Constructing the Cardboard Frame

Overview

In this fifth lesson of the eight-lesson unit Designing with Robotics, students turn their approved design ideas into a physical cardboard frame. Working in teams of five, they measure, mark, cut and join cardboard to create a supportive base for a future robotic structure. Students use digital images or a teacher demonstration to review the construction sequence, while colour-coded instructions support all learners.

Learning intentions

Students will:

• select suitable cardboard, joining materials and tools for a structural frame
• safely measure, mark, cut and join cardboard components
• sequence construction steps and share tasks effectively in a team
• explain how the properties and shape of cardboard help a frame stay upright
• document a construction decision using appropriate technology terms

Success criteria

• I can measure and mark cardboard carefully before cutting.
• I can use scissors, rulers and joining materials safely.
• I can contribute to my team and complete my agreed role.
• I can construct a frame that stands upright and supports the next stage of our robotic design.

Curriculum links

• Select and safely use materials, components, tools, equipment and techniques to make designed solutions.
• Explore and test materials, tools and processes to decide whether they are suitable.
• Sequence steps and work collaboratively to make a designed solution.
• Describe how forces and material properties affect the function of a product or system.
• Communicate design decisions using labelled drawings, technical terms and digital tools.

Lesson structure (45 minutes)

1. 0–5 min · Reconnect and hook. Teacher opens the construction introduction slides with the question, “Why might a tall cardboard structure fall over?” and briefly revisits students’ design sketches from the previous lesson. Students identify one feature their frame needs, such as a wide base, strong joins or balanced sides.

2. 5–12 min · Model the process and safety. Teacher uses the construction sequence and safety slides and demonstrates how to measure, mark, cut and join cardboard; explicitly model keeping fingers away from scissors, carrying tools safely, sharing equipment and checking joins. Students orally rehearse the sequence: plan, measure, mark, cut, join and test.

3. 12–15 min · Organise teams and resources. Teacher places students in six teams of five, assigns or distributes the group role cards, and explains the roles of designer/planner, measurer, cutter, joiner and tester/recorder. Students read or listen to their role, collect a tray of materials and agree on how they will communicate and share tools.

4. 15–32 min · Construct the frame. Teacher displays the colour-coded construction instruction slides and provides the cardboard frame construction sheet to each team; circulate to prompt accurate measuring, safe tool use and inclusive participation rather than completing the construction for students. Students follow the colour-coded steps, construct the base frame, and record one material choice and one change they make.

5. 32–39 min · Test, improve and explain. Teacher asks teams to place their frame on the testing surface and gently check whether it stands, supports a small agreed object and remains stable when lightly nudged; pause the class for a quick “stop, think, improve” review. Students test their frame, identify a weak or unstable area, and make one manageable improvement to a join, base or support.

6. 39–45 min · Share and exit reflection. Teacher invites two or three teams to show a successful join or explain an improvement, then finishes with the success criteria exit ticket slips. Students complete the slip by indicating which criteria they met and writing or drawing one construction technique that helped their frame stand.

Resources

• the construction introduction and instruction deck
• the cardboard frame construction sheet
• the group role cards
• the success criteria exit ticket slips
• Clean, pre-cut and recycled cardboard pieces
• Rulers, pencils and coloured markers
• Child-safe scissors
• Paper tape, masking tape, split pins and glue
• Six team material trays
• Small test objects and stable testing surfaces
• Tablets or classroom camera for photographing completed frames

Assessment

• Observe whether students measure, mark, cut and join safely, using a checklist aligned with the success criteria.
• Question teams during construction: “Why did you choose this material?”, “What is making the frame stable?” and “Which step comes next?”
• Use the exit ticket and frame test to identify students who can explain a material property, sequence the process and construct a supportive frame.

Differentiation

• Provide guided assistance through a teacher-led construction group, pre-scored or partially prepared cardboard, larger joining tabs and a visual demonstration repeated one step at a time.
• Keep the construction sequence colour-coded consistently: blue for measure, yellow for mark, red for cut, green for join and purple for test. Pair spoken instructions with simple diagrams and read all worksheet text aloud when needed.
• Offer dyslexia-friendly options: clear sans-serif font, short lines of text, generous spacing, minimal copying, coloured overlays or paper, verbal rehearsal and the option to respond with labelled drawings or voice recording.
• Support EAL learners with gestures, labelled tool examples and sentence starters such as “We chose ___ because it is ___” and “Our frame became stronger when ___.”
• Assign roles according to strengths, rotate roles where practical, and allow students to work with a supportive peer. Extension learners can experiment with adding a joint or hinge using split pins, then test and explain how it changes movement or strength.

Extension

• Design and add a hinged section or joint without reducing the frame’s stability.
• Photograph the original and improved frame using a tablet and annotate the change with the terms “join”, “support”, “force” and “stability”.