Grade 5 · Low-Tech Builds · Lesson 110

Paper Parachute Test

Make a small paper parachute for a light paper basket and compare controlled drops.

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

Your project in view

What you are making

Make a small paper parachute for a light paper basket and compare controlled drops.

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 Paper Parachute Test: Make a small paper parachute for a light paper basket and compare controlled drops.
Paper Parachute Test · Generated project example

Student directions · Grade 5

What will you make and do?

Make a small paper parachute for a light paper basket and compare controlled drops.

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 two canopy sizes and mark equally spaced string attachment points. Choose a teacher-approved light load.

  2. 2Make the first parts

    Attach equal-length short strings around the canopy and connect them evenly to the basket.

  3. 3Put it together

    Hold the canopy open and check that the basket hangs level before dropping.

  4. 4Test it fairly

    Release from the same teacher-set height without throwing three times. Record descent time, opening and tipping.

  5. 5Improve one part

    Change only canopy size in an otherwise matching model and repeat. Use repeated observations because hand release varies.

  6. 6Show and turn in

    Submit canopy measurements, drop results and an explanation of the comparison’s limits.

How will you know it works?

  • Canopy opens during the drop
  • Basket remains attached
  • 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 paper parachute for a light paper basket and compare controlled drops. 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: Canopy opens during the drop; Basket remains attached.

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: Release from the same teacher-set height without throwing three times. Record descent time, opening and tipping. Change only canopy size in an otherwise matching model and repeat. Use repeated observations because hand release varies.

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

Materials

  • Light paper canopy
  • short equal cotton strings
  • paper basket
  • tape
  • ruler
  • Pencil, planning paper and the printable design brief below

Teacher preparation

  1. Gather per-pair materials: Light paper canopy; short equal cotton strings; paper basket; tape; ruler.
  2. Make one rough sample and rehearse the exact test: Release from the same teacher-set height without throwing three times. Record descent time, opening and tipping.
  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 paper parachute for a light paper basket and compare controlled drops.
  2. Sketch two canopy sizes and mark equally spaced string attachment points. Choose a teacher-approved light load.
  3. Students say what would count as a successful result.
Meeting 1 · 8–18 min

Model the unfamiliar action

  1. Demonstrate slowly: Attach equal-length short strings around the canopy and connect them evenly to the basket.
  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. Hold the canopy open and check that the basket hangs level before dropping.
  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. Release from the same teacher-set height without throwing three times. Record descent time, opening and tipping.
  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 only canopy size in an otherwise matching model and repeat. Use repeated observations because hand release varies.
  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 canopy measurements, drop results and an explanation of the comparison’s limits.
  2. Collect the brief and results; separate reusable materials and clean the test area.

Assessment

  • Canopy opens during the drop
  • Basket remains attached
  • Student demonstrates the actual task: Release from the same teacher-set height without throwing three times. Record descent time, opening and tipping.
  • 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 paper parachute test before decoration.
  • Extension after success: choose one more value for the same tested feature, predict its effect and repeat release from the same teacher-set height without throwing three times.

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.
  • No climbing, overhead drops or loads above people. Use a clear floor-level test zone and no body loops.

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 paper parachute for a light paper basket and compare controlled drops. If physical testing is not possible, label sketches as predictions rather than measured results.

Printable student design brief

The challenge

Make a small paper parachute for a light paper basket and compare controlled drops.

Success criteria

  • Canopy opens during the drop
  • Basket remains attached
  • 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: Release from the same teacher-set height without throwing three times. Record descent time, opening and tipping.
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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