Grade 3 · Low-Tech Builds · Lesson 64

Folded Paper Tower

Make a freestanding tower from folded paper that holds a large paper flag at its top.

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

Your project in view

What you are making

Make a freestanding tower from folded paper that holds a large paper flag at its top.

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 Folded Paper Tower: Make a freestanding tower from folded paper that holds a large paper flag at its top.
Folded Paper Tower · Generated project example

Student directions · Grade 3

What will you make and do?

Make a freestanding tower from folded paper that holds a large paper flag at its top.

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

    Draw a round tower and a folded square tower. Choose one and mark a wide enough base.

  2. 2Make the first parts

    Roll or fold one sheet into the main upright shape. Tape the seam and flatten its bottom edge.

  3. 3Put it together

    Add folded feet using the second sheet. Attach the light paper flag without adding a heavy top.

  4. 4Test it fairly

    Measure the height and check whether it stands untouched for 30 seconds in three trials.

  5. 5Improve one part

    Change one foot or base width if it tips. Keep the flag and tower height the same for the retest.

  6. 6Show and turn in

    Display the tower with its measured height, two sketches and standing results.

How will you know it works?

  • Stands independently for 30 seconds
  • Carries the paper flag without leaning against anything
  • 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 Make a freestanding tower from folded paper that holds a large paper flag at its top. 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 for 30 seconds; Carries the paper flag without leaning against anything.

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: Measure the height and check whether it stands untouched for 30 seconds in three trials. Change one foot or base width if it tips. Keep the flag and tower height the same for the retest.

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

Materials

  • Two sheets of paper
  • limited tape
  • ruler
  • large paper flag
  • Pencil, planning paper and the printable design brief below

Teacher preparation

  1. Gather per-pair materials: Two sheets of paper; limited tape; ruler; large paper flag.
  2. Make one rough sample and rehearse the exact test: Measure the height and check whether it stands untouched for 30 seconds in three trials.
  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 freestanding tower from folded paper that holds a large paper flag at its top.
  2. Draw a round tower and a folded square tower. Choose one and mark a wide enough base.
  3. Students say what would count as a successful result.
Meeting 1 · 8–18 min

Model the unfamiliar action

  1. Demonstrate slowly: Roll or fold one sheet into the main upright shape. Tape the seam and flatten its bottom edge.
  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 folded feet using the second sheet. Attach the light paper flag without adding a heavy top.
  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. Measure the height and check whether it stands untouched for 30 seconds in three trials.
  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 foot or base width if it tips. Keep the flag and tower height the same for the retest.
  2. Keep the original results rather than replacing them with only the best attempt.
Meeting 2 · 35–45 min

Explain and clean up

  1. Display the tower with its measured height, two sketches and standing results.
  2. Collect the brief and results; separate reusable materials and clean the test area.

Assessment

  • Stands independently for 30 seconds
  • Carries the paper flag without leaning against anything
  • Student demonstrates the actual task: Measure the height and check whether it stands untouched for 30 seconds in three trials.
  • 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 folded paper tower before decoration.
  • Extension after success: choose one more value for the same tested feature, predict its effect and repeat measure the height and check whether it stands untouched for 30 seconds in three trials.

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 freestanding tower from folded paper that holds a large paper flag at its top. If physical testing is not possible, label sketches as predictions rather than measured results.

Printable student design brief

The challenge

Make a freestanding tower from folded paper that holds a large paper flag at its top.

Success criteria

  • Stands independently for 30 seconds
  • Carries the paper flag without leaning against anything
  • 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: Measure the height and check whether it stands untouched for 30 seconds in three trials.
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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