Grade 5 · Low-Tech Builds · Lesson 32

Package Protection Lab

Protect a fragile model product while reducing waste and material use.

Time2–3 × 60 minutesTeamsTeams of 3–4EquipmentNo powered equipment required

Project inspiration · 3 images

See, build, and test

Use these images to understand the kind of making, details, and testing involved. They are inspiration—not designs students must copy.

Finished student example for Package Protection Lab
01Finished project
Close construction and materials view for Package Protection Lab
02Construction detail
Students testing and recording results for Package Protection Lab
03Student testing

Student directions · Grade 5

What will you make and do?

You will make packaging for a fragile teacher-provided model product. It must protect the item during the agreed test and let a user remove it without destroying everything.

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 the model item and draw two package ideas. Label where the item is supported, where cushioning goes and how the package opens.

  2. 2Make the first parts

    Fold a cardboard shell and make an insert that stops the item sliding around. Use only the allowed material amount.

  3. 3Put it together

    Add a reusable flap or closure and clear handling labels. Test opening and closing before the impact test.

  4. 4Test it fairly

    Use the teacher’s same controlled drop or transport test for each design. Record item damage, package damage and material used; do not eat test items.

  5. 5Improve one part

    Change one support or cushioning feature. Repeat the same test and check that the package still opens easily.

  6. 6Show and turn in

    Present the package with a cutaway drawing, protection results and a note about reducing material waste.

How will you know it works?

  • Product survives the test
  • Package opens without destroying all parts
  • Graphics communicate contents and handling

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

Teams define the user or purpose, success criteria, and limits before building.

What students show: Problem statement with measurable criteria and material constraints.
Practiced

3-5-ETS1-2

Students sketch and compare at least two solutions before choosing or combining features.

What students show: Two labeled ideas and an evidence-based design choice.
Assessed

3-5-ETS1-3

Teams use a repeatable low-tech test—use the same drop height and ten-shake sequence, then score damage and material mass—then revise one feature.

What students show: Test notes, before-and-after design, and explanation of improvement.

Materials

  • Cardboard, paper, tissue, and molded scrap paper
  • String, paper tape, tabs, and sleeves
  • Teacher-provided clay or chalk model products
  • Rulers, pencils, markers, and planning paper
  • Masking tape, glue dots, paper fasteners, clips, and rubber bands
  • Scissors and other teacher-approved hand tools
  • Reused and student-proposed materials approved before use

Teacher preparation

  1. Set out a broad materials buffet instead of identical kits.
  2. Build one small test rig, not a finished example students may copy.
  3. Mark size, time, and material limits visibly.
  4. Prepare a team planning page and shared test-data table.
  5. Create a safe holding area for drying or unfinished builds.

Step by step

How to teach it

Day 1 · 0–20

Explore the challenge

  1. Introduce the mission: Create low-waste packaging that protects a fragile model product through a drop and shake test.
  2. Identify the user or audience and what success should look like.
  3. Explore how sample materials bend, fold, join, compress, slide, or balance.
Day 1 · 20–60

Imagine and prototype

  1. Each student sketches a different possibility.
  2. Teams compare ideas against criteria and constraints.
  3. Build a quick model using only part of the material budget.
Day 2 · 0–35

Build and test

  1. Complete the first working version.
  2. Use the same procedure each time: use the same drop height and ten-shake sequence, then score damage and material mass.
  3. Record what worked, what failed, and where it happened.
Day 2 · 35–60

Improve with evidence

  1. Change one important feature rather than rebuilding randomly.
  2. Repeat the same test and compare results.
  3. Add color, surface, form, or story details that strengthen the purpose.
Optional Day 3

Gallery and challenge round

  1. Display designs with a one-sentence mission and test result.
  2. Let visitors try the project using the same rules.
  3. Teams explain one tradeoff and one idea they would try next.

Assessment

  • Problem statement includes a purpose, criteria, and constraints.
  • Sketches show meaningfully different ideas.
  • Material choices are explained using properties.
  • Test is repeatable and produces recorded evidence.
  • Revision responds to a specific result or failure point.

Supports & extensions

  • Offer picture directions and sample joining techniques.
  • Provide pre-cut pieces, adaptive scissors, or larger materials.
  • Allow students to explain through drawing, speaking, or demonstration.
  • Assign flexible roles: designer, builder, tester, recorder, and artist.
  • Extension: reduce material use while maintaining performance.

Safety & responsible use

  • Use only clean, teacher-approved reused materials.
  • Carry scissors and tools safely; cut away from hands and bodies.
  • Cover sharp cardboard corners, wire ends, skewers, or fasteners.
  • Use a defined test zone and keep faces away from moving or falling parts.
  • Teacher handles hot glue, craft knives, and any tool not approved for students.

No-machine alternative

The entire project is already designed for common classroom materials. Substitute paper folds, tabs, slots, string, tape, or found objects while keeping the same criteria and fair-test cycle.

Printable student design brief

The challenge

Create low-waste packaging that protects a fragile model product through a drop and shake test.

Success criteria

  • Product survives the test
  • Package opens without destroying all parts
  • Graphics communicate contents and handling

Constraints

  • No plastic foam or bubble wrap
  • Uses a measured material budget
  • Package must close without permanent glue

Engineer’s notes

Our design should…
We chose this material because…
Our first test showed…
The failure point was…
We changed… because…
Next time we would…
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