Grade 3 · Design & Engineering · Lesson 157

One-Cup Dispenser

Build a cardboard sleeve that stores four paper cups and lets a user remove only the bottom cup.

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

Your project in view

What you are making

Build a cardboard sleeve that stores four paper cups and lets a user remove only the bottom cup.

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 One-Cup Dispenser: Build a cardboard sleeve that stores four paper cups and lets a user remove only the bottom cup.
One-Cup Dispenser · Generated project example

Student directions · Grade 3

What will you make and do?

Build a cardboard sleeve that stores four paper cups and lets a user remove only the bottom cup.

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 cup rim and base. Draw a sleeve, bottom opening and two small holding tabs.

  2. 2Make the first parts

    Fold the sleeve around the stacked cups with enough space to slide but not tip sideways.

  3. 3Put it together

    Add bottom tabs that support the stack while leaving the lowest cup edge reachable.

  4. 4Test it fairly

    Remove and replace four cups one at a time for three rounds. Record double drops and jams.

  5. 5Improve one part

    Change one tab length, opening size or sleeve width and repeat.

  6. 6Show and turn in

    Submit the finished one-cup dispenser, two labeled ideas and before-and-after evidence. Explain which change the results support.

How will you know it works?

  • Stores four cups upright
  • Releases one cup at a time in at least ten of twelve removals
  • Record the stated test and explain one revision

Before you move on

Tell a partner what you are making. Point to the part you will work on next. Draw or dictate your test notes if writing slows you down.

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 Build a cardboard sleeve that stores four paper cups and lets a user remove only the bottom cup. 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: Stores four cups upright; Releases one cup at a time in at least ten of twelve removals.

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: Remove and replace four cups one at a time for three rounds. Record double drops and jams. Change one tab length, opening size or sleeve width and repeat.

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

Materials

  • Four paper cups
  • cardboard
  • tape
  • ruler
  • pencil
  • Pencil, planning paper and the printable design brief below

Teacher preparation

  1. Gather per-pair materials: Four paper cups; cardboard; tape; ruler; pencil.
  2. Make one rough sample and rehearse the exact test: Remove and replace four cups one at a time for three rounds. Record double drops and jams.
  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: Build a cardboard sleeve that stores four paper cups and lets a user remove only the bottom cup.
  2. Measure cup rim and base. Draw a sleeve, bottom opening and two small holding tabs.
  3. Students say what would count as a successful result.
Meeting 1 · 8–18 min

Model the unfamiliar action

  1. Demonstrate slowly: Fold the sleeve around the stacked cups with enough space to slide but not tip sideways.
  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 bottom tabs that support the stack while leaving the lowest cup edge reachable.
  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. Remove and replace four cups one at a time for three rounds. Record double drops and jams.
  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 tab length, opening size or sleeve width and repeat.
  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 finished one-cup dispenser, two labeled ideas and before-and-after evidence. Explain which change the results support.
  2. Collect the brief and results; separate reusable materials and clean the test area.

Assessment

  • Stores four cups upright
  • Releases one cup at a time in at least ten of twelve removals
  • Student demonstrates the actual task: Remove and replace four cups one at a time for three rounds. Record double drops and jams.
  • 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 one-cup dispenser before decoration.
  • Extension after success: choose one more value for the same tested feature, predict its effect and repeat remove and replace four cups one at a time for three rounds.

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: Build a cardboard sleeve that stores four paper cups and lets a user remove only the bottom cup. If physical testing is not possible, label sketches as predictions rather than measured results.

Printable student design brief

The challenge

Build a cardboard sleeve that stores four paper cups and lets a user remove only the bottom cup.

Success criteria

  • Stores four cups upright
  • Releases one cup at a time in at least ten of twelve removals
  • 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: Remove and replace four cups one at a time for three rounds. Record double drops and jams.
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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