Grade 3 · Art & Design · Lesson 20

Spinning Story Toy

Turn a sequence of drawings into a moving mini-story.

Time3 × 60 minutes + adult fabricationTeamsTeams of 3–4EquipmentDrawing materials + cardboard + optional 3D-printed mechanism

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 Spinning Story Toy
01Finished project
Close construction and materials view for Spinning Story Toy
02Construction detail
Students testing and recording results for Spinning Story Toy
03Student testing

Student directions · Grade 3

What will you make and do?

You will make a hand-operated animation toy that shows one short repeating action. Your own drawings will change a little from frame to frame.

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 a simple action, such as a seed sprouting or a character waving. Sketch its beginning, middle and return to the starting pose.

  2. 2Make the first parts

    Draw 8–12 frames with the character in a consistent position. Change only the part that moves so viewers can follow the action.

  3. 3Put it together

    Assemble the teacher-demonstrated cardboard zoetrope or flip mechanism. Fit the frames in order; optional printed parts must improve its axle, handle or frame.

  4. 4Test it fairly

    Operate the toy at a similar hand speed for three trials. Ask a viewer to name the action and note catching, wobble or unclear frames.

  5. 5Improve one part

    Change frame spacing, one drawing or one rubbing joint. Try the same viewing method again.

  6. 6Show and turn in

    Share the toy, numbered frame strip and one before-and-after comparison showing how the movement became clearer.

How will you know it works?

  • Frames create a readable repeating action
  • Mechanism spins smoothly
  • Artwork shows an original character or idea

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

Teams define who needs the spinning story toy 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—spin at the same three speeds and ask viewers where the motion looks clearest—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: Drawing materials + cardboard + optional 3D-printed mechanism
  • Breadboard, paper-circuit supplies, or low-voltage power when needed
  • a hand crank, spin, or pull motion input component or student-designed substitute
  • a repeating animated story output component or student-designed substitute
  • LEDs, resistors, jumper wires, copper tape, switches, and clips as needed
  • 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 frame order, timing, and repeated visual sequences; students may propose another workable control method.
  4. Prepare optional fabrication templates and a file rule beginning G3_20.
  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: Make still images appear to move so a tiny character can jump, transform, dance, or perform a funny action.
  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 frame order, timing, and repeated visual sequences.
  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: spin at the same three speeds and ask viewers where the motion looks clearest.
  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 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 spinning story toy for this need: Make still images appear to move so a tiny character can jump, transform, dance, or perform a funny action.

Success criteria

  • Frames create a readable repeating action
  • Mechanism spins smoothly
  • Artwork shows an original character or idea

Constraints

  • Uses 8–12 student-drawn frames
  • Starts with a paper or cardboard mechanism
  • Printed parts must improve motion or durability

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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