Card Tower Engineering

Overview

Today students will use the engineering design process to create and test a paper structure that can hold a large book. They will model how systems interact by noticing how the geosphere (structure shape), the atmosphere (wind/air effects, if any), and the biosphere (student actions and collaboration—how people “input” energy into the system) affect the stability of their design while focusing on Earth Systems and ecosystems models at a basic, age-appropriate level through observations.

Learning intentions

Students will be able to:

• Develop a plan and model a design using 10 folded 3x5 index cards, 12 inches of masking tape, and one large book.
• Engineer and test their structure to hold the book for at least 10 seconds.
• Use observations to explain what failed (e.g., buckling, slipping, insufficient base) and revise the model.
• Describe patterns in how different design choices lead to stronger or weaker structures using evidence from tests.

Success criteria

• I can draw or describe a design before building.
• I can build a structure that holds the book for 10 seconds (or document why it failed if it does not).
• I can identify one or two failure causes using evidence from the test.
• I can revise and retest my design, improving performance.

Curriculum links

• Science: Earth Systems — Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact (adapted through the engineering structure system: materials, supports, and forces students observe).
• Engineering-to-science connection: Ecosystems and matter movement — Students connect “what goes where” in a system by tracking changes in structure shape and stability (from “before/after” test observations) without molecular explanations.
• Science: Earth Systems — Use evidence from “reservoirs” of stability (base, walls, supports) to graph or compare results across trials (students track “holds/not holds” as a form of evidence comparison).

Lesson structure (30 minutes)

1. 0–4 min · Hook and setup. Teacher shows the materials and an example of a failed “tower” and a successful one (no full build), then asks: “What changes when the tower is loaded—shape, balance, or strength?” Students listen, then jot one guess about what makes paper structures stable.

2. 4–10 min · Plan (design model). Teacher explains the goal: fold cards into structural shapes, use tape strategically, and test to hold the book for 10 seconds without using extra materials. Teacher prompts: “Make a quick sketch and label where you think the structure will be strongest.” Students create a design plan using the ten cards and one small tape allowance, then share one idea with their partner.

3. 10–18 min · Build and first test. Teacher circulates as students build, reminding them to keep a clear record of their starting design (what folds/shapes they chose). When ready, teacher runs a timed test: place the book on top, start a 10-second timer, and observe carefully. Students test; record result (Hold / Did not hold) and write one observation about what happened (e.g., “walls buckled,” “cards slid,” “base collapsed”).

4. 18–24 min · Notice and explain (failure analysis). Teacher leads a short discussion: “What evidence shows why it failed? Which part of the model changed most?” Students identify one “cause-effect” statement using the observation, such as: “Because the sides weren’t supported, the structure buckled under the load.” Teacher collects 2–3 examples from the class.

5. 24–30 min · Review and remodel (second test). Teacher gives a brief remix challenge: keep the same materials but revise one feature (base width, number of supports, fold orientation, tape placement). Students remodel, then conduct a second 10-second test and record improvements (Hold time if it lasted; or Hold/Did not hold). Teacher closes with: “What design change improved your results and what evidence supports it?”

Resources

• 10 folded-unfolded 3x5 index cards per group (extra sheets available for replacement)
• Masking tape cut into a single allowed 12-inch length per group
• 1 large book per group (same book type/size across groups)
• Timer (phone timer or classroom timer)
• Recording sheet: Design sketch, Test 1 result, Evidence, Possible cause, Design change, Test 2 result
• Clipboard or hard surface for writing
• Safety reminder: no throwing cards; keep fingers clear when placing the book
• Whiteboard or chart paper for quick class “failure causes” list

Assessment

• During planning: teacher checks that students have a sketch/model and a stated plan (formative).
• During tests: teacher observes whether students document evidence (what happened) rather than only opinions.
• Quick exit check (last 1–2 minutes as students finish recording): “Write one sentence: What did you change in your model, and what evidence shows it worked?”

Differentiation

• Support: Provide sentence starters for failure analysis: “The structure failed because…,” “I noticed…,” “Next time I will…”
• Support: Offer a template with labeled parts (base, sides/walls, top platform) to help students plan tape placement.
• Extension: Challenge students to predict the best fold orientation (vertical supports vs. angled supports) before remodeling and explain why.
• EAL/SEN: Allow drawings as well as writing; pair roles (Builder, Tester, Recorder) so participation is shared for varied skill levels.