Fragile Pack Challenge

Overview

Students work in teams to design and make a prototype package that protects a fragile object while using minimal, reusable or recyclable material. They identify a need, generate and communicate ideas, select materials and techniques, test an initial prototype, and improve it using evidence. The lesson emphasises iterative design, sustainability and explaining design decisions.

Learning intentions

• We are learning to identify a packaging need and develop design ideas.
• We are learning to select materials and techniques for a purpose.
• We are learning to make, test and improve a prototype.
• We are learning to explain how our design meets agreed criteria.

Success criteria

• I can describe the problem and identify who the packaging is for.
• I can sketch and label a possible solution.
• I can make a prototype that protects the object and uses materials thoughtfully.
• I can test my prototype, use evidence to suggest an improvement, and explain my choices.

Prior knowledge

Students have previously explored common material properties, safe use of classroom tools, joining techniques such as folding, taping and tying, and the idea that materials are selected because of how they behave. Briefly revisit that a successful design meets a user’s need and has a purpose beyond looking attractive.

Key vocabulary

Need, opportunity, brief, criteria, constraint, prototype, material, technique, protect, impact, sustainable, reusable, recyclable, evaluate, iterate.

Curriculum links

• Technology — Technological Practice: identifying a need or opportunity, developing and communicating design ideas, making and evaluating a prototype.
• Technology — selecting suitable materials and techniques for a purposeful outcome.
• Technology — explaining how design decisions respond to users, materials, sustainability and testing evidence.
• Te Mātaiaho: developing capabilities to think critically, collaborate, communicate ideas, manage a practical process and respond responsibly to environmental considerations.

Lesson structure (60 minutes)

1. 0–7 min · Hook and challenge. Teacher shows a fragile object, such as a cardboard egg or small paper cup, and asks: “How could we protect this during a drop without wrapping it in lots of new material?” Open with the challenge hook and image comparison and establish the brief: design packaging for one object that survives a controlled drop, is easy to open, and uses no more than three provided materials. Students think-pair-share what makes packaging effective and sustainable.

2. 7–15 min · Criteria and design thinking. Teacher introduces the success criteria and models a quick design sketch, labelling the object, protective features, materials and joining techniques. Distribute the packaging design brief and evaluation sheet. Students record the user, need, constraints and at least two possible ideas before choosing one. Teacher prompts: “Where will the impact happen?” “What will stop the object moving?” “Could this material be reused or recycled?”

3. 15–22 min · Material investigation and planning. Teacher displays the available materials and demonstrates safe cutting, folding, taping and joining; model how a material’s properties may make it useful for cushioning, spacing or structure. In groups of four or five, students handle and compare materials, then select a small number for their prototype. Assign roles: designer, materials manager, maker, tester and reporter; rotate roles if time allows.

4. 22–40 min · Make prototype one. Teacher sets a clear build time and conferences with groups, asking them to explain each decision before offering advice. Students construct a prototype around the object, following their sketch while adapting it when materials behave differently than expected. The teacher checks that scissors are carried safely, tape is used responsibly, and no student throws or drops objects before the testing stage.

5. 40–50 min · Test, evaluate and improve. Teacher demonstrates the agreed test: each prototype is dropped once from a safe, consistent height onto the same surface, with students standing behind the marked line. Groups predict the result, test, inspect the object and record evidence on the test results and improvement section. Students identify one weakness, make one purposeful modification, and explain how the change should improve protection, usability or sustainability. If a group’s object is damaged, treat this as useful evidence rather than failure.

6. 50–56 min · Share design decisions. Teacher invites rapid group presentations using the sentence frame, “Our packaging was designed for… We chose… because… Our test showed… Next time we would…” Students display their prototype, listen to another group and give one specific warm feedback comment and one question.

7. 56–60 min · Reflection and exit ticket. Teacher asks students to complete the retrieval practice exit ticket slips with one design decision, one piece of test evidence, one sustainability choice and a confidence rating. Students hand in the slip and complete the worksheet’s final reflection: “The most important improvement would be…”

Resources

• the sustainable packaging challenge deck
• the packaging design brief and evaluation sheet
• Small fragile objects or teacher-prepared paper/cardboard objects, one per group
• Reused cardboard, paper, newspaper, paper cups, wool, string and fabric scraps
• Limited masking tape or paper tape
• Scissors, rulers, pencils and coloured pens
• Drop-test landing area, tray or marked floor space
• Recycling and scrap-material collection boxes
• Group role cards or a displayed list of roles
• Camera or tablet for recording prototypes, if available

Assessment

• During planning, check that each student can state the need, user and at least one constraint; question groups about why a material is suitable.
• During making and testing, observe safe tool use, collaboration, accurate recording and whether changes are based on evidence rather than decoration alone.
• Use the worksheet, prototype and exit ticket to assess how clearly students communicate design decisions, evaluate against criteria and identify a realistic improvement.

Differentiation

• Support groups with a partially completed brief, picture prompts, a choice of two or three materials, and sentence starters such as “I chose ___ because it can ___.”
• Provide pre-cut materials, larger pieces, a visual sequence of sketch–make–test–improve, and a scribe or speech-to-text option for students with fine-motor, literacy or communication needs.
• Pair EAL learners with supportive peers, demonstrate each technique physically, and use the vocabulary list with simple definitions and labelled examples.
• Extend capable students by requiring a second test, reducing the material allowance, comparing two designs, or calculating how their packaging could reduce waste and be reused.

Extension

• Students photograph their prototype and create a short explanation for a class display or digital portfolio.
• At home, students find one package and identify which parts are reusable, recyclable, excessive or necessary. They bring one suggested improvement to the next session.