PIKO · PLAN · BUILD · TEST
Build a paper bridge
Measurement and averages; structures and fair comparisons; evidence-based explanation.
Suggested years: 3 / 4 / 5 / 6 · 3–5 students · 1 days
How can two sheets of paper carry more weight?
Create a team record →What you will make
Two bridge designs, a dimensioned sketch and load records
Materials
Two A4 sheets, two equally thick books, a ruler, 20 identical counters or washers, pencil and paper. Use the same paper allowance each round.
Constraints
Keep a 20 cm span. Do not attach the bridge to the books. Load the centre; count the counters supported for 10 seconds before collapse.
Discuss this trade-off
Should you add folds for strength or keep a wide surface for access? Each member sketches an idea before the team compares reasons.
How to test fairly
Test each version three times, resetting or rebuilding from the same sketch. Change the folding structure only; keep paper, span, loads and load position constant. Failed trials are evidence too.
Skills you will practise
Measurement and averages; structures and fair comparisons; evidence-based explanation.
Extend the challenge
Years 5–6: compare load and material use; explain how a mean can conceal unstable results.
Plan the time
Suggested calendar days: 1 days. Days describe a suggested calendar schedule, not continuous working time. Allow discussion, role rotation and tidying between rounds. The seed project uses two consecutive seven-day observation cycles.
Seven steps for working together
Form a team
Choose distinct nicknames, confirm everyone is present and assign first-round responsibilities.
Hear different proposals
Each member proposes an idea and a reason; compare trade-offs and retain alternative views.
Plan a fair test
Record a prediction, build steps, measurement method, and what will change or remain constant.
Build & test version one
Build a physical first version or drawing. Retain three original readings and notes on failures.
Revise & test again
Revise using evidence, rotate responsibilities and take three readings with the same method.
Share & reflect
Show the product or a paper chart, explain the limits of both rounds, and collect each member’s contribution and reflection.
Review your evidence
Check the evidence is complete and discuss four feedback dimensions with a teacher or another team.
Original readings from both rounds
Counters supported for 10 seconds (counters) · 0–20
A blank means not measured yet; zero means a measured zero. Keep the original readings, including failures.
Agree on the measurement method first. Retain three readings per version, compare means and ranges, and explain the result with its conditions and limitations.
| Version | Reading 1 | Reading 2 | Reading 3 |
|---|---|---|---|
| Version one | ________ | ________ | ________ |
| Version two | ________ | ________ | ________ |
Share the work in teams of 3–5
Use these roles in round one; rotate one position in round two. In teams of three, combine recording and coordination with other duties; teams of four share coordination. Everyone proposes an idea and takes part in testing.
- Designer / questioner
- Builder / materials
- Tester / measurer
- Recorder / presenter
- Listener / coordinator
Teacher notes
Check materials and constraints, then group by readiness. Notice who hears an alternative, changes their mind and explains evidence. Rotate roles between tests. Accept failure or no improvement, using a next-step plan to continue learning.
Give feedback on the actual process
- Question and trade-offs: compare reasons for two proposals and consider who is affected.
- Fair testing: explain what changed and what stayed constant; retain failures and repeated readings.
- Evidence: use original data, state limitations and propose a testable next step.
- Collaboration: everyone contributes, hears an alternative and rotates duties in round two.
Describe each dimension as needing support, explaining independently, or transferring to a new situation, with an observed example. Hear from every member.
Design references and scope
These original Piko Game primary projects draw on Astra Nova’s emphasis on problem solving, constructive disagreements and collaboration, and Synthesis’s emphasis on team discussion. Astra Nova currently serves ages 11–18. These age-adapted activities are independent of both organisations and are not their official curriculum.
Choose by readiness
Years indicate participation readiness. Teachers can adapt for reading, measuring and collaboration; young learners may draw or dictate with adult recording support. China 5–4 recommendations are readiness labels, not a certified curriculum mapping.
What to record
Team records stay in this browser and are never published on these public guides. Use nicknames. Export and import a file to change devices; export a backup before leaving if saving is unavailable.