As science teachers, we often show animations and videos in class but there is the potential for students to create their own animations to represent science concepts and thus make their conceptions visible for critique and refinement. This encourages students to be active in their own learning, creating animations rather than just viewing them. This paper will report the findings of a case study, which involved eight children in Years 5 and 6, to describe how explanatory animation creation can be used in the classroom to consolidate students' conceptualisations.