Grade 5 · 3D Pen · Lesson 130

3D Pen Tiny Story Stage

Make a small standing frame with two connected silhouette panels that suggest a short original story.

Time2–3 × 45 minutes with adult assembly helpTeamsPairs; alternate builder and testerEquipmentChild-appropriate low-temperature 3D pen; teacher setup

Your project in view

What you are making

Make a small standing frame with two connected silhouette panels that suggest a short original story.

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 3D Pen Tiny Story Stage: Make a small standing frame with two connected silhouette panels that suggest a short original story.
3D Pen Tiny Story Stage · Generated project example

Student directions · Grade 5

What will you make and do?

Make a small standing frame with two connected silhouette panels that suggest a short original story.

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 story moment and sketch two bold silhouettes connected to rectangular frames. Draw a broad shared base.

  2. 2Make the first parts

    Trace the frames and silhouettes flat on the approved mat, making all interior parts touch a frame or support line.

  3. 3Put it together

    Cool the pieces and join them upright to the base with teacher help. Leave enough spacing for both silhouettes to be seen.

  4. 4Test it fairly

    Ask three viewers what action they see and check standing for 30 seconds. Record confusing overlaps or weak joints.

  5. 5Improve one part

    Move one panel position or strengthen one brace and repeat after cooling.

  6. 6Show and turn in

    Present the story stage with its layout and viewer feedback. Explain how spacing helps tell the story.

How will you know it works?

  • Panels stand securely on the base
  • A viewer can describe the intended action
  • 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.

Printable 3D-pen planning and tracing support

Draw flat, join, cool, test

Start on paper: Choose one story moment and sketch two bold silhouettes connected to rectangular frames. Draw a broad shared base. Draw your project’s outline and joining points on the blank grid. This is a planning template, not a finished-project picture.

  1. Teacher sets up the exact pen using its manual and verifies its filament and surface compatibility.
  2. Practice a short straight line, a closed loop and two lines joined together. Stop extrusion before moving between shapes.
  3. Let the practice shapes fully set. Check whether the joint holds before beginning your planned project.
  4. Put the paper design beneath a manufacturer-approved transparent tracing surface only if the manufacturer allows it. Do not extrude directly onto this printout or an unapproved plastic cover.
  5. Trace the large outline first, then the connecting details. Cool completely before removal; ask for adult help with upright assembly.

Template sizes: Print at 100% / actual size and measure the calibration line. The grid squares should be 1 cm. If the printer scales the page, redraw the required measurements with a ruler.

This line must measure 5 cm. Each grid square = 1 cm.

Label your plan: outer edge / joining points / part to make first / part to add next. Draw a second outline if your project needs matching parts.

Measured shape starters

Use the size named in your lesson, or draw its custom outline on the grid. These are tracing guides, not final artwork. Join interior details to an outline; isolated dots will become loose pieces.

6 cm square6 cm diameter4 cm square3 × 8 cm rectangle5 cm triangle base

Teacher equipment references

These references describe the example equipment, not every pen. Follow your exact model’s manual and the safety section below. No temperature number is prescribed across different models.

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 small standing frame with two connected silhouette panels that suggest a short original story. 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: Panels stand securely on the base; A viewer can describe the intended action.

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: Ask three viewers what action they see and check standing for 30 seconds. Record confusing overlaps or weak joints. Move one panel position or strengthen one brace and repeat after cooling.

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

Materials

  • Approved low-temperature pen kit
  • rectangle guide
  • paper silhouette sketch
  • base assembly support
  • Pencil, planning paper and the printable design brief below
  • Paper planning template below; manufacturer-compatible tracing mat/surface; approved pen stand; teacher-controlled filament allowance

Teacher preparation

  1. Reference classroom pathway: a child-appropriate, low-temperature 3Doodler Start+ with its specified Start+ Eco-Filament and compatible tracing surface, or a teacher-verified equivalent used exactly according to its own manual. Do not assume all 3D pens have a cool tip.
  2. Adult verifies age rating, ventilation, pen condition, filament compatibility and school approval. High-temperature PLA/ABS pens are not an interchangeable student substitute; use the paper pathway or an adult demonstration if suitable equipment is unavailable.
  3. The teacher handles loading, jams, charging and model-specific setup. Use only the manufacturer-approved filament and surface; never assume printer filament, a generic mat or ordinary plastic sheet is compatible.
  4. Keep the tip and fresh material away from skin, hair, clothing, food and faces. Work on the approved surface, park the pen safely and let parts fully set before handling. No tracing on bodies, wearing pieces, food-contact uses or electrical repairs.
  5. Adults assist with upright assembly and inspect cooled pieces for sharp ends or loose fragments. Use large simple shapes; collect scraps and do not mouth parts.
  6. Rehearse this specific build: Trace the frames and silhouettes flat on the approved mat, making all interior parts touch a frame or support line. Cool the pieces and join them upright to the base with teacher help. Leave enough spacing for both silhouettes to be seen.
  7. Print the template at actual size and check its calibration line. Students draw their own design on paper first; use it only beneath a manufacturer-approved transparent tracing surface. The page itself is not a heat-rated work mat.

Step by step

How to teach it

Meeting 1 · 0–8 min

See the job and plan

  1. Introduce the finished object: Make a small standing frame with two connected silhouette panels that suggest a short original story.
  2. Choose one story moment and sketch two bold silhouettes connected to rectangular frames. Draw a broad shared base.
  3. Students say what would count as a successful result.
Meeting 1 · 8–18 min

Model the unfamiliar action

  1. Demonstrate slowly: Trace the frames and silhouettes flat on the approved mat, making all interior parts touch a frame or support line.
  2. Pause so partners can repeat the action; provide a thick-line template if pen control blocks progress.
Meeting 1 · 18–35 min

Build the first version

  1. Cool the pieces and join them upright to the base with teacher help. Leave enough spacing for both silhouettes to be seen.
  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. Ask three viewers what action they see and check standing for 30 seconds. Record confusing overlaps or weak joints.
  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. Move one panel position or strengthen one brace and repeat after cooling.
  2. Keep the original results rather than replacing them with only the best attempt.
Meeting 2 · 35–45 min

Explain and clean up

  1. Present the story stage with its layout and viewer feedback. Explain how spacing helps tell the story.
  2. Collect the brief and results; separate reusable materials and clean the test area.
Optional meeting 3 · 45 min

Finish joins without rushing

  1. Use 10 minutes to rehearse or repair one join with adult help, 20 for cooled assembly and testing, and 15 for presentation and cleanup.
  2. Cooling and safe assembly take priority over finishing in two sessions.

Assessment

  • Panels stand securely on the base
  • A viewer can describe the intended action
  • Student demonstrates the actual task: Ask three viewers what action they see and check standing for 30 seconds. Record confusing overlaps or weak joints.
  • Record includes failures as well as successes.
  • Student identifies one changed feature and uses the retest to explain the result.

Supports & extensions

  • Begin with one connected flat outline. Teacher models starting, stopping and making a joint before students add details.
  • Provide a thick-line paper plan and large connected shapes; allow a partner or adult to assist with control.
  • Make flat parts first. An adult assists with upright joints; add a third session rather than rushing cooling or assembly.

Safety & responsible use

  • Reference classroom pathway: a child-appropriate, low-temperature 3Doodler Start+ with its specified Start+ Eco-Filament and compatible tracing surface, or a teacher-verified equivalent used exactly according to its own manual. Do not assume all 3D pens have a cool tip.
  • Adult verifies age rating, ventilation, pen condition, filament compatibility and school approval. High-temperature PLA/ABS pens are not an interchangeable student substitute; use the paper pathway or an adult demonstration if suitable equipment is unavailable.
  • The teacher handles loading, jams, charging and model-specific setup. Use only the manufacturer-approved filament and surface; never assume printer filament, a generic mat or ordinary plastic sheet is compatible.
  • Keep the tip and fresh material away from skin, hair, clothing, food and faces. Work on the approved surface, park the pen safely and let parts fully set before handling. No tracing on bodies, wearing pieces, food-contact uses or electrical repairs.
  • Adults assist with upright assembly and inspect cooled pieces for sharp ends or loose fragments. Use large simple shapes; collect scraps and do not mouth parts.

No-machine alternative

Build the same design from thick paper strips and tape. Follow the same shape, connection and display tests. Label it a paper prototype: Make a small standing frame with two connected silhouette panels that suggest a short original story.

Printable student design brief

The challenge

Make a small standing frame with two connected silhouette panels that suggest a short original story.

Success criteria

  • Panels stand securely on the base
  • A viewer can describe the intended action
  • Record the stated test and explain one revision

Constraints

  • Teacher-approved low-temperature pen and matching filament only
  • Trace flat parts on the approved surface; adult helps with upright joining
  • Follow the teacher’s size and filament limit; no body-worn or food-contact objects

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: Ask three viewers what action they see and check standing for 30 seconds. Record confusing overlaps or weak joints.
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.
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