Fidget Spinner Activities and STEM Challenge

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1.8k Ratings
Grade Levels
3rd - 6th
Resource Type
Formats Included
  • PDF
25 pages
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What educators are saying

I used this resource at the end of the school year and my students loved it. They were all engaged and curious for the outcomes.
Students love this and are very engaged. They were especially excited the first time we used this because they could actually use fidget spinners! Well designed...Thank you!


The ORIGINAL Fidget Spinner Stem Challenge & Lab! Fidget Spinners driving you crazy? Discover the science of fidget spinners with this engaging STEM Challenge. Practice scientific method with an exploration of variables, data collection, graphing, mean/average, and more...all while having fun!

This self-paced, 11 part fidget spinner STEM challenge is print-and-go. Each activity sheet guides students through the project. This activity is iPad® mobile digital device optional - students can do the entire challenge without technology if you do not have access.

Students will use the included visual directions, graphic organizers, charts, and activities to determine the average length of a spin of their spinner. They will compare this to the class data to see which design styles and technique yield the longest spin time. Students will use this information to design the ideal fidget spinner! Also, features an option for using a free iPad app to make a slow motion video of the spin. Plus learn the science behind the spin with a handy mini anchor chart.

Students will need access to a fidget spinner either their own or you can purchase a set for the class. I suggest having at least 5 spinners so students can work in small groups and share the spinner.

Packet includes:

★ 11 part STEM Challenge:

Part 1: Describe and create a diagram of the fidget spinner.

Part 2: Check off variables and develop a technique for spinning.

Part 3: Table to record the total time the fidget stayed spinning.

Part 4: Convert minutes and seconds into total seconds.

Part 5: Graph total seconds - 2 choices of graph paper provided.

Part 6: Determine and reflect on the average spin time in two cases.

Part 7: Compare & record the average spin time with the class.

Part 8: Graph the class data of the average spin time - 2 choices of graph paper provided.

Part 9: Reflect on the results.

Part 10: Design your own spinner.

Part 11: Optional - Create a slow motion video on the iPad - 2 app choices.

★ Math examples to support all learners in converting minutes to seconds and finding the mean/average.

★ 1 self-score rubric

★ 1 poster that explains the science behind the challenge.

★ Detailed teacher note page


Since my products all utilize free web and app resources, there may be rare times that the technology does not work as planned, which may be out of my control. Please be sure to message me in the Q&A section so I can assist you before leaving feedback. I use all of the apps & sites that I base my packets on frequently and will update products as the apps themselves update.



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iPad and App Store are registered trademarks of Apple Inc. Erintegration is not affiliated with and has not been authorized, sponsored, or otherwise approved by Apple Inc.

Total Pages
25 pages
Answer Key
Rubric only
Teaching Duration
2 days
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to see state-specific standards (only available in the US).
Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.


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