Grade 3 · Design & Engineering · Lesson 154

Pinwheel Air Tester

Build a large paper pinwheel that turns when a hand fan moves air from a marked spot.

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

Your project in view

What you are making

Build a large paper pinwheel that turns when a hand fan moves air from a marked spot.

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 Pinwheel Air Tester: Build a large paper pinwheel that turns when a hand fan moves air from a marked spot.
Pinwheel Air Tester · Generated project example

Student directions · Grade 3

What will you make and do?

Build a large paper pinwheel that turns when a hand fan moves air from a marked spot.

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 the cut and fold lines. Mark the center and four points that fold inward.

  2. 2Make the first parts

    Cut on the marked diagonals without reaching the center, then fold alternating corners inward.

  3. 3Put it together

    Adult fastens the pinwheel to the straw and stand with enough space to turn freely.

  4. 4Test it fairly

    Give five equal fan strokes from the same distance in three trials and count turns.

  5. 5Improve one part

    Change one blade fold, fastener gap or fan distance and repeat only the approved variable.

  6. 6Show and turn in

    Submit the finished pinwheel air tester, two labeled ideas and before-and-after evidence. Explain which change the results support.

How will you know it works?

  • Turns under hand-fan air
  • Remains attached through three trials
  • Record the stated test and explain one revision

Before you move on

Tell a partner what you are making. Point to the part you will work on next. Draw or dictate your test notes if writing slows you down.

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 Build a large paper pinwheel that turns when a hand fan moves air from a marked spot. 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: Turns under hand-fan air; Remains attached through three trials.

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: Give five equal fan strokes from the same distance in three trials and count turns. Change one blade fold, fastener gap or fan distance and repeat only the approved variable.

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

Materials

  • Square paper
  • paper straw
  • adult-prepared fastener
  • cardboard stand
  • hand fan
  • ruler
  • Pencil, planning paper and the printable design brief below

Teacher preparation

  1. Gather per-pair materials: Square paper; paper straw; adult-prepared fastener; cardboard stand; hand fan; ruler.
  2. Make one rough sample and rehearse the exact test: Give five equal fan strokes from the same distance in three trials and count turns.
  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: Build a large paper pinwheel that turns when a hand fan moves air from a marked spot.
  2. Draw the cut and fold lines. Mark the center and four points that fold inward.
  3. Students say what would count as a successful result.
Meeting 1 · 8–18 min

Model the unfamiliar action

  1. Demonstrate slowly: Cut on the marked diagonals without reaching the center, then fold alternating corners inward.
  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. Adult fastens the pinwheel to the straw and stand with enough space to turn freely.
  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. Give five equal fan strokes from the same distance in three trials and count turns.
  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 blade fold, fastener gap or fan distance and repeat only the approved variable.
  2. Keep the original results rather than replacing them with only the best attempt.
Meeting 2 · 35–45 min

Explain and clean up

  1. Submit the finished pinwheel air tester, two labeled ideas and before-and-after evidence. Explain which change the results support.
  2. Collect the brief and results; separate reusable materials and clean the test area.

Assessment

  • Turns under hand-fan air
  • Remains attached through three trials
  • Student demonstrates the actual task: Give five equal fan strokes from the same distance in three trials and count turns.
  • Record includes failures as well as successes.
  • Student identifies one changed feature and uses the retest to explain the result.

Supports & extensions

  • Provide fold marks or pre-cut parts; accept drawings or dictated observations.
  • Start with the smallest working version of pinwheel air tester before decoration.
  • Extension after success: choose one more value for the same tested feature, predict its effect and repeat give five equal fan strokes from the same distance in three trials and count turns.

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 installs the fastener. Use only a hand fan and keep the pinwheel below face level.

No-machine alternative

Use prepared paper parts, larger pieces or an adult-assisted version of the same build. Keep the functional task: Build a large paper pinwheel that turns when a hand fan moves air from a marked spot. If physical testing is not possible, label sketches as predictions rather than measured results.

Printable student design brief

The challenge

Build a large paper pinwheel that turns when a hand fan moves air from a marked spot.

Success criteria

  • Turns under hand-fan air
  • Remains attached through three trials
  • 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: Give five equal fan strokes from the same distance in three trials and count turns.
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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