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Simple Machines
Grade Levels:
Pre K
Concepts:
Simple and Compound Machines
Forces and Motion
Energy, Work and Effort
Actions and Reactions
Big Idea:
Students will discover simple machines, explore how they are used and learn that they can be used to
make our lives easier.
Ohio Early Learning and Development Standards
Domain: Cognition and General Knowledge
Sub-Domain: Mathematics
Strand: Algebra
Topic: Group and Categorize
Sort and classify objects by one or more attributes (e.g., size, shape).
Strand: Measurement and Data
Describe and compare objects using measureable attributes (e.g., length, size, capacity and weight)
Order objects by measureable attribute (e.g., biggest to smallest, etc.).
Strand: Geometry
Topic: Spatial Relationships
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Demonstrate understanding of the relative positions of objects using terms such as in/on/under,
up/down, inside/outside, above/below, beside/between, in front of/behind and next to.
Topic: Identify and Describe Shapes
Understand and use names of shapes when identifying objects.
Sub-Domain Science
Strand: Science Inquiry and Application
Topic: Inquiry
Make careful observations.
Engage in simple investigations.
Describe, compare, sort, classify, and order.
Use simple tools to extend investigation.
Make predictions.
Make inferences, generalizations and explanations based on evidence.
Share findings, ideas and explanations (may be correct or incorrect) through a variety of methods
(e.g., pictures, words, dramatization).
Strand: Physical Science
With modeling and support, explore the position and motion of objects.
Classroom Connections:
Either before or after your visit The Works recommends that you investigate these words and phrases in
your classroom.
Simple Machines
Screw
Force
Wheel and Axle
Pulley
Pull
Inclined Plane
Lever
Literacy Links:
Wedge
Compound Machine
Push
Motion
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Bradley, Kimberly Brubaker, and Paul Meisel. Forces make things move. New York: HarperCollins, 2005.
Print.
Dahl, Michael, and Denise Shea. Cut, chop, and stop: a book about wedges. Minneapolis, Minn.: Picture
Window Books, 2006. Print.
Dahl, Michael, and Denise Shea. Scoop, seesaw, and raise: a book about levers. Minneapolis, Minn.: Picture
Window Books, 2006. Print.
Dahl, Michael, and Denise Shea. Pull, lift, and lower: a book about pulleys. Minneapolis, Minn.: Picture
Window Books, 2006. Print.
Dahl, Michael, and Denise Shea. Roll, slope, and slide: a book about ramps. Minneapolis, MN: Picture
Window Books, 2006. Print.
Fowler, Allan. Simple machines. New York: Children's Press, 2001. Print.
Hewitt, Sally. Machines we use. New York: Children's Press, 1998. Print.
Mason, Adrienne, and Claudia DaÃÅvila. Move it!: motion, forces and you. Toronto: Kids Can Press, 2005.
Print.
Wells, Robert E.. How do you lift a lion?. Morton Grove, Ill.: A. Whitman, 1996. Print.
Extensions at The Works:
Go Lab
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Build and race cars while exploring the effects of forces and motion.
Discover the effects of gravity.
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Additional Resources:
http://www.edheads.org/activities/simple-machines/index.shtml
http://teacher.scholastic.com/dirtrep/simple/index.htm
http://sln.fi.edu/qa97/spotlight3/spotlight3.html
http://www.exploratorium.edu/snacks/iconmechanics.html
http://www.mos.org/sln/Leonardo/InventorsToolbox.html
http://www.brainpopjr.com/science/forces/simplemachines/grownups.weml
http://idahoptv.org/dialogue4kids/season7/simplemachines/facts.cfm
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Simple Machines
Pre Visit Activities
Simple Slide
Objective:
Students will explore one type of simple machine and discover the effects of gravity.
Materials:
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Toy Car
Foam Board
Books
Masking Tape
Marker/Crayon
Measuring Tape
Procedure:
1.
2.
3.
4.
5.
Introduce the six simple machines to students.
Explain that an inclined plane is similar to a ramp or even a slide.
Have students discuss if/where they have seen this type of simple machine.
Place 3 – 4 books in a pile.
Set one end of the foam board on the ground and lean the other against the books creating an inclined
plane.
6. Show students that inclined plane.
7. Allow students to place their toy car at the top of the inclined plane.
8. Using the masking tape mark the distance the car traveled.
Possible extensions:
• Change the number of books in the pile and mark distance travelled with a different color marker on
the tape.
o The higher the stack of books, the greater the angle and the further the car will travel.
What Happened?
Students will understand that an inclined plane allows items to move from one level to another. If
there is a ramp at your school explore this further by having the students pull a wagon up the ramp
and carry the same amount of weight up the stairs.
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Level Out
Objective:
Students will discover that a lever can be used to help lift heavy weights and/or balance a load.
Materials:
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Ruler
Pencil
Masking Tape
Paper Cups
Pennies
Marbles
Procedure:
1. Split students into small groups (3 – 4 students).
2. Each group needs a ruler, pencil, 2 paper cups, marbles and pennies.
3. Help students build a lever by taping the ruler to the table/desk creating the fulcrum and place the
ruler across the pencil. Tell students to picture a teeter-totter.
4. Place one cup on each end of the ruler. If the cups fall off, tape them in place.
5. Put one marble in a paper cup.
6. In the opposite paper cup add pennies until they lift the cup with the marble off the table.
7. When this happens the effort has exceeded the load.
Possible Extensions:
• Repeat the experiment using more marbles.
o Compare the number of pennies needed each time.
• Take students to visit a playground and test using a human “load”.
o See how many students are needed to lift the teacher.
o If possible, move the lever so that the fulcrum can be placed closer to the students than the
teacher. This will decrease the amount of effort needed to complete the task.
What Happened?
Levers are used to decrease the effort needed to lift a heavy load. In other words they make it easier for
us to lift heavy weights. In a first class lever, the closer the fulcrum is to the load being lifted the less
effort needed to complete the task.
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Simple Machines
Post Visit Activities
Complex Machines
Objective:
Students will discover that everyday objects can be made of many parts.
Materials:
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Everyday Classroom Items
o Stapler
o Scissors
o Glue Stick
o Paper
o Tape Dispenser
o Drawer
o Etc.
Labels (One, Two, Many)
Procedure:
1. Place the chosen machines in the center of a circle or at the front of the classroom.
2. Have students group items together by the number of parts (one, two, many).
3. Help students identify the simple machines found in these everyday items.
a. For example a stapler includes levers, wedges, wheel and axle, pulley and a screw.
What Happened?
Students will discover that many simple machines can be joined together to create a complex
machine that even further reduces the effort needed to complete the job.
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Simple Machines Scavenger Hunt
Objective:
Students will learn and be able to identify simple machines.
Materials:
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Simple Machines PowerPoint Presentation
Simple Machines Reference Sheets
Pencils
Procedure:
1. Students will review the Simple Machines PowerPoint Presentation.
2. After viewing the presentation students should be directed to locate as many examples of simple
machines in the classroom as possible.
a. Students may use the Simple Machines Reference Sheets.
b. Students should draw the machine they found in the room.
c. Bring students all together and have them share their drawings and discuss the jobs their
machines do.
Possible extensions:
• Discuss and explore compound machines.
• Allow students to list and include complex machines during their simple machines scavenger hunt.
• Have students review and discuss their lists especially the “How We Know” statements.
o Did everyone have the same items?
o Were the reasons for inclusion all the same?
 Does a wheel and axle have to turn?
 Can a screw also be a wedge?
What Happened?
Students will understand simple machines and how they can work together to create complex
machines. They will also be able to identify simple machines in the real world and their uses.
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