This clever device may have a calming effect on fidgety students.
Using the spinner may have a calming effect on active students. The motion seems to be soothing, and the spinner is also an interactive tool. Some teachers feel the spinners are a distraction, while other teachers feel they help certain students to better focus on their studies.
This spinner is quick, easy to make and lightweight. Students will enjoy the motion and aerodynamics of this creative tool. They may also reap focusing and calming benefits at the same time.
Supplies Used: Adhesive, Brad, Cardstock or construction paper, Craft sticks, Foam dots (adhesive), Scissors, Sticky note
The teacher will die-cut the materials for student use prior to the lesson.
- Die-cut the Spinner (Fidget) using assorted colors of cardstock or construction paper. Die-cut three of the smaller circles (Figure A).
- Lay the smaller circles on the sticky area of a sticky note to hold them in place while applying adhesive to the circles.
- Adhere the circles to the spinner arms, and attach the spinner piece to the smaller circle while aligning the holes in the centers.
- Cut two adhesive foam dots in half (this adds weight to the spinner).
- Adhere three of the half dots to the back of the decorated circle. The dots should be evenly spaced and not too close to the hole in the center of the circle. Do not pull the backing off the exposed adhesive dots (Figure B).
- Attach the decorated spinner circle to the large circle, aligning the holes, with a colored brad (Figure C).
- Place two craft sticks, one on top of the other, under the brad prongs before opening the prongs. This will allow space for the spinner to spin (Figure D). (The brad should not be tight against the larger circle.)
- Place one finger on the legs of the brad, and place the thumb on top of the brad. Spin the circle with the other hand (Main Photo).
- Figure A
- Figure B
- Figure C
- Figure D
Fine Arts-Visual Arts
NA-VA.K-4.2 Using Knowledge of Structures and Functions
- Students describe how different expressive features and organizational principles cause different responses
NA-VA.K-4.6 Making Connections Between Visual Arts and Other Disciplines
- Students identify connections between the visual arts and other disciplines in the curriculum
NS.K-4.2 Physical Science
As a result of the activities in grades K–4, all students should develop an understanding of
- Position and motion of objects