Simple Machine Lesson Plan #1 STEM 434

(Complete answers in Purple font)

Name: Elizabeth Casallas Grade: 3rd Grade Topic: Forces, Motion and Energy
Brief Lesson Description: For this lesson the students will be exploring the different types of simple machines before they will be
discussed as a class. Then there will be a worksheet that involves the students getting up and walking around and/or using their
technological devices to scavenge for different types of simple machines.

Specific Learning Outcomes: In order to meet this standard, it is expected that students will
 identify and differentiate the six types of simple machines: lever, screw, pulley, wheel and axle, inclined plane, and wedge.
 differentiate and classify specific examples of simple machines found in school and household items. These include a screwdriver,
nutcracker, screw, flagpole pulley, ramp, and seesaw.
 analyze the application of and explain the function of each of the six types of simple machines. An example would be that an inclined
plane is a ramp to make it easier for a heavy object to be moved up or down.

How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)
I believe that I employed culturally sustaining pedagogical strategies. I used an engaging opener that had all of my diverse students
participating. The activities planned would keep everyone engaged and everyone involved.

Narrative / Background Information

Prior Student Knowledge:
Be able to identify the north and south magnetic poles of magnets
Be able to make and communicate observations about moving objects. Examples
should include balls, objects with wheels, windup toys, tops, rubber
bands, and playground equipment.
Be able to predict an object’s movement, using its size, shape, and the force of
the push or pull on it.
Be able to manipulate objects in order to describe and classify the motion of each
object as straight, circular, or back-and-forth.

Science VA SOL Health VA SOL NGSS (You may have to look to a different
3.2) The student will investigate and 3.1.r Explain what happens with waste grade level for the connection)
understand simple machines and their and recycled materials. K-2-ETS1-3.)
uses. Key concepts include Analyze data from tests of two objects
a) purpose and function of simple designed to solve the same problem to
machines. compare the strengths and weaknesses of
b) types of simple machines. how each performs.
c) compound machines; and
d) examples of simple and compound
machines found in the school, home, and
work environments.
Science & Engineering Practices: (You must tie engineering practices into your plan)
Asking questions and defining problems in K–2 builds on prior experiences and progresses to simple descriptive questions.
Ask questions based on observations to find more information about the natural and/or designed world(s).
Ask and/or identify questions that can be answered by an investigation.
Define a simple problem that can be solved through the development of a new or improved object or tool.

https://my.nsta.org/ngss/Practices.aspx?id=1&exampleid=309

Possible Preconceptions/Misconceptions:
Power is the same as force or work.
A machine makes less work for people.
A machine must have a motor.
Pulley’s increase the amount of force needed.
An inclined plane means less work is used.
A wedge is only used for things like door stops.

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use
here)
To start I would have my students seated on the carpet in front of the promethean board. Then I would ask them a series of questions to
get them warmed up to the topic. “Does anyone know what a machine is?” “Are machines helpful to us?” After a friendly discussion
where I obtain more knowledge on their prior knowledge I would have them think pair share with a partner about their favorite type of
machine.
Then I would read them a story (or I would play the video of someone else reading the story on YouTube) called,” Simple Machines, by
D. J. Ward and Mike Lowery.

EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:

I would have the students in groups of 3 (or four) there would be six stations set up with each simple machine. Each center would have a
piece of paper explaining in simple terms what the students are to do.
For the Lever simple machine, the students would have two cups, a taped down binder clip, a small thin block of wood and marbles.
Their goal would be to make the block perfect straight using the cups and marbles.
For the pulley I would have a few small plastic containers with strings connected. They would use magnets and paper clips to see how
many paper clips they can get using their own pulley.
For the inclined plane I would have two big pieces of cardboard, four plastic cups, and a few random items that students can use to roll
down the inclined plane.
For the wedge simple machine, I would have them use play dough and a play dough tool that would play as a wedge tool (an ax).
For the Wheel and axe simple machine, I would have paper towel rolls (with premade holes), chopsticks, fun stickers, and wheels.
For the screw simple machine, I would demonstrate it to the class before beginning the centers. I would have them wear safety goggles.

EXPLAIN: Concepts Explained and Vocabulary Defined:

To start I would answer any linger questions that my students have before I start the lesson. Then using visual aids, the centers they
were at, and a worksheet for them to write on, I would begin. My visual aids would be pictures of different simple machines. I would ask
my students if any of them have seen any of these before. (We did them in the explore section). I would use a basic PowerPoint with
mostly pictures of the simple machines. As I am explaining what each machine is I will go back and reference what they explored. After
the discussion they will get a worksheet with different images on them, and they will do their best to connect each simple machine with
the right answer.
Vocabulary:
Lever: To increase or decrease the applied force
Pulley: To change the direction of a force
Wheel and axe: To reduce the friction of moving something
Screw: To hold things together or to lift an object
Inclined plane: To move objects to a greater height
Wedge: To drive objects apart
ELABORATE: Applications and Extensions:
To get my students to use the concepts they learned in new ways I would ask my students to use their computers, look around the
classroom at different types of simple machines. How do these machines work and how do they help us? They would be given a
scavenger worksheet. They would be allowed to get up and walk around the room.
EVALUATE:
For the assessment portion I would have them submit the scavenger sheet to me at the end of the lesson. It would be a way that I could
see what my students know and what they really weren’t grasping.
Formative Monitoring (Questioning / Discussion): At the end after everything has been cleaned up and put away, we would all meet
back at the carpet and discuss how everyone did. I would ask questions like, “

Summative Assessment (Quiz / Project / Report) (Include a rubric): I would create a short quiz that could be considered an (exit ticket) to
see which students understand and/or which students would need more assistance.

Simple Machine Rubric

Hit Target  Very Close to Close to Target   Not Yet 

(10 pts) Target  (8 pts) (6 pts) (4 pts)
 Identify and The student can The student can The student can The student can
Differentiate the identify most of the identify less than not identify or
six types of simple identify and
machines but has four different differicate any
machines: lever, differentiate the issues types of simple
screw, pulley, six types of of the six types
differentiating one machines and
wheel and axle, of machines. 
inclined plane, and simple or two.  can differentiate
wedge machines. more than four. 

Differentiate and The student can The student can The student can The student can
classify specific differentiate and differentiate and differentiate only not differentiate
examples of classify simple classific most of the one or two of the and classify
simple machines machines found in simple machines simple machine specific simple
found in school found in school and examples found in machines found in
and household
school and household items.  school and school and
items household items. household items.  household items. 

Analyze the The student can The student can The student can The student can
application of and analyze the analyze most of the analyze the not analyze the
explain the application of and application of and application of and application of and
function of each of explain the function explain the function explain the function explain the function
the six types of of each of the six of each of the six of only one to two of of each of the six
simple machines types of simple types of simple the six types of types of simple
machines. machines simple machines. machines.

Plan for differentiation: (Be sure to specifically address the following learners)
 Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders)
 For students with high-incidence disabilities I will incorporate an assistive technology tool that will enhance their learning
experience. If I need to I will obtain online resources that the student can access that will help with the interacting part of the
lesson (explore).
 For my English Language Learners, I would assign them with a high learning student that would take on the role as mentor with
the group activities. I would also make sure to have the names of the simple machines in both English and their primary
language.
 For any gifted learners that I might have in my class I would include extra activities that keep them focused on the topic, such
as free online tools that the student can interact with. Or games on how to create a simple machine.
Elaborate Further / Reflect: Enrichment:
 I will evaluate my practice by recording myself and watching how my students are participating and how I am interacting with
my students.
 My students might struggle with grasping the name of all six all at once.
 My lesson could be strengthened to improve student learning if I had a hands-on project for them in the elaboration part of
the lesson. So, they could compare two simple machines and see which ones are better for premade duties.
 I feel like it could be more enhanced in culturally sustaining pedagogies if I found a better way to connect the material with my
students. It could also be better if I found a way to use the community to show simple machines, like a field trip.
 Materials Required for This Lesson/Activity
Quantity Description Potential Supplier (item #) Estimated Price
Two pieces of cardboard Dollar Store
Six plastics cups Dollar Store
Marbles Dollar Store
Paper Towel Roll Dollar Store
Small wheels Kid’s Store
Play dough Dollar Store
Play dough wedge tools Dollar Store
Magnets Dollar Store
Small plastic containers Dollar Store
Paper clips Dollar Store
String Dollar Store
Screws Hardware Store
Two blocks of Wood Hardware Store
Paper Dollar Store

Resources used to form lesson plan:

https://www.generationgenius.com/wp-content/uploads/2019/06/Simple-Machines-Teacher-Guide-
GG.pdf

https://ibhandari.weebly.com/uploads/2/6/5/6/26565527/simple_machines_powerpoint_slides.pdf

https://www.nextgenscience.org/topic-arrangement/k-2engineering-design

https://my.nsta.org/ngss/DisplayStandard.aspx?view=topic&id=23