Rapunzel Tower Rescue

Overview

Students work in groups of four to design and make a structure that could help Rapunzel escape from a tower. They will explore how a wide base, strong joins and different shapes can make a structure more stable, then test and improve their ideas.

Learning intentions

• WALT identify a problem and imagine possible solutions.
• WALT design and make a structure for a particular purpose.
• WALT choose and combine materials thoughtfully.
• WALT test our design, notice what happens and make an improvement.
• WALT use problem-solving strategies when a challenge feels difficult.

Success criteria

• I can draw or explain an idea before I build.
• I can make a structure with a wide base and secure joins.
• I can test whether my structure reaches Rapunzel and stays standing.
• I can explain one thing that worked and one thing I could change.

Curriculum links

• Technology — technological practice: identifying a need or opportunity, developing ideas, making and evaluating an outcome.
• Technology — technological knowledge: understanding how materials and structures can be used for a purpose.
• Science — Physical Science: materials can be combined to make objects.
• Health and Physical Education — learning to recognise feelings, seek help and use strategies when solving problems.

Lesson structure (30 minutes)

1. 0–4 min · Mission hook. Open with the Rapunzel rescue story and challenge image and show a short teacher-selected clip or stills of a stick-and-putty tower being built and tested. Tell students: “Rapunzel is in a tower. Can we design a safe way to help her get down?” Students briefly share ideas with a partner and identify what the structure must do.

2. 4–8 min · Explore stability. Demonstrate two small cup structures: a tall narrow stack and a pyramid with a wide base. Invite students to predict which will wobble or fall, then test both gently. Explain that a wide base can help a structure stay stable; point out triangles in the pyramid and in the tower images. Students use their hands to show “narrow” and “wide” and make one prediction.

3. 8–11 min · Plan the solution. Display the success criteria using the design steps and success criteria. In groups of four, students complete the Rapunzel design sheet by drawing a structure, circling or naming materials, and showing where Rapunzel will be reached. Assign roles: designer, builder, materials manager and tester/reporter. Remind students that the design can change during building.

4. 11–23 min · Make and adapt. Provide each group with a small selection of straws, popsicle sticks, string, paper, cardboard, plasticine and/or wooden blocks. Students build a structure that reaches the teacher’s Rapunzel figure, placed at a safe, agreed height or position. Encourage groups to start with a wide base, join parts securely and use fewer materials carefully. Circulate and ask: “What is holding this up?”, “Where is the widest part?”, “What could you change?” Return to the build-and-test instructions for a two-minute warning and safe pack-up reminder.

5. 23–27 min · Test and improve. Groups test one at a time while classmates watch respectfully. The tester checks: Does the structure reach Rapunzel? Does it stay standing for five seconds? Does it use a wide base? Students make one quick improvement, such as widening the base, adding a cross-piece or strengthening a join, then test again. Record results on the worksheet with a drawing or simple tick.

6. 27–30 min · Reflect and connect. Gather students and revisit the reflection questions. Invite two or three groups to share what worked and how they improved their design. Discuss: “What does it mean to be a problem solver?” “How can anger, sadness or frustration make solving a problem tricky?” “When might we need help, space or time?” Ask whether Rapunzel could solve the problem alone or might need help, linking this to safe help-seeking. Students complete the worksheet sentence: “Next time I would…”

Resources

• Rapunzel rescue and stability challenge deck
• the Rapunzel design sheet
• Straws
• Popsicle sticks
• String
• Paper and cardboard
• Plasticine
• Wooden blocks or stacking cups
• Small Rapunzel picture or figure
• Timer
• Trays or tubs for group materials

Assessment

• During planning, check whether students can identify the purpose and explain how their design might help Rapunzel.
• During making and testing, observe use of wide bases, secure joins, purposeful material choices, cooperation and willingness to improve.
• Review the design sheet and final reflection for evidence that students can describe what worked, what failed and what they would change.

Differentiation

• Support: provide a partially made wide base, picture choices for materials, a simple four-step visual sequence and sentence starters such as “Our structure needs to…” and “We changed… because…”.
• Offer pre-cut cardboard and shorter sticks, and allow students to explain ideas orally or through drawing rather than writing.
• For EAL learners, model and repeat key words with gestures: base, wide, narrow, join, strong, stable, test and improve. Pair students with supportive language models.
• Extend confident groups by asking them to make the structure taller or reach further while using fewer materials, then explain which change improved stability.
• Use calm, specific prompts when frustration occurs: stop, take a breath, ask for help, take space, then try one small change.