Grade 5 · Low-Tech Builds · Lesson 103

Tilt-and-Guide Table

Make a small hand-tilted board that guides a large paper ball to a target without the ball leaving the sides.

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

Your project in view

What you are making

Make a small hand-tilted board that guides a large paper ball to a target without the ball leaving the sides.

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 Tilt-and-Guide Table: Make a small hand-tilted board that guides a large paper ball to a target without the ball leaving the sides.
Tilt-and-Guide Table · Generated project example

Student directions · Grade 5

What will you make and do?

Make a small hand-tilted board that guides a large paper ball to a target without the ball leaving the sides.

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 route with two turns and a target. Keep the path wider than the ball.

  2. 2Make the first parts

    Fold sidewalls around the board and tape the corners securely.

  3. 3Put it together

    Add two low guiding rails and mark the start and finish. Test that no rail fully blocks the path.

  4. 4Test it fairly

    Start from the same spot for five runs and guide by tilting only. Record target hits and escapes.

  5. 5Improve one part

    Change one rail position and repeat five runs, noting that practice may also improve your performance.

  6. 6Show and turn in

    Show the board with the route map and before-and-after results including the practice limitation.

How will you know it works?

  • Target can be reached by tilting
  • Sidewalls keep the ball contained
  • 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 hand-tilted board that guides a large paper ball to a target without the ball leaving the sides. 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: Target can be reached by tilting; Sidewalls keep the ball contained.

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: Start from the same spot for five runs and guide by tilting only. Record target hits and escapes. Change one rail position and repeat five runs, noting that practice may also improve your performance.

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

Materials

  • Cardboard tray
  • paper rails
  • tape
  • large paper ball
  • target mark
  • Pencil, planning paper and the printable design brief below

Teacher preparation

  1. Gather per-pair materials: Cardboard tray; paper rails; tape; large paper ball; target mark.
  2. Make one rough sample and rehearse the exact test: Start from the same spot for five runs and guide by tilting only. Record target hits and escapes.
  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 hand-tilted board that guides a large paper ball to a target without the ball leaving the sides.
  2. Sketch a route with two turns and a target. Keep the path wider than the ball.
  3. Students say what would count as a successful result.
Meeting 1 · 8–18 min

Model the unfamiliar action

  1. Demonstrate slowly: Fold sidewalls around the board and tape the corners securely.
  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. Add two low guiding rails and mark the start and finish. Test that no rail fully blocks the path.
  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. Start from the same spot for five runs and guide by tilting only. Record target hits and escapes.
  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 rail position and repeat five runs, noting that practice may also improve your performance.
  2. Keep the original results rather than replacing them with only the best attempt.
Meeting 2 · 35–45 min

Explain and clean up

  1. Show the board with the route map and before-and-after results including the practice limitation.
  2. Collect the brief and results; separate reusable materials and clean the test area.

Assessment

  • Target can be reached by tilting
  • Sidewalls keep the ball contained
  • Student demonstrates the actual task: Start from the same spot for five runs and guide by tilting only. Record target hits and escapes.
  • 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 tilt-and-guide table before decoration.
  • Extension after success: choose one more value for the same tested feature, predict its effect and repeat start from the same spot for five runs and guide by tilting only.

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 hand-tilted board that guides a large paper ball to a target without the ball leaving the sides. If physical testing is not possible, label sketches as predictions rather than measured results.

Printable student design brief

The challenge

Make a small hand-tilted board that guides a large paper ball to a target without the ball leaving the sides.

Success criteria

  • Target can be reached by tilting
  • Sidewalls keep the ball contained
  • 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: Start from the same spot for five runs and guide by tilting only. Record target hits and escapes.
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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