Grade 5 · Low-Tech Builds · Lesson 108

Desk Light Shield

Make a freestanding card shield that blocks a cool flashlight beam from one marked area while leaving another area lit.

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

Your project in view

What you are making

Make a freestanding card shield that blocks a cool flashlight beam from one marked area while leaving another area lit.

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 Desk Light Shield: Make a freestanding card shield that blocks a cool flashlight beam from one marked area while leaving another area lit.
Desk Light Shield · Generated project example

Student directions · Grade 5

What will you make and do?

Make a freestanding card shield that blocks a cool flashlight beam from one marked area while leaving another area lit.

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 the two target areas and sketch two shield positions. Mark which area should remain bright.

  2. 2Make the first parts

    Fold a broad standing foot on a card panel and make the panel tall enough for the marked beam.

  3. 3Put it together

    Place the fixed flashlight and shield at teacher-approved marks. Keep the beam below eye level.

  4. 4Test it fairly

    Check both target areas in three resets. Record whether the protected area stays shaded and the other stays lit.

  5. 5Improve one part

    Change only the shield angle or height and repeat with the same lamp position.

  6. 6Show and turn in

    Submit a top-view ray/path sketch and observations explaining how the panel blocks light.

How will you know it works?

  • Shades the chosen zone
  • Leaves the second zone lit
  • 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 freestanding card shield that blocks a cool flashlight beam from one marked area while leaving another area lit. 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: Shades the chosen zone; Leaves the second zone lit.

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: Check both target areas in three resets. Record whether the protected area stays shaded and the other stays lit. Change only the shield angle or height and repeat with the same lamp position.

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

Materials

  • Cardstock
  • tape
  • cool LED flashlight
  • marked paper zones
  • ruler
  • Pencil, planning paper and the printable design brief below

Teacher preparation

  1. Gather per-pair materials: Cardstock; tape; cool LED flashlight; marked paper zones; ruler.
  2. Make one rough sample and rehearse the exact test: Check both target areas in three resets. Record whether the protected area stays shaded and the other stays lit.
  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 card shield that blocks a cool flashlight beam from one marked area while leaving another area lit.
  2. Draw the two target areas and sketch two shield positions. Mark which area should remain bright.
  3. Students say what would count as a successful result.
Meeting 1 · 8–18 min

Model the unfamiliar action

  1. Demonstrate slowly: Fold a broad standing foot on a card panel and make the panel tall enough for the marked beam.
  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. Place the fixed flashlight and shield at teacher-approved marks. Keep the beam below eye level.
  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. Check both target areas in three resets. Record whether the protected area stays shaded and the other stays lit.
  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 the shield angle or height and repeat with the same lamp position.
  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 a top-view ray/path sketch and observations explaining how the panel blocks light.
  2. Collect the brief and results; separate reusable materials and clean the test area.

Assessment

  • Shades the chosen zone
  • Leaves the second zone lit
  • Student demonstrates the actual task: Check both target areas in three resets. Record whether the protected area stays shaded and the other stays lit.
  • 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 desk light shield before decoration.
  • Extension after success: choose one more value for the same tested feature, predict its effect and repeat check both target areas in three resets.

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.
  • Cool LEDs only; never point lights at eyes or use sunlight-concentrating lenses.

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 card shield that blocks a cool flashlight beam from one marked area while leaving another area lit. If physical testing is not possible, label sketches as predictions rather than measured results.

Printable student design brief

The challenge

Make a freestanding card shield that blocks a cool flashlight beam from one marked area while leaving another area lit.

Success criteria

  • Shades the chosen zone
  • Leaves the second zone lit
  • 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: Check both target areas in three resets. Record whether the protected area stays shaded and the other stays lit.
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.
← Return to lesson library