Susie Hilton

Lesson Plan Outline

Introduction

• Simple Machines

• Length of Lesson (35 minutes)

• VA Standards of Learning: Physical Science 3.3

o The Student will investigate and understand simple machines and their uses. Key

concepts include: types of simple machines (lever, screw, pulley, wheel and axle,

inclined plane, and wedge), how simple machines function, examples of simple

machines found in the school, home and work environment.

Learning Objectives

Students will…

• Identify the six simple machines

• Describe how simple machines operate

• Define the six simple machines

• Locate simple machines around school and home

Teaching and Learning Sequence

Introduction/Anticipatory Set

• Ask Ss which animal they think is the biggest at the zoo. Then ask them to imagine that

the animal is sick and has to be moved. Ask Ss how they would move the animal from its

cage.

• Ss will give many ideas, after a minute or two highlight that some Ss suggested the use of

a machine to help move the animal.

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Susie Hilton

• Ask Ss what they think of when they hear the word machine. Ask them why we use

machines and lead them to the answer machines make work easier.

• Give one S the paint can and ask him/her to take the lid off. As the S struggles ask other

Ss to give suggestions so help him/her. Wait until someone asks for a screwdriver or

something like that…someone will since many of them have seen their parents pry the lid

off paint cans before.

• Tell Ss there are many types of machines and some are very complex and some are

simple machines. Today we are going to talk about simple machines.

• Ask Ss if they know what a simple machine is.

o Give them a hint by telling them that they used one in class just a moment ago.

o Simple machine- a machine made up of one or more parts that make work easier

• Show them the screw driver and ask them how it made their work easier.

Lesson Development

• Give each S a Definition Worksheet As the T defines the simple machine Ss should

fill in the blanks on their worksheets

• Tell Ss that there are six types of simple machines.

• Take out a ruler and spool of thread and use this to explain lever. As you put together

the lever define it. A lever is a board (hold up the ruler) and a fulcrum. A fulcrum is

what the board rests on; in this case we will use this spool of thread (hold up the

spool). Show students that by placing the ruler on top of the spool of thread we create

a lever. Ask them for a couple of examples of other levels. (Seesaw, hammer,

crowbar)

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Susie Hilton

• An inclined plane is a flat surface that is higher on one end. Use two books to make

an inclined plane. Ask Ss to provide some examples. (ramp, path up a hill, slide)

• A wheel and axle- an axle is a rod that goes through the wheel. This lets the wheel

turn. Use a toy wheel to demonstrate. Take it apart before the demonstration and put

it together pointing out that the metal piece is the axle and the wheel moves around

the axle. Ask for examples of things that have a wheel and axle (cars, bikes, roller

skates, wagons, doorknobs)

• A Screw is a simple machine made from another simple machine. Give a student a

screw and ask them if they can tell you which two simple machines make up a screw.

Explain to students that a screw starts out like a nail which is a wedge. It is an

inclined plane that winds around the nail. Tell Ss that some screws are used to lower

and raise things, while others hold things together. Ask Ss to provide examples (jar

lids, light bulbs, stools, clamps, key ring

• Give students a plastic axe and ask them which type of simple machine it is. Most of

them will look back to their worksheets and decide it must be an inclined plane. Tell

Ss it is actually two inclined planes back to back and this forms a wedge.

• A wedge is made of 2 inclined planes. Tell Ss it is used to push two objects apart.

Ask Ss for examples. (axe, knife, fork, nail, hull of a boat)

• A pulley is made up of a wheel and a rope. The rope fits on the groove of the wheel.

One part of rope is attached to the load. When you pull on one side of the pulley the

wheel turns and the load moves. You can move things up and down or side to side.

Pulleys make moving heavy things much easier. Ask Ss where they have seen a

pulley. (on a boat to lower and raise the sails, flag pole, clothesline, crane

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Susie Hilton

• Review the definitions of each type of simple machine with the class to ensure they

correctly filled in the blanks on their worksheets. Do this by calling on individual

students or asking for volunteers.

• Divide Ss into groups of 2 and give each group and object.

• Explain to students that they need to write down what type of simple machine it is

and 2 ways it can be used to make work easier.

• If you have time allow Ss to trade objects with another group and continue the

activity.

Closure

• Ten minutes to the end of class have each group share what their tool is and one way

it can be used to make work easier. Do this by going around the room. Ss should hold

up their tool so the class can see it.

• Have one S collect the objects while 2 students pass out the Field Trip worksheet.

• Show ppt of things around the house that are also simple machines. This will prepare

students for their homework and will also be a time where any confusion can be

cleared up.

• Assign homework. Pass out Field Trip worksheet and explain that Ss will go around

their home and look for examples of simple machines. They need to find an example

of each simple machine and answer two questions: Which room in your house has the

most simple machines? Which room in your house has the fewest simple machines?

Homework

Field Trip Worksheet Ss need to look around their home and find two examples of each of the

six simple machines. They also will answer two questions based on their observation of where

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Susie Hilton

they found simple machines in their home. Which room in your house has the most simple

machines? Which room in your house has the fewest simple machines?

Assessment

Describe and provide examples of how the evaluation of students' learning will be accomplished.

Remember that assessment(s) must be directly related to the lesson objectives.

• Formative – Describe how you will monitor student progress and understanding during

the lesson.

o Group participation-I will observe students involvement in answering questions

from the teacher and group interaction.

o Examples provided by students: this will give me the opportunity to evaluate if Ss

understand each simple machine by the example of each that they provide

o Ss analysis of the objects will be the final observation of understanding during

class. Based on what students share about how their objects can reduce work will

enable me assess their understanding

Summative –

• Identify the six simple machines

o During the object analysis activity I will be able to assess how well Ss are able to

identify simple machines

o The homework assignment will give further insight as Ss will work independently

to locate and categorize simple machines around their homes

• Describe how simple machines operate

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Susie Hilton

o During the group object activity I will walk around and observe the Ss discussions

on how the machines operate and how they will reduce work.

• Define the six simple machines

o This will be assessed during a review in the next lesson when I ask Ss what the 6

types of simple machines are

• Locate simple machines around school and home

o This will be assessed when asking for examples of each simple machine after the

definition is given and explained

• Further assessment will be done the next class during a review of the homework

assignment

References

Fraizier, K . Simple Machines. Retrieved September 12, 2009, from Pro Teacher site:

http://www.proteacher.com/cgi-bin/outsidesite.cgi?

id=13288&external=http://www.iit.edu/~smile/ph9005.html&original=http://www.protea

cher.com/110064.shtml&title=Simple%20Machines

Koon, T. (1996-2009) Simple Machines Unit. Retrieved September 12, 2009, from Hot Chalk

Lesson Plans Page site:

http://www.lessonplanspage.com/ScienceMD6SimpleMachinesFullUnit46.htm

Appended Materials

Content Organizer

This form includes:

• Curriculum Framework Essential Understandings

• Materials and Lesson Preparation

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Susie Hilton

• Content Information and Vocabulary

• Connections – Cross-Curricular and Real World

Differentiated Instruction Organizer

Worksheets

• Simple Machine Definition

• Field Trip

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Susie Hilton

Name _______________

Simple Machines

1. Lever- A _______ or bar that ________ on a turning point.

Fulcrum- The turning point of a __________.

2. Inclined Plane- ___________ surface that is ___________ on one

end

3. Wheel and Axle- An ___________ is a rod that goes through the

__________. This lets the wheel turn.

4. Screw- An _________ ___________ that winds around itself.

5. Wedge- two __________ _________ that are put together to form

a __________ edge.

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Susie Hilton

Name__________________________

Simple Machine Field Trip

Directions: Look around your house and find one object
for each simple machine. Don’t forget to write down
which room you found the object.

Simple Object Room

Machine
Lever
Inclined Plane
Wheel and Axle
Screw
Wedge
Pulley

1. Which room in your home had the most simple machines?

2. Which room in your home had the least simple machines?

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Susie Hilton

Content Organizer
Curriculum Framework Essential Understandings

6 types of simple machines: lever, inclined plane, wheel and axle, screw, wedge,

pulley

Areas in our daily life where we encounter simple machines

Materials and Lesson Preparation

• Paint can

• Screw driver (flat head)

• 25 objects exemplifying simple machines

• Ruler

• Spool of thread

• Toy wheel

• Plastic axe

• Pulley

• Worksheets

Content Information and Vocabulary

Six types of simple machines definitions, uses and ways they work

• Simple machine- a machine made up of one or more parts that make work

easier

• Lever- is made of a board and a fulcrum. The fulcrum is what the board rests on.

(seesaw, hammer, crowbar)

• Inclined plane is a flat surface that is higher on one end (ramp, path up a hill,

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Susie Hilton

slide)

• Wheel and axle- an axle is a rod that goes through the wheel.(cars, bikes, roller

skates, wagons, doorknobs)

• Screw is a simple machine made from another simple machine.

o a screw starts out like a nail which is a wedge. It is an inclined plane that

winds around the nail.

• Wedge is made of 2 inclined planes. Tell Ss it is used to push two objects apart.

(Ship’s hull, axe, knife, fork, nail)

• Pulley is made up of a wheel and a rope. The rope fits on the groove of the

wheel. One part of rope is attached to the load. When you pull on one side of the

pulley the wheel turns and the load moves. You can move things up and down or

side to side. Pulleys make moving heavy things much easier. (on a boat used to

lower and raise the sails, flag pole, crane, clothesline)

Connections – Cross-Curricular and Real-World

• Real-world connections:

o Problem solving-using simple machines to make work easier: they see this

on the playground, their toys, their dad’s tool box. These simple machines

are all around them. After this lesson Ss should begin noticing how there

are simple machines everywhere and more advanced Ss will notice that

simple machines make up more complex machines.

• Cross-Curricular:

o Art class: draw or make (out of various materials: construction paper, toilet

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Susie Hilton

paper rolls, glue, pencils, rulers, balls, etc) their own simple machine

o Reading/Writing: read a story about machinery and look for the simple

machines that make up the larger machines.

 Write a story about using machines

o Social Studies: explore how machines have changed through the years

o Geography: different places around the country and the world have a need

for different types of machines. Bring in examples of different tools used in

other areas and have the Ss figure out what they can be used for and

identify the simple machines they are made of. (Can be pictures or the real

thing)

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Susie Hilton

Differentiated Instruction Organizer

Alternate Method(s)
Lesson Instructional Method Alternate Method(s) to
to
Components Originally Planned Assist Students
Challenge Students
Major Concepts Definition I believe the lesson is Introduction of
• 6 types of Worksheet simple enough that complex machines.
simple most Ss should be
machines Give Definition to able to follow the
• Def of students while instruction.
simple showing an
machines example If the entire class is a
• Uses of lower level then the
simple introduction of 3
machines simple machines
rather than 6.
Vocabulary Through the use of Ss who have trouble Students could be
Terms the Definition writing the definition given more
• Lever, worksheet can be given a challenging
fulcrum, worksheet that is definitions with
inclined multiple choice or more advanced
plane, matching rather than vocabulary. Or they
wheel and fill in the blank. could be required to
axle, write the full
screw, definition of the
wedge, simple machines
pulley rather than fill in
the blank
Activities Brainstorming This is a large group More open-ended
ideas to move a discussion that can questions.
large animal be easily modified to Additional activities
incorporate all Ss. might be to write
Observing objects and More simple or closed about or design a
manipulating them to questions could be complex machine
figure out how they asked to some using 2 or 3 simple
may work easier students. machines.

Assessments Main form of Main form of Main form of

assessment is assessment is assessment is
observation of observation of observation of
participation participation participation

Ideas of how Ideas of how Ideas of how

machines can be used machines can be machines can be
used used
Homework Homework
assignment Homework assignment
assignment

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Susie Hilton

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