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 cardboard arrow that turns freely and points to a clear choice on a game board. 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: Arrow turns without tearing; Stopped choices can be read consistently.
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: Give ten gentle spins. Record catches and whether the stopped tip clearly points to one section or a boundary. Change one rubbing area or unclear boundary rule. Repeat ten spins; do not claim fairness from such a small sample.
What students show: Before-and-after results collected under the same conditions.Materials
- Cardboard
- paper
- markers
- adult-installed split pin
- ruler
- Pencil, planning paper and the printable design brief below
Teacher preparation
- Gather per-pair materials: Cardboard; paper; markers; adult-installed split pin; ruler.
- Make one rough sample and rehearse the exact test: Give ten gentle spins. Record catches and whether the stopped tip clearly points to one section or a boundary.
- Set the size, load or distance marks mentioned in the steps before class. Demonstrate an ordinary first attempt, not a perfect model to copy.
- 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
- Introduce the finished object: Make a cardboard arrow that turns freely and points to a clear choice on a game board.
- Draw a board with four large sections and sketch an arrow whose tip reaches the choices.
- Students say what would count as a successful result.
Meeting 1 · 8–18 min
Model the unfamiliar action
- Demonstrate slowly: Cut a sturdy arrow and mark its center. Ask the adult to make the hole and install the covered fastener.
- 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
- Add clear choice labels and leave a small clearance so the arrow can turn without scraping.
- Partners swap builder and checker roles halfway through. Check the working part before decorating.
Meeting 1 · 35–45 min
Try once and save
- Run one trial of the stated test to locate an obvious problem. Do not count a changed procedure as a fair comparison.
- Label and store the model; sketch its current shape and clear the work area.
Meeting 2 · 0–8 min
Predict and set up
- Revisit the two success checks. Agree on identical starting conditions and prepare a before/after results table.
Meeting 2 · 8–23 min
Collect evidence
- Give ten gentle spins. Record catches and whether the stopped tip clearly points to one section or a boundary.
- 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
- Change one rubbing area or unclear boundary rule. Repeat ten spins; do not claim fairness from such a small sample.
- Keep the original results rather than replacing them with only the best attempt.
Meeting 2 · 35–45 min
Explain and clean up
- Submit the spinner, ten-spin record and rule for a tip that stops on a line.
- Collect the brief and results; separate reusable materials and clean the test area.
Assessment
- Arrow turns without tearing
- Stopped choices can be read consistently
- Student demonstrates the actual task: Give ten gentle spins. Record catches and whether the stopped tip clearly points to one section or a boundary.
- Record includes failures as well as successes.
- Student identifies one changed feature and uses the retest to explain the result.
Supports & extensions
- Provide fold marks or pre-cut parts; accept drawings or dictated observations.
- Start with the smallest working version of game spinner before decoration.
- Extension after success: choose one more value for the same tested feature, predict its effect and repeat give ten gentle spins.
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.
- Adult installs and covers the sharp fastener ends; students do not handle loose sharp pins.
No-machine alternative
Use prepared paper parts, larger pieces or an adult-assisted version of the same build. Keep the functional task: Make a cardboard arrow that turns freely and points to a clear choice on a game board. If physical testing is not possible, label sketches as predictions rather than measured results.
Printable student design brief
The challenge
Make a cardboard arrow that turns freely and points to a clear choice on a game board.
Success criteria
- Arrow turns without tearing
- Stopped choices can be read consistently
- 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: Give ten gentle spins. Record catches and whether the stopped tip clearly points to one section or a boundary.
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.