Name: Michelle Joyce

Grade/ Subject Area: 3rd grade/ Science

Type of Setting: This lesson was designed for a typical 3rd grade classroom and may be adapted to meet
numerous abilities, multiple intelligences and learning readiness.
1. Purpose: In this lesson, students will be able to identify simple machines and describe how
simple machines make work easier. This lesson is designed as an introductory lesson for the unit
on simple machines. Students will discover simple machines through videos, pictures and
experiments.
2. Vocabulary and Key Terms:
Simple Machines: a tool that uses force to make work easier.
Lever: consist of a rigid bar that pivots (turns) around a fixed point called the fulcrum.
Fulcrum: the point on which a lever rests or is supported and on which it pivots.
Pulley: a grooved wheel that spins on a fixed axis with a rope or chain moving over the wheel.
Inclined plane: consists of a tilted flat surface.
Wheel and Axle: involves a circular rotating part (the wheel) that turns around a shaft (the axle).
Screw: an inclined plane wrapped around a pole, which holds things together or lifts materials.
Wedge:an object with at least one slanting side ending in a sharp edge, which cuts material apart.
Force:apushorpullonanobject
3. Objectives:
Students will be able to:
Identify the different types of simple machines.
Describe how simple machines work.
Discuss how simple machines make work easier.
4. New York State Learning Standards:
PS 5.1f: Demonstrate how mechanical energy may cause change in motion through the
application of force or the use of simple machines such as: Levers, pulleys, inclined
planes Wheel and axle.
5. Pre-Assessment: Students have the ability to read informational texts about science. This
lesson will expand their knowledge about simple machines. Teacher will design a KWL chart to
see what the students already know about certain types of tools or machines like simple
machines. The teacher will ask the students if they can explain different situations where simple
machines or machines are used based on their knowledge.
6. Lesson Presentation:
Set Induction: 5 minutes

1. The teacher will explain to the students that they have been learning about all the
ways we work (energy, movement) and that now we will study what makes the
work easier and how it is done.
2. The teacher will activate the students prior knowledge and display a picture of an
animated bicycle on the Smart board. The teacher will have the students observe
the bicycle picture.
3. The teacher will explain to the students the following situation, When you are
riding your bicycle, how do you make the bicycle move? The teacher will have
one student answer the question. (The answer is placing your foot on the pedal to
move the wheels.) The teacher will conclude that the bicycle makes it easier and
quicker to travel to places. The teacher will say, The pedal and wheel help move
the bicycle and these are known as a simple machine.
4. The teacher will display the definition of a simple machine on the Smart board
and read it aloud to the class.
5. The students will watch a Brain pop video that is about 3 minutes long. In this
video it will introduce the simple machines to the students using examples and
animations.
6. The teacher will ask the students to staple the definition sheet and graphic
organizer in their notebooks to use for the lesson.
Procedure: 20 minutes
1. The teacher will introduce the activity to the students. The teacher will distribute a
checklist to each student, which will help him or her complete the activity. The
teacher will explain to the students that they should use the checklist to finish the
activity. (The teacher will also display the checklist on the board as the students
complete the activity.)
a. The teacher will explain to the students that they will visit the six different
stations in the classroom that have a simple machine and pictures on how
to use them. The students are also able to touch the simple machines to
observe how they are used. The students have to identify the simple
machine at that station using the definition page to help them. In the
graphic organizer, the students will write the type of simple machine,
qualities of the simple machine and draw a picture of the simple machine.
2. The teacher will model how to complete the activity. (The teacher will display a
graphic organizer on the Smart board similar to the students graphic organizer.)
3. The teacher will have a small scale and show it to the students. The teacher will
show how both sides of the scale move back and forth while weighing objects.
The teacher will refer back to the definition page and realize that a fulcrum is part
of simple machine that makes the two sides move. The teacher will identify the
scale as a lever.
4. The teacher will write lever in the graphic organizer and ask the students what
were the qualities that they realized about the scale. The teacher will write the
qualities in the graphic organizer in the correct section. The teacher will also draw
a picture of the scale.
5. The teacher will ask the students to put a thumbs up or thumbs down to check if
they understand the content. If more than half the students have thumbs down
then the teacher will address their misunderstandings.

6. The teacher will divide the class into six equal groups and each group will be
assigned at a station. The teacher will explain to the students that they will receive
about two to three minutes at each station to observe the simple machines and fill
out their graphic organizer.
7. The students will begin the activity and the teacher will observe the students as
they complete it. The teacher will also provide guiding questions during the
activity to help the students identify the simple machine.
8. The teacher will direct the students to their station and begin the timer for two
minutes. The teacher will also display the checklist on the Smart board for the
students to refer back to on how to complete the activity.
9. The teacher will time the students and when two minutes is finished then they will
switch to the station on their left.
10. The activity will end when all the students have completed all of the stations. The
teacher will ask the students to return to their seats with their graphic organizer.
11. The teacher will ask a student from each group to identify the simple machine at
one center and explain how they determined it was the correct type of simple
machine.
Closure: 5 minutes
The teacher will ask the students, Based on your observations, why are simple
machines important to use? The teacher will have the students write their answer in
their notebook and ask the students to refer to one example from the experiment in
their answer. The teacher will have a few students share their answer to the class. The
answer should be about how simple machines make moving objects easier.

8. Materials and Resources:

Smart board
Different types of Simple Machines (Can be pictures or actual objects)
o Scissor
o Ladder
o Wheel barrow
o Water well
o Screw
o Axe
o Scale
White board
Definition sheet
Activity Graphic Organizer
Checklist
9. Follow up Activity: Students will be assigned to complete a worksheet for homework that
directs the students to identify simple machines similar to the activity. Students will learn more
about simple machines and complex machines the following day.
10. Evaluation/Assessment: The teacher will observe the students during the activity. The
teacher will write anecdotal notes based on the students progress throughout the assignment. The

anecdotal notes will include an evaluation of the students work based on the completion of the
assessment and correctness. The teacher will also observe and evaluate the students ability to
use the checklists provided and if he or she follows directions to complete their work.
11. Differentiation:
This lesson incorporates several different ways of differentiation for at risk and disabled
students. This lesson also incorporates the multiple intelligences.
Differentiated Worksheets
Group A (Above Grade Level)
Group B (On Grade Level)
Group C (Below Grade Level and English Language Learners):
Power Point Presentation for visual learners.
Group C students will be paired with Group A students for the experiment.
Checklist will be provided for all students.
Group discussions and group work for the experiment.
12. Resources:
Brain Pop Junior