Grade 5 · 3D Printing · Lesson 17

Emergency Shelter Connector Kit

Engineer reusable joints that turn simple sheets and rods into a strong model shelter.

Time3 × 60 minutes + adult fabricationTeamsTeams of 3–4EquipmentBambu P1S fleet + basic sheet materials

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 Emergency Shelter Connector Kit
01Finished project
Close construction and materials view for Emergency Shelter Connector Kit
02Construction detail
Students testing and recording results for Emergency Shelter Connector Kit
03Student testing

Student directions · Grade 5

What will you make and do?

You will make a set of small joints that connects classroom rods or panels into a model shelter. You are designing the connectors, not a shelter people can enter.

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 approved building pieces and sketch two joints. Label where each rod or panel enters and which angles create the roof.

  2. 2Make the first parts

    Try paper or clay joints and assemble a small frame. Decide which connection needs a snug fit and which needs easy removal.

  3. 3Put it together

    Model and print a small fit sample before the full connector set. Use the chosen joints with basic materials to build the model shelter.

  4. 4Test it fairly

    Place the shelter at the same distance from a teacher-controlled fan and apply the same small roof load. Record loose joints, movement or failure.

  5. 5Improve one part

    Change one connector dimension or angle. Repeat the same wind and roof-load checks without changing the rest of the frame.

  6. 6Show and turn in

    Turn in the model, measured joint drawing, fit-sample choice and test table. Explain how the connector set could be made with less print material.

How will you know it works?

  • Connects parts without tools
  • Survives the target wind and roof-load tests
  • Can be printed efficiently in a small batch

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 who needs the emergency shelter connector kit and set measurable performance, safety, material, and time limits.

What students show: User-centered problem statement with criteria and constraints.
Practiced

3-5-ETS1-2

Teams compare at least two circuit, code, or enclosure ideas against the success criteria.

What students show: Labeled system diagrams and a recorded design choice.
Assessed

3-5-ETS1-3

Teams run a repeatable test—apply the same fan distance and roof load to each connector design—then change one variable and retest.

What students show: Test table, code or build revision, and evidence-based explanation.

Materials

  • Cardboard, paper, craft sticks, tape, reusable building pieces, and student-proposed materials
  • Project platform: Bambu P1S fleet + basic sheet materials
  • Breadboard, paper-circuit supplies, or low-voltage power when needed
  • rod sizes, panel angles, and structural loads input component or student-designed substitute
  • a reusable family of printed connectors output component or student-designed substitute
  • LEDs, resistors, jumper wires, copper tape, switches, and clips as needed
  • 3D Printing materials for an optional case, sign, mount, or model
  • Computer with approved coding or simulation tools when needed
  • Planning sheet, ruler, and test-data table

Teacher preparation

  1. Build and test one possible reference solution without making it the required design.
  2. Prepare a basic-materials table plus optional electronics and fabrication stations.
  3. If coding is used, prepare a starter option for parametric CAD dimensions and part variants; students may propose another workable control method.
  4. Prepare optional fabrication templates and a file rule beginning G5_17.
  5. Mark adult approval points before power-on and machine fabrication.

Step by step

How to teach it

Day 1 · 0–20

Meet the user and define success

  1. Introduce the application: Help a model relief team assemble a temporary shelter quickly from common materials.
  2. Identify the user, need, criteria, and constraints.
  3. Draw a system map with input → code → output.
Day 1 · 20–60

Build a first solution

  1. Choose basic, electronic, and fabricated materials based on the team's idea.
  2. Build with power disconnected whenever electronics are used.
  3. Complete an adult check, then troubleshoot one connection or physical feature at a time.
Day 2 · 0–30

Create the behavior

  1. Create the first working control using parametric CAD dimensions and part variants.
  2. Predict what one rule, connection, or code change will do before testing it.
  3. Make the system understandable with labels, diagrams, comments, or coding blocks.
Day 2 · 30–60

Test and improve

  1. Use the same procedure each time: apply the same fan distance and roof load to each connector design.
  2. Record at least three results.
  3. Change one code, circuit, or physical-design variable and retest.
Day 3

Fabricate and present

  1. Design a 3d printing part that protects, mounts, or explains the electronics.
  2. Adult reviews and operates fabrication equipment where required.
  3. Connect the finished system and demonstrate how the evidence improved it.

Assessment

  • Problem statement names a real user and measurable need.
  • Circuit matches the team diagram and uses components safely.
  • Program connects the intended input to the intended output.
  • Test conditions remain consistent and include recorded evidence.
  • Revision addresses a documented failure or user need.

Supports & extensions

  • Use color-coded wires and a photograph of each breadboard step.
  • Provide block coding or partially completed code with one change at a time.
  • Assign roles: circuit builder, coder, tester, and recorder.
  • Let students explain findings orally or with labeled diagrams.
  • Extension: add a second sensor, output, data display, or operating mode.

Safety & responsible use

  • Use only teacher-approved low-voltage classroom electronics; never connect projects to wall current.
  • Disconnect power before changing wires or components.
  • Use the correct resistor with every standard LED and stop immediately if a part becomes hot.
  • An adult handles soldering, laser cutting, printer setup, blades, and final power approval.
  • Keep liquids away from boards unless a sealed, teacher-approved sensor activity specifically requires them.

No-machine alternative

Build with cardboard, paper mechanisms, paper circuits, or a free on-screen simulator. Students may invent another safe way to model the same function, then compare ideas, test one variable, collect evidence, and revise.

Printable student design brief

The challenge

Create a working emergency shelter connector kit for this need: Help a model relief team assemble a temporary shelter quickly from common materials.

Success criteria

  • Connects parts without tools
  • Survives the target wind and roof-load tests
  • Can be printed efficiently in a small batch

Constraints

  • Educational scale model only
  • Uses a set filament and print-time budget
  • Teams publish dimensions and assembly directions

Engineer’s notes

Our user needs…
The input tells the system…
Our code decides…
The output responds by…
Our test data showed…
We improved… because…
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