Grade 5 · Low-Tech Builds · Lesson 111

Standing Privacy Screen

Make a small folding tabletop screen that stands by itself, folds flat and blocks a model viewer’s line of sight.

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

Your project in view

What you are making

Make a small folding tabletop screen that stands by itself, folds flat and blocks a model viewer’s line of sight.

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 Standing Privacy Screen: Make a small folding tabletop screen that stands by itself, folds flat and blocks a model viewer’s line of sight.
Standing Privacy Screen · Generated project example

Student directions · Grade 5

What will you make and do?

Make a small folding tabletop screen that stands by itself, folds flat and blocks a model viewer’s line of sight.

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

    Sketch a three-panel screen from above. Mark two possible panel angles and the picture it should hide.

  2. 2Make the first parts

    Join equal panels with flexible tape hinges, leaving a small gap so each hinge can fold.

  3. 3Put it together

    Open the panels into a stable zigzag around the test picture. Do not attach the screen to the table.

  4. 4Test it fairly

    Check the view from the same marked model eye position and stand for 30 seconds. Fold and reopen three times.

  5. 5Improve one part

    Change one opening angle or panel width, then repeat the same sightline and standing checks.

  6. 6Show and turn in

    Submit the folded screen, top-view layout and visibility results. Explain why opening it completely flat changes stability.

How will you know it works?

  • Stands independently and folds flat
  • Blocks the marked model sightline
  • 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 folding tabletop screen that stands by itself, folds flat and blocks a model viewer’s line of sight. 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: Stands independently and folds flat; Blocks the marked model sightline.

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: Check the view from the same marked model eye position and stand for 30 seconds. Fold and reopen three times. Change one opening angle or panel width, then repeat the same sightline and standing checks.

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

Materials

  • Three cardboard panels
  • paper tape
  • ruler
  • model viewer mark
  • small picture
  • Pencil, planning paper and the printable design brief below

Teacher preparation

  1. Gather per-pair materials: Three cardboard panels; paper tape; ruler; model viewer mark; small picture.
  2. Make one rough sample and rehearse the exact test: Check the view from the same marked model eye position and stand for 30 seconds. Fold and reopen three times.
  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 folding tabletop screen that stands by itself, folds flat and blocks a model viewer’s line of sight.
  2. Sketch a three-panel screen from above. Mark two possible panel angles and the picture it should hide.
  3. Students say what would count as a successful result.
Meeting 1 · 8–18 min

Model the unfamiliar action

  1. Demonstrate slowly: Join equal panels with flexible tape hinges, leaving a small gap so each hinge can fold.
  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. Open the panels into a stable zigzag around the test picture. Do not attach the screen to the table.
  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. Check the view from the same marked model eye position and stand for 30 seconds. Fold and reopen three times.
  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 opening angle or panel width, then repeat the same sightline and standing checks.
  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 folded screen, top-view layout and visibility results. Explain why opening it completely flat changes stability.
  2. Collect the brief and results; separate reusable materials and clean the test area.

Assessment

  • Stands independently and folds flat
  • Blocks the marked model sightline
  • Student demonstrates the actual task: Check the view from the same marked model eye position and stand for 30 seconds. Fold and reopen three times.
  • 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 standing privacy screen before decoration.
  • Extension after success: choose one more value for the same tested feature, predict its effect and repeat check the view from the same marked model eye position and stand for 30 seconds.

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 folding tabletop screen that stands by itself, folds flat and blocks a model viewer’s line of sight. If physical testing is not possible, label sketches as predictions rather than measured results.

Printable student design brief

The challenge

Make a small folding tabletop screen that stands by itself, folds flat and blocks a model viewer’s line of sight.

Success criteria

  • Stands independently and folds flat
  • Blocks the marked model sightline
  • 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: Check the view from the same marked model eye position and stand for 30 seconds. Fold and reopen three times.
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.
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