable, sturdy, and visually clear.
48–60 min

Fair-test spacing

  1. Keep the flashlight and screen in fixed positions.
  2. Test only the layer spacing at 2 cm and 4 cm.
  3. Record which spacing improves clarity and why.
Day 2

Revise and fabricate

  1. Revise one failure point from peer or test evidence.
  2. Trace or redraw final closed vector shapes.
  3. Trained adult reviews and operates the laser cutter.
  4. Teams assemble, present, and reflect on how light and design worked together.

Assessment

  • Scene communicates a recognizable setting, character, and action/object.
  • Comparison uses the stated criteria rather than personal preference alone.
  • Spacing test changes one variable and records observations.
  • Final design addresses a documented failure point.

Supports & extensions

  • Offer silhouette templates that students may combine and alter.
  • Let students tell the story orally before drawing.
  • Use high-contrast materials and tactile spacing blocks.
  • Assign team roles: storyteller, shape designer, tester, recorder.
  • Extension: test how changing light distance affects scale while spacing stays fixed.

Safety & responsible use

  • Students do not operate the laser cutter.
  • A trained adult verifies material, ventilation, focus, fire monitoring, and settings.
  • Never laser-cut PVC, vinyl, unknown plastics, or unidentified coated materials.
  • Use LED lights that remain cool and keep walkways clear in dim areas.

No-machine alternative

Create the final layers from black cardstock, recycled folders, or foam sheets using child-safe scissors. The engineering comparison and fair test remain unchanged.

Printable student design brief

The challenge

Build a three-layer shadow scene that lets another person recognize a story moment.

Success criteria

  • Viewer recognizes the main idea
  • Layers stay strong and connected
  • Shadows remain clear when assembled

Constraints

  • Exactly three main layers
  • Fits inside a teacher-provided frame
  • Only one test variable changes at a time

Engineer’s notes

Our viewer should notice…
Arrangement A works because…
The variable we changed was…
Our failure point was…
We revised… because the evidence…
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