R06-U4 · usually age 6 · Little Inventors

My Moving Creature

How can we make a creature move?

Pilot unit plan · 4 sessions · not yet classroom-validated

Build: Hand-powered cardboard walking creature

A hand-moved cardboard creature that walks: card strips joined by the adult with split pins make a linkage that turns one movement into another. Children try linkages, plan a creature on one walking-legs template, the adult makes every hole and presses every split pin, the children test it, fix one thing, then show it moving and say one way to make it better.

Act
Test and debug

Who it is for

Age is a starting point, never a limit. A learner who can show what this unit starts from can begin here at any age.

How they learn: By making, moving and playing: ramps, wheels, levers, a classmate acting as a robot. Pictures and arrows instead of words; no code text.
The adult's role: An adult leads every session and prepares anything powered. Children never handle loose batteries, sharp tools or hot parts.
Session: 45–60 minutes
Hardware: No controller needed: cardboard, wheels, gears; optional enclosed low-voltage modules. The adult prepares or checks any wiring. No loose batteries, coin cells, small magnets, sharp tools or hot parts.

Starts from

Kinds of movement
Show and name ways things move: push, pull, roll and spin.
Built in R06-U1 Machines Around Us
Safe making
Follow safe-making rules: tools, small parts, hands clear of moving parts.
Built in R06-U1 Machines Around Us
Try again
Change one thing and try again after a failure.
Built in R06-U3 Robot Instructions

Builds, and what it is the input for

Linkages
Make a linkage that turns one movement into another.
Input for R08-U4 Interactive Robot Story

In the studio today

No studio lab or activity for this unit yet.

Sessions

Session 1 · 45 min
How can one movement make another?
A linkage: card strips joined so that moving one strip moves another. Pushing one end of a strip on a pivot makes the other end move the opposite way; two crossed strips open and close like a beak; the walking-legs template swings two legs the same way together.
The adult says first: “Move the handle slowly. Watch the other end. Fingers out of the joints.”
Picture cards for the children (symbols and drawings; they read nothing)
1. ⬇ ⬆ — picture: a seesaw strip: one end down, the other end up
2. ✕ — picture: two crossed strips opening like a beak
3. ☝✗ — picture: a finger by a joint, crossed out
Key words (said aloud, pointing to the card): joint · handle
Timing (0 of 45 min at the screen)
1. 10 minAway from the screen: The adult shows the three linkages and where fingers go.
2. 25 minAway from the screen: Each child tries each linkage slowly, guessing first.
3. 10 minAway from the screen: Say what the far end did; the adult photographs the linkages, no children in the frame.
In the studio
No studio lab: this session is off-screen.
Hands-on
Nothing is powered. Before the session the adult cuts card strips from thick card, makes the holes by the hole rule, and joins them with split pins, legs flattened and taped over. The children try three ready linkages on the table: a seesaw strip on one pin (push one end down, the other end goes up), two crossed strips (a beak that opens and closes) and the walking-legs template: a card body with two legs the adult pins at the hips, 6 cm apart, and a joining strip the adult pins to each leg 3 cm below its hip (its holes also 6 cm apart), with a handle at one end (push the handle left and both feet swing left together; push it right and both swing right together). Each child moves each one slowly by its handle, fingers out of the joints.
Evidence to collect
The adult's note of what each child said happens at the far end when they move the handle, and a photo of the three linkages (no children in the frame).
Predict
Before moving each handle, the child points to which way the far end will move: up, down, open, closed, left or right.
Debug
If a linkage sticks, the adult checks the split pin is not too tight and the strips are not rubbing, then the child tries again slowly.
Reflect
Where have you seen something like a seesaw or a beak that opens?
⚠ Adult checks: Holes: only the adult makes them, at a side table, with a single-hole punch (near an edge) or a sharp pencil pushed through the card into a blob of modelling clay (further in). The punch and the pencil stay at the adult's side table, out of the children's reach. Split pins are small and pointed: the adult keeps the box, flattens each pin's legs and tapes over the ends, and counts the pins out and back in. Fitted pins stay under the adult's check: before each session, and before a build leaves the table, the adult checks every pin is flat, taped and tight. Moving parts: fingers stay out of joints and gaps while a linkage moves; move it slowly by its handle.
Works towards: Linkages
Session 2 · 55 min
How will my creature move?
Planning a creature on the walking-legs template: a body and two legs on split pins that the adult will fit, joined by one strip so that pushing its handle swings both legs the same way together. The child decides what creature it is, and decorates.
The adult says first: “Draw your creature. Put a dot where each joint goes. Then decorate it.”
Picture cards for the children (symbols and drawings; they read nothing)
1. ● — picture: a dot on a drawing where a joint goes
2. ✂ — picture: rounded-end scissors cutting along a thick line
3. ↔ — picture: a handle pushed left and right
Key words (said aloud, pointing to the card): plan · joint · creature
Timing (0 of 55 min at the screen)
1. 10 minAway from the screen: The adult shows the example creature moving.
2. 20 minAway from the screen: Each child draws a plan with joint dots and a movement arrow.
3. 20 minAway from the screen: Colour the pre-cut parts; cut and glue eyes or feathers.
4. 5 minAway from the screen: Tidy away: the adult counts the rounded-end scissors back in.
In the studio
No studio lab: this session is off-screen.
Hands-on
Nothing is powered. The adult shows a finished example made from the walking-legs template: a card body with two legs the adult pins at the hips, 6 cm apart, and a joining strip the adult pins to each leg 3 cm below its hip (its holes also 6 cm apart), with a handle at one end: push the handle left and both feet swing left together; push it right and both swing right together. Each child draws their creature on a large sheet around the template's outline, with a dot at each of the template's four joints (two hips, two strip joints), and colours the body, legs and strip the adult has pre-cut from the template. At the adult's station, children cut out simple shapes for eyes or feathers from paper or thin card along thick lines with rounded-end scissors, and glue them on with a glue stick.
Evidence to collect
Each child's plan drawing with its joint dots, kept by the adult, and the adult's note of how the child says it will move.
Predict
On their drawing, each child draws an arrow to show which way the legs will move when the handle is pushed left.
Debug
If a plan's dots are not where the template's joints are, the adult lays the template on the drawing and the child moves the dots to match.
Reflect
Which joint on your plan will make the creature move?
⚠ Adult checks: Scissors: only small scissors with rounded, blunt ends, used sitting down, with left-handed scissors for left-handed children. Children cut paper and thin card only. No craft knives, box cutters or pointed scissors near the children: the adult cuts thick card before the session, away from them, and only the adult makes holes (see the hole rule). No hot glue in these units. Joints use tape, glue sticks and split pins, which only the adult pushes through and opens.
Works towards: Linkages
Session 3 · 55 min
Does it move the way I planned?
Building and testing: the adult joins each child's parts with split pins at the template's joints; the child tests whether both legs swing the same way together, finds what does not move as planned and fixes one thing at a time.
The adult says first: “Point to each dot. I fix the joint. Then you test it slowly.”
Picture cards for the children (symbols and drawings; they read nothing)
1. ☝ ● — picture: a finger pointing to a joint dot
2. 📌✋ — picture: the adult's hands pressing a split pin
3. ? ✓ — picture: a creature tested, then a tick
Key words (said aloud, pointing to the card): test · change
Timing (0 of 55 min at the screen)
1. 10 minAway from the screen: The adult shows how they will join each part, where fingers go, and the stations.
2. 35 minAway from the screen: Carousel: at the adult's station, one child at a time joins, tests and changes.
3. 10 minAway from the screen: Every creature on the table; the adult photographs each one there, no children in the frame.
In the studio
No studio lab: this session is off-screen.
Hands-on
Nothing is powered. At the adult's side-table station, up to six children at a time, one child at a time: the child points to each of the four dots on their pre-cut parts, and the adult makes each hole by the hole rule, pushes a split pin through, flattens its legs and tapes over them. The child pushes the handle slowly and says whether the creature moves as planned (push the handle left and both feet swing left together; push it right and both swing right together). If not (a leg sticks, or a leg does not swing), the child chooses one change (a looser joint, the strip moved to the template's hole 3 cm below the hip, a longer handle) and the adult makes it; then the child tests again. The others work at the independent stations (adult notes). Between sessions the creatures stay on a tray the adult keeps.
Evidence to collect
The adult's note of one thing each child changed and what happened when they tested again, and a photo of the creature (never of the child).
Predict
Before the first test, the child shows with their hands which way each leg will move.
Debug
If a joint is stiff, the adult loosens the split pin a little; if a leg does not swing, the adult checks the strip is pinned at the template's hole, 3 cm below that hip, and is not rubbing.
Reflect
What did you change, and did your creature move better afterwards?
⚠ Adult checks: Holes: only the adult makes them, at a side table, with a single-hole punch (near an edge) or a sharp pencil pushed through the card into a blob of modelling clay (further in). The punch and the pencil stay at the adult's side table, out of the children's reach. Split pins are small and pointed: the adult keeps the box, flattens each pin's legs and tapes over the ends, and counts the pins out and back in. Fitted pins stay under the adult's check: before each session, and before a build leaves the table, the adult checks every pin is flat, taped and tight. Moving parts: fingers stay out of joints and gaps while a linkage moves; move it slowly by its handle. No hot glue in these units. Joints use tape, glue sticks and split pins, which only the adult pushes through and opens.
Works towards: Linkages
Session 4 · 50 min
Can I show my creature moving and make it better?
Showing and telling: each child demonstrates their creature's motion and identifies one improvement they would make next time.
The adult says first: “Show us your creature moving. Then tell us one way to make it better.”
Picture cards for the children (symbols and drawings; they read nothing)
1. ↔ 🚶 — picture: a creature walking as its handle moves
2. ☝ — picture: a finger pointing to the joint that moves it
3. ➕ — picture: a plus: one thing to make better
Key words (said aloud, pointing to the card): show · better
Timing (0 of 50 min at the screen)
1. 10 minAway from the screen: The adult checks every split pin; the children practise their movement.
2. 30 minAway from the screen: The creature parade: show it moving, name the joint, one way to improve it.
3. 10 minAway from the screen: The adult photographs each creature, no children in the frame, and notes each improvement.
In the studio
No studio lab: this session is off-screen.
Hands-on
Nothing is powered. The adult checks every split pin is flat, taped and tight. In a creature parade, each child moves their creature's handle slowly to show it walking, says which joint makes it move, and points to one thing they would make better (a longer leg, a looser joint, a bigger handle). The adult writes a short note for each child and photographs each creature on the table, not in a hand, never the child. After the parade the creatures stay in the setting, or go home only by the handover rule.
Evidence to collect
The unit's evidence: each child demonstrates their creature's motion and identifies one improvement, shown and told to the group; kept as the adult's note and a photo of the creature, never of the child.
Predict
Before the parade, each child says what their creature will do when they move the handle.
Debug
If a creature stops moving in the parade, the adult checks its joints and the child shows the movement again slowly.
Reflect
What one change would make your creature move better, and why?
⚠ Adult checks: Split pins are small and pointed: the adult keeps the box, flattens each pin's legs and tapes over the ends, and counts the pins out and back in. Fitted pins stay under the adult's check: before each session, and before a build leaves the table, the adult checks every pin is flat, taped and tight. After the last session the creatures stay in the setting, or the adult re-checks every split pin before a creature goes home and tells the carer it contains small metal fasteners, to keep from children under 3. Photos are of the build only, taken by the adult on the setting's device, following its photo policy: no child in the frame, no names visible, the build on the table or floor, not in a hand. Nothing is uploaded to this studio and no name goes into it; the adult's notes follow the setting's records policy.
Works towards: Linkages

Materials

Per group of up to six: a big cardboard box of prepared parts (pre-cut by the adult), masking tape, glue sticks, crayons and large sheets of paper for drawings
Small scissors with rounded, blunt ends for every child, with left-handed pairs
The adult's picture cards for the session, drawn large (drawn by hand today; printable cards are planned)
Bodies, legs and joining strips cut from thick card by the adult from the walking-legs template (hips 6 cm apart, strip joints 3 cm below them), and the ready linkages from session 1
A box of split pins (paper fasteners), kept by the adult
A single-hole punch, or a sharp pencil and a blob of modelling clay, kept at the adult's side table
Paper and thin card for eyes and feathers; one finished example creature made by the adult from the template

⚠ Safety before any session

Nothing in these units is powered: no batteries, no plugs, no controller. Every machine is pushed, pulled or turned by hand.
Scissors: only small scissors with rounded, blunt ends, used sitting down, with left-handed scissors for left-handed children. Children cut paper and thin card only.
No craft knives, box cutters or pointed scissors near the children: the adult cuts thick card before the session, away from them, and only the adult makes holes (see the hole rule).
Holes: only the adult makes them, at a side table, with a single-hole punch (near an edge) or a sharp pencil pushed through the card into a blob of modelling clay (further in).
The punch and the pencil stay at the adult's side table, out of the children's reach.
No hot glue in these units. Joints use tape, glue sticks and split pins, which only the adult pushes through and opens.
Split pins are small and pointed: the adult keeps the box, flattens each pin's legs and tapes over the ends, and counts the pins out and back in.
Fitted pins stay under the adult's check: before each session, and before a build leaves the table, the adult checks every pin is flat, taped and tight.
After the last session the creatures stay in the setting, or the adult re-checks every split pin before a creature goes home and tells the carer it contains small metal fasteners, to keep from children under 3.
Small parts: nothing loose, or that could come off, that fits inside the small-parts cylinder (31.70 mm wide, 57.10 mm long). No beads, marbles, buttons, small magnets or coin cells. If in doubt, leave it out.
The one exception is split pins, which stay under the adult's check.
Moving parts: fingers stay out of joints and gaps while a linkage moves; move it slowly by its handle.
Photos are of the build only, taken by the adult on the setting's device, following its photo policy: no child in the frame, no names visible, the build on the table or floor, not in a hand.
Nothing is uploaded to this studio and no name goes into it; the adult's notes follow the setting's records policy.

Safety for every band

Low voltage only: battery packs or USB. Never mains electricity.
Never connect a motor straight to a controller pin: use a driver and a separate supply.
Every moving robot has a power-off switch within reach that cuts the motor battery (or all power). A software stop button is extra, never a replacement.
No coin or button cells and no loose small magnets; battery compartments screwed shut.
Guard wheels and moving parts against pinched fingers; keep robots slow and indoors.
No exposed lithium cells, improvised chargers or lasers.
No Li-ion, LiPo or RC packs: AA alkaline or NiMH cells in a closed holder with a switch, or USB.
Check polarity and voltage before power-on; a 3.3 V board must not receive 5 V signals.

Notes for the adult

Say each step aloud: your words come first. The children read nothing. Each session's picture cards show symbols and drawings only; say the key word as you point to its card.
These plans assume one adult for up to six children. The adult leads every step, prepares every cut before the session, makes every hole (by the hole rule) and keeps the craft box and the split pins.
With a whole class, run a carousel: one station of up to six children run by the adult, and independent stations within the adult's sight where the others have a defined task with no scissors, split pins or ramps (each plan's “Whole class:” note names them). Groups swap until every child has been at the adult's station.
Whole class: in session 3 the adult's station joins up to six creatures at a time. The independent stations are trying the ready linkages from session 1 (checked by the adult), drawing their creature moving, and finishing decorating with crayons. If the class is too large for one session, session 3's station runs again before the parade.
Inclusion: every child takes part. Mobility: a child can show a movement their own way (hands, arms or a large soft toy), be the robot on big, clear squares in a wheelchair, lay the cards or give the instructions, or move a large soft toy across a table-top grid. Vision: large, high-contrast or tactile picture cards (raised outlines). Hearing: say each key word and point to its card at the same time, facing the child. Left-handed children get left-handed scissors with rounded ends.
Evidence is showing and telling: a demonstration, a photo of the build (never of a child, no names visible) or a drawing that you keep, or your own short note. No names in the studio, no scores, no uploads.
The CPSC's small-parts rule is written for toys for children under 3, and it exempts paper and writing materials such as crayons (16 CFR 1501.3, quoted). These plans apply its cylinder check to the loose objects children handle, and to anything that could come off, a stricter planning choice: groups mix ages and younger visitors come in. Paper and crayons stay in use; the adult collects glue-stick caps and crayon stubs at the end of each session.
One template, a planning choice: the walking-legs template: a card body with two legs the adult pins at the hips, 6 cm apart, and a joining strip the adult pins to each leg 3 cm below its hip (its holes also 6 cm apart), with a handle at one end. Body, legs and strip make a parallelogram, so its intended behaviour is: push the handle left and both feet swing left together; push it right and both swing right together. Both legs swinging the same way is what it should do, not a fault.
Make the example creature first, at home, from the template, to check its holes and strip work with your card.
Split pins are small parts with pointed ends, so only you handle them. Points that fail the CPSC's sharp-point test, on toys for children under 8, “present a potential risk of injury by puncture or laceration”, including points exposed “as a result of reasonably foreseeable damage or abuse” (16 CFR 1500.48, quoted). These pins are not tested here, so treat their points as sharp: keep their legs flattened and taped, and check the tape before each session and before a creature leaves the table, because a creature that is dropped or played with roughly can expose the ends.
Readiness decides, not age: a child who already makes a linkage move as planned and names one improvement has what R08-U4 needs from this unit.

Planned studio features

Not built yet. The unit runs without them.

Printable picture cards: the linkage, joint, handle and improvement cards.
A printable creature template: the walking-legs body, legs and joining strip with every hole position marked (hips 6 cm apart, strip joints 3 cm below them), the source of the hole positions, for the adult to cut from card.

Sources

The facts this plan relies on, in each source's own words.

US CPSC: Child Safety: Summary Information for Small Parts, 16 C.F.R. Part 1501
“A small part is any object that fits completely into a specially designed test cylinder 2.25 inches /57.10mm long by 1.25 inches /31.70 mm wide that approximates the size of the fully expanded throat of a child under three years old. … A piece of a toy or article that breaks off during testing that simulates use or abuse by children. … Toys and games that are or contain small parts as manufactured and that are intended for use by children from 3 to 6 years old must be labeled to warn purchasers not to buy them for children under 3 years old because those children could choke on the small parts. Marbles, small balls, and balloons require similar warnings.”
US eCFR, 16 CFR 1501 (a CPSC rule): Method for identifying toys and other articles intended for use by children under 3 years of age which present choking, aspiration, or ingestion hazards because of small parts
“This regulation does not apply to toys or articles which are solely intended for use by children 3 years of age or older. … The following articles are exempt from this regulation … Books and other articles made of paper; … Writing materials such as crayons, chalk, pencils, and pens; … Any components or pieces (excluding paper, fabric, yarn, fuzz, elastic, and string) which have become detached from the article as a result of the use and abuse testing shall be placed into the cylinder, one at a time.”
NHS (Gateshead Health NHS Foundation Trust): Scissor Skills
“Children may have the skills to use small scissors by three to four years of age, but scissor skills are not fully developed until 6 years of age. … Children will need supervision for sharp scissors. Make sure that scissors have rounded rather than pointy ends for safety. … Always provide left handed scissors for left handed children. … Start with thick solid lines to cut.”
US eCFR, 16 CFR 1500.48 (a CPSC rule): Technical requirements for determining a sharp point in toys and other articles intended for use by children under 8 years of age
“The sharp point test prescribed by paragraph (d) of this section will be used by the Commission in making a preliminary determination that points on toys and other articles intended for use by children under 8 years of age, and such points exposed in normal use or as a result of reasonably foreseeable damage or abuse of such toys and articles, present a potential risk of injury by puncture or laceration”