Grade 5 · Low-Tech Builds · Lesson 91

Smooth-Sliding Drawer

Make a small cardboard drawer that slides in and out of a sleeve while holding three large paper tokens.

Time2 × 45 minutesTeamsPairs; alternate builder and testerEquipmentBasic classroom materials; no powered equipment

Your project in view

What you are making

Make a small cardboard drawer that slides in and out of a sleeve while holding three large paper tokens.

This generated example illustrates one possible finished design—not actual student work. Use the lesson’s sizes, connected parts and safety steps; your colors and creative details can be different.

Generated finished-project example for Smooth-Sliding Drawer: Make a small cardboard drawer that slides in and out of a sleeve while holding three large paper tokens.
Smooth-Sliding Drawer · Generated project example

Student directions · Grade 5

What will you make and do?

Make a small cardboard drawer that slides in and out of a sleeve while holding three large paper tokens.

Teacher overview: Students will plan the specific object described below, make and test a first version, then use their results to improve it. Read one step together, demonstrate the unfamiliar action, and let students complete that step before moving on.

  1. 1Plan your project

    Measure the token pile and sketch a tray inside a sleeve. Mark a small clearance around the tray.

  2. 2Make the first parts

    Fold and tape the drawer tray with a broad pull tab. Keep joints outside the sliding surfaces where possible.

  3. 3Put it together

    Wrap a sleeve around a temporary spacer and remove the spacer so the drawer has room to move.

  4. 4Test it fairly

    Load the same tokens and open and close the drawer ten times. Record catches and accidental exits.

  5. 5Improve one part

    Change one rubbing edge or clearance and repeat ten cycles with the same load.

  6. 6Show and turn in

    Submit the drawer dimensions, ten-cycle records and a labeled explanation of the fit change.

How will you know it works?

  • Slides by hand without forcing
  • Keeps the tokens inside during use
  • Record the stated test and explain one revision

Before you move on

Explain which measurement, input or design choice you are testing. Predict the result and record what stays the same so your comparison is fair.

Machine cutting, printer setup and electrical power-on require adult approval. A basic-materials model is a valid way to demonstrate the design when equipment is unavailable.

Keep your plan, test notes and before-and-after evidence with the printable design brief below. Use the detailed teacher plan and any coding guide for tool instructions. These steps continue across the lesson’s meetings, not all in one sitting.

For teachers

Engineering standards

This shows how the lesson connects to the national NGSS engineering standards and what student work you can collect.

Assessed

3-5-ETS1-1

Define the need in Make a small cardboard drawer that slides in and out of a sleeve while holding three large paper tokens. Agree on the two success checks and the listed material limits.

What students show: Two labeled ideas with the target and limits stated.
Practiced

3-5-ETS1-2

Compare the ideas using the project checks: Slides by hand without forcing; Keeps the tokens inside during use.

What students show: A selected design with a reason connected to a success check.
Assessed

3-5-ETS1-3

Test, change one feature and retest: Load the same tokens and open and close the drawer ten times. Record catches and accidental exits. Change one rubbing edge or clearance and repeat ten cycles with the same load.

What students show: Before-and-after results collected under the same conditions.

Materials

  • Cardboard
  • tape
  • ruler
  • scissors
  • three large paper tokens
  • Pencil, planning paper and the printable design brief below

Teacher preparation

  1. Gather per-pair materials: Cardboard; tape; ruler; scissors; three large paper tokens.
  2. Make one rough sample and rehearse the exact test: Load the same tokens and open and close the drawer ten times. Record catches and accidental exits.
  3. Set the size, load or distance marks mentioned in the steps before class. Demonstrate an ordinary first attempt, not a perfect model to copy.
  4. Prepare any holes, fasteners or difficult cuts for students. Check the stated safety note and clear the testing space.

Step by step

How to teach it

Meeting 1 · 0–8 min

See the job and plan

  1. Introduce the finished object: Make a small cardboard drawer that slides in and out of a sleeve while holding three large paper tokens.
  2. Measure the token pile and sketch a tray inside a sleeve. Mark a small clearance around the tray.
  3. Students say what would count as a successful result.
Meeting 1 · 8–18 min

Model the unfamiliar action

  1. Demonstrate slowly: Fold and tape the drawer tray with a broad pull tab. Keep joints outside the sliding surfaces where possible.
  2. Pause so partners can repeat the action; provide prepared parts if cutting or folding blocks progress.
Meeting 1 · 18–35 min

Build the first version

  1. Wrap a sleeve around a temporary spacer and remove the spacer so the drawer has room to move.
  2. Partners swap builder and checker roles halfway through. Check the working part before decorating.
Meeting 1 · 35–45 min

Try once and save

  1. Run one trial of the stated test to locate an obvious problem. Do not count a changed procedure as a fair comparison.
  2. Label and store the model; sketch its current shape and clear the work area.
Meeting 2 · 0–8 min

Predict and set up

  1. Revisit the two success checks. Agree on identical starting conditions and prepare a before/after results table.
Meeting 2 · 8–23 min

Collect evidence

  1. Load the same tokens and open and close the drawer ten times. Record catches and accidental exits.
  2. One student operates while the other records. Swap for a later trial while noting a change of operator if it affects the result.
Meeting 2 · 23–35 min

Change one thing

  1. Change one rubbing edge or clearance and repeat ten cycles with the same load.
  2. Keep the original results rather than replacing them with only the best attempt.
Meeting 2 · 35–45 min

Explain and clean up

  1. Submit the drawer dimensions, ten-cycle records and a labeled explanation of the fit change.
  2. Collect the brief and results; separate reusable materials and clean the test area.

Assessment

  • Slides by hand without forcing
  • Keeps the tokens inside during use
  • Student demonstrates the actual task: Load the same tokens and open and close the drawer ten times. Record catches and accidental exits.
  • Record includes failures as well as successes.
  • Student identifies one changed feature and uses the retest to explain the result.

Supports & extensions

  • Provide a worked first joint or sample; have students record dimensions and explain one comparison limitation.
  • Start with the smallest working version of smooth-sliding drawer before decoration.
  • Extension after success: choose one more value for the same tested feature, predict its effect and repeat load the same tokens and open and close the drawer ten times.

Safety & responsible use

  • Teacher checks materials and test conditions before use. Use classroom scissors; adults prepare difficult cuts, holes and fasteners.
  • No powered tools, coding, hot glue or electrical circuits are required. Keep moving objects contained and test loads light.
  • Keep pieces on the tabletop, do not mouth materials and stop if a part tears into a sharp or loose hazard.

No-machine alternative

Use prepared paper parts, larger pieces or an adult-assisted version of the same build. Keep the functional task: Make a small cardboard drawer that slides in and out of a sleeve while holding three large paper tokens. If physical testing is not possible, label sketches as predictions rather than measured results.

Printable student design brief

The challenge

Make a small cardboard drawer that slides in and out of a sleeve while holding three large paper tokens.

Success criteria

  • Slides by hand without forcing
  • Keeps the tokens inside during use
  • Record the stated test and explain one revision

Constraints

  • Use only the listed teacher-approved materials
  • Stay within the teacher-set size, load and test-space limits
  • Two 45-minute meetings; keep the first version simple

Engineer’s notes

Who uses this object, and what should it do?
Draw two possible designs. Label the working parts and circle your choice.
Which size, fold, gap or position must you measure or mark?
Before testing, predict what will happen: Load the same tokens and open and close the drawer ten times. Record catches and accidental exits.
Record each trial: condition / expected result / actual result.
Draw the ONE change you made. What stayed the same?
Record the retest. Did the change help, not help, or leave the result uncertain?
Show and explain: one result that supports your conclusion.
← Return to lesson library