Grades 3 + 5 · 45 minutes · about 5 meetings each month
From cardboard to capstone.
A practical 42-class sequence that teaches the engineering habits first, adds one fabrication system at a time, and protects the final six weeks for original student work.
42 class meetings35 guided skill sessions7 capstone sessions3–5 ETS1 throughout
A repeatable 45-minute rhythm
Keep the routine steady while the skills grow.
Use this pacing as a starting point. Longer tests, machine demonstrations, and showcase days can shift the minutes, but students should build, test, and leave evidence in nearly every meeting.
5 minLaunch the need, question, or safety focus.
8 minModel one new skill and name the success criteria.
25 minBuild, test, coach, and revise in teams.
5 minClean, return tools, and photograph or save work.
2 minCollect an exit claim, measurement, or next step.
The progression
Skills before machines.
Think with your hands. Every machine unit starts with paper, cardboard, measurement, and a test.
Earn complexity. Students add digital design, fabrication, electronics, and code only when each tool improves the idea.
Design for someone. Every project begins with a user or purpose—not a machine demonstration.
Leave room to invent. The capstone gives students time to combine skills instead of rushing to a finished object.
01
Weeks 1–4 · Low tech
Maker Foundations
Build a safe studio culture and learn the complete engineering cycle before using machines.
Grade 3 pathway
Picture routines, modeled tool use, two-option sketches, and short spoken evidence statements.
Grade 5 pathway
Student-managed roles, measurable criteria, material budgets, and written design decisions.
01
Welcome to the Studio
Safety, team roles, materials, and what engineers do.
Teacher planTour the studio, model stop-and-listen signals, assign rotating team roles, and practice getting, sharing, and returning materials. End with a quick safety-scenario sort.
Collect / look forA completed team-role card and a student explanation of one safe studio routine.
Test how paper, cardboard, fabric, foil, and reused materials bend, fold, join, and carry loads.
Teacher planGive teams equal-size samples of paper, cardboard, fabric, foil, and reused materials. Students bend, fold, tear, and load each sample, then rank materials for different jobs.
Collect / look forA material-test chart with observations and one evidence-based material choice.
Compare tabs, slots, tape, fasteners, folds, and reversible connections.
Teacher planDemonstrate one joint at a time, then rotate teams through tabs, slots, tape, fasteners, folds, and reversible connectors. Finish by choosing the best joint for a sample problem.
Collect / look forA labeled joint sampler and a short explanation of when each connection works best.
Turn a user need into criteria, constraints, and two labeled ideas.
Teacher planIntroduce a simple user need. Students identify the must-haves and limits, sketch two different solutions, add labels, and trade feedback with a partner before choosing a direction.
Collect / look forA user-centered problem statement, criteria and constraints, and two labeled sketches.
Change one variable, collect evidence, and explain an improvement.
Teacher planBuild a small rescue pod from limited materials, run the same drop test for every team, record what happened, and change only one feature before testing again.
Collect / look forA two-trial test table and a before-and-after explanation supported by evidence.
Use shape, strength, balance, and iteration to make dependable structures.
Grade 3 pathway
Small models, simple measurement, teacher-provided tests, and one purposeful revision.
Grade 5 pathway
Load ratios, repeated trials, tradeoff analysis, and material-efficiency scores.
06
Paper Beam Lab
Fold and compare beam shapes using the same span and load.
Teacher planFold identical paper strips into several beam shapes. Span the same distance, add load gradually, and compare strength while keeping paper amount and test setup constant.
Collect / look forA beam comparison chart, measured load result, and claim about the strongest shape.
Create a stable structure for a clearly defined user.
Teacher planDefine a user and size limits, sketch a stable cardboard structure, and build with the joining methods already practiced. Pause midway for a stability check.
Collect / look forA first structure that meets the size constraint plus a labeled sketch showing supports.
Mark where structures bend, twist, separate, or collapse.
Teacher planAdd equal loads in small steps. Students mark bends, twists, loose joints, and collapse points directly on a photo or diagram, then discuss patterns across the class.
Collect / look forA failure map and load-test data identifying the first important weak point.
Reinforce one failure point without simply adding unlimited material.
Teacher planChoose one failure point and one reinforcement strategy. Rebuild with a strict material allowance, repeat the original test, and compare efficiency as well as strength.
Collect / look forBefore-and-after data and a claim explaining whether the reinforcement earned its extra material.
Present criteria, test evidence, revision, and one remaining tradeoff.
Teacher planTeams prepare a 60-second design review: user, criteria, test, revision, and tradeoff. Classmates give one warm comment and one useful question.
Collect / look forA concise presentation using test evidence and a written next-step decision.
Control motion with ramps, axles, pivots, sliders, linkages, and gravity.
Grade 3 pathway
Build and name one mechanism, then tune it through observation.
Grade 5 pathway
Combine mechanisms, measure reliability, and explain cause-and-effect failures.
11
Mechanism Sampler
Build quick pivots, sliders, levers, wheels, and axles.
Teacher planSet up short stations for pivots, sliders, levers, wheels, axles, and ramps. Students build each mechanism, move it by hand, and label input and output motion.
Collect / look forA working mechanism sampler with arrows showing how motion travels.
Teacher planStoryboard one action, select a mechanism that can create it, and build a moving character or scene. Stop for a peer check: does the movement communicate the story without explanation?
Collect / look forA working moving story model and a labeled mechanism sketch.
Run the mechanism five times, find the failure pattern, and improve it.
Teacher planRun the mechanism five times under the same conditions. Tally successes, locate the repeated failure, adjust one part, and run five more trials.
Collect / look forA reliability tally and a revision note connecting the change to the results.
Move from measured physical prototypes to printable digital parts.
Grade 3 pathway
Basic solids and holes, align/group, large features, guided file naming, and teacher slicing.
Grade 5 pathway
Ruler-based dimensions, tolerance tests, fit systems, orientation choices, and material/print-time limits.
14
Tinkercad Navigation
Move, orbit, zoom, undo, duplicate, and use the workplane.
Teacher planModel sign-in and camera controls, then guide students through move, orbit, zoom, undo, duplicate, and workplane mini-challenges. Use a projected model for quick checks.
Collect / look forA saved practice scene and a navigation checklist completed without moving another student’s work.
Create a measured practice part with an opening and readable form.
Teacher planBuild a measured base from solids, cut an opening with a hole shape, align parts, and group them. Students then recreate the process with one changed dimension.
Collect / look forA correctly grouped practice part with a visible opening and recorded dimensions.
Teacher planSketch two readable badge layouts, model the chosen design with raised or recessed text, check size and thickness, then use color only to clarify separate parts.
Collect / look forA named Tinkercad file, two sketches, and a print-ready badge model.
Measure a real classroom need and build a cardboard size-check model.
Teacher planIdentify a classroom need, measure the real object in millimeters, and make a full-size cardboard size check. Revise the measurements before opening Tinkercad.
Collect / look forA measurement sheet and a physical size-check prototype that fits the intended object.
Teacher planTranslate the approved measurements into a useful clip, holder, spacer, or organizer. Use align, group, and ruler tools, then compare the digital model with the cardboard check.
Collect / look forA dimensioned Tinkercad model tied to a specific user need.
Teacher planRun a peer printability review for wall thickness, flat contact, overhangs, fit clearance, size, naming, and estimated print time. Repair problems before teacher approval.
Collect / look forA signed review checklist and an approved final file version.
Observe slicing and printer workflow; document predictions while adults operate machines.
Teacher planDemonstrate slicing, orientation, supports, job tickets, and the class printer queue while adults operate the machines. Students predict risky areas and document the first layer.
Collect / look forA print-job ticket with orientation, time, material, and first-layer predictions.
Compare the print to the need, record evidence, and revise one dimension.
Teacher planMeasure the finished print, test it with the real user or object, and compare results with the original criteria. Change one dimension in a new saved version.
Collect / look forFit-test notes, measurements, and a clearly named revised model.
Learn adult-only operation, line types, simple paths, and safe material rules.
Teacher planTeach laser boundaries, ventilation, safe materials, and adult-only operation. Students sort safe and unsafe scenarios and practice recognizing vector paths, fills, and line types away from the machine.
Collect / look forA completed safety check and a simple vector-path practice page.
Prototype cross-slots and tabs before any machine cutting.
Teacher planCut a teacher-provided range of cardboard slots by hand. Assemble pairs, rate loose, snug, or tight fit, measure the material, and choose a starting slot width for the laser file.
Collect / look forA slot-fit table and a justified width choice.
Teacher planSketch a standing object as two or more flat interlocking pieces, prototype it in cardboard, and adjust slots until it stands. Transfer the approved shapes into a simple vector plan.
Collect / look forAn assembled cardboard prototype and a labeled flat-parts plan.
Check closed paths, size, material use, labels, and the class cutting queue.
Teacher planPairs inspect closed paths, dimensions, duplicate lines, labels, material use, and slot choice. Teachers approve files and place them in the cutting queue; students prepare assembly instructions.
Collect / look forAn approved file ticket and numbered assembly sketch.
Test fit, stability, clarity, and assembly instructions.
Teacher planAssemble the cut parts without forcing them, test stability and fit, and ask another team to follow the instructions. Sand or revise only with teacher guidance.
Collect / look forA stable finished object, peer assembly feedback, and one documented improvement.
Use contrast, symbols, typography, and user testing to communicate clearly.
Grade 3 pathway
Choose from limited fonts/colors, draw simple symbols, and ask viewers what they understand.
Grade 5 pathway
Design for accessibility, compare multiple layouts, and use viewer data to defend revisions.
27
Symbols + Readability
Test icons, words, contrast, scale, and viewing distance.
Teacher planCompare symbols, words, colors, type sizes, and contrast from several viewing distances. Let classmates interpret examples silently so designers see what communicates without hints.
Collect / look forViewer-test results and two readability rules written in the student’s own words.
Teacher planChoose a real shared-space message, sketch two layouts, and test them with users before cutting. Refine the symbol, words, scale, and contrast based on what viewers understand.
Collect / look forTwo layouts, viewer feedback, and a final design rationale.
Practice safe tool handling, transfer vinyl, and run a viewer test.
Teacher planDemonstrate safe weeding and transfer tape, then have students apply vinyl to a prepared surface. Test the installed sign with viewers who have not seen it before.
Collect / look forA cleanly applied sign and user data showing whether the message is understood.
Understand input → rule/code → output and build a safe system for a real user.
Grade 3 pathway
Paper circuits, LEDs, handmade switches, block-code demonstrations, and one input/output relationship.
Grade 5 pathway
Breadboards, resistors, sensors, Arduino or simulator code, debugging logs, and multiple operating states.
30
Circuit Path
Build and troubleshoot a complete low-voltage LED circuit.
Teacher planModel a battery-to-LED circuit and polarity, then let teams build on paper or a board. Students trace the complete path and troubleshoot one prepared broken circuit.
Collect / look forA working low-voltage circuit and a labeled circuit-path diagram.
Invent and compare handmade switches for a useful interaction.
Teacher planInvent two switches using foil, clips, cardboard, or conductive tape. Compare comfort, reliability, and suitability for the user, then place the better switch into a useful prototype.
Collect / look forTwo switch samples, comparison notes, and a justified selection.
Connect a button or sensor to a light, sound, or motion response.
Teacher planConnect one button or sensor input to one light, sound, or motion output using a simulator or prepared hardware. Map what the system senses and what it does.
Collect / look forA working input-output demonstration and a simple system map.
Use blocks or Arduino code to create if/then behavior.
Teacher planWrite the desired behavior as an if-then sentence, build it with blocks or Arduino code, upload or simulate it, and adjust a threshold or timing value.
Collect / look forA working rule, commented code or pseudocode, and a student explanation of the changed value.
Use a system diagram and change one wire, code block, or mechanical variable at a time.
Teacher planProvide a malfunctioning circuit, program, or mechanism. Students predict the cause, change only one variable, record the result, and repeat until the system works reliably.
Collect / look forA debugging log showing prediction, single change, result, and next step.
Teacher planSelect a real need, plan an input-rule-output system, build with low-tech materials plus optional electronics, and conduct repeated user or performance tests.
Collect / look forA working prototype, system diagram, test data, and one evidence-based revision.
Apply the year’s skills to an original project for a real user, audience, or community need.
Grade 3 pathway
Teacher-approved choices, visual planning, one main fabrication process, short tests, and a guided presentation.
Grade 5 pathway
Independent problem framing, justified process selection, two or more connected systems when useful, documented iteration, and a formal design defense.
36
Find a Need
Interview, observe, or investigate; write a user-centered problem statement.
Teacher planStudents observe a setting or conduct short interviews, list frustrations and wishes, then select a need they can address safely within six weeks and available resources.
Collect / look forObservation or interview notes and a user-centered problem statement.
Study existing ideas without copying; define measurable success and realistic constraints.
Teacher planStudy several existing solutions for useful features, not copying. Turn findings into measurable criteria, realistic constraints, a material plan, and a teacher-approved scope.
Collect / look forResearch notes and an approved design brief with criteria and constraints.
Sketch, compare, combine, and choose using a decision matrix.
Teacher planSketch three meaningfully different ideas, annotate how each works, and compare them with a simple decision matrix. Combine strong features before selecting a direction.
Collect / look forThree labeled concepts, a decision matrix, and a justified final choice.
Build rapidly with cardboard, paper, clay, or reusable parts before machine time.
Teacher planBuild a quick full-size or scaled model from cardboard, paper, clay, or reusable parts. Walk a user through it, watch rather than defend, and record confusion or failure points.
Collect / look forA low-fidelity prototype and a prioritized user-feedback list.
Teacher planFinalize files and job tickets, sequence machine and non-machine tasks, and run rotating fabrication stations. Students keep building when queued machines are unavailable and document changes.
Collect / look forApproved files or patterns, fabricated parts, and an updated build log.
Collect user and performance evidence, identify a failure point, and make one meaningful improvement.
Teacher planRun a fair performance test and a user test tied directly to the criteria. Identify the most important failure, revise it, and retest under the same conditions.
Collect / look forTest data, user feedback, and before-and-after evidence of one meaningful revision.
Demonstrate the solution, evidence, revision, standards, and next-step thinking.
Teacher planPrepare a display that names the user, need, process, evidence, and revision. Students demonstrate the solution, answer questions, and reflect on what they would improve next.
Collect / look forA working demonstration, design defense, process display, and individual reflection.
Required: a real user or audience, criteria and constraints, three ideas, a low-tech prototype, a fair test, one documented revision, and a public explanation.
Student choice: materials, visual style, project topic, team or individual format, and any machine or electronics that genuinely strengthens the solution.
Not required: Arduino, multiple machines, a perfect final object, or identical outcomes. Strong thinking matters more than expensive fabrication.