Simple Machines Review
Time: 60 Minutes
Purpose:
The purpose of this lesson is to provide the students with a review of Simple
and Compound Machines. Students should have learned the names of the six
simple machines and have seen and experimented with examples of each. The
students need to have been introduced to the idea of compound machines, and
have seen examples.
VA SOLs:
Force, Motion, and Energy
3.2
The student will investigate and understand simple machines and their uses. Key concepts
include
a) purpose and function of simple machines;
b) types of simple machines;
c) compound machines; and
d) examples of simple and compound machines found in the school, home, and work
environments.
Objectives:
The students will be able to identify at least five of the six simple machines, given
various objects.
The students will be able to identify at least five of the six simple machines in
their environment by searching the school’s grounds.
Given a worksheet, the students will be able to match the simple machines
vocabulary with their definition with at least 80% accuracy.
Procedure:
Introduction

Begin the lesson by telling the student the following “We have been learning

about simple machines. Can anyone tell me how many simple machines there
are?” (6)
“Can you name all six simple machines?” (wheel and axle, screw, pulley, lever,
inclined plane, and wedge)

Be sure the students understand that simple machines are objects that are
used to make work easier. Machines make work easier by creating a force
that is a push or pull that make an object move. A simple machine makes
work easier by changing the direction of a force, the size of the force or
both.
Development

Give each table group a container filled with various objects.

As a group, have the students sort the objects as being a wheel and axle,
screw, pulley, lever, inclined plane, or wedge. The students will label the
objects using cards with the words wheel and axle, screw, pulley, lever,
inclined plane, and wedge printed on them. (10 MINUTES)


After completing the object sorting activity, explain to the students how
simple machines can be found all around us. The school’s grounds is an
excellent place to search for simple machines.
Take the students around the school on a simple machines scavenger hunt.
During their hunt they will fill out the simple machines scavenger hunt
worksheet (see attached). (30 MINUTES)
5 E’s
1st E: Engagement
The students will get engaged in the investigation of simple machines by completing the
object sort. The students will sort and label the simple machines as being wheel and axle,
screw, pulley, lever, inclined plane, or wedge.
2nd E: Exploration
The students will explore the simple machines around their environment by going on a
scavenger hunt around the school. They will identify simple machines found around the
school.
3rd E: Explanation
The students will discuss the simple machines that they found on their scavenger hunt.
The teacher will review with the student the simple machines vocabulary words.
4th E: Expansion
The concept of simple machines will be expanded through the discussion of compound
machines. A compound machines is a tool made from two or more simple machines.
5Th E: Evaluation
To demonstrate what they have learned, the students will complete the simple machines
matching worksheet. The students understanding of the concept will be measured through
the completion of this activity.
Summary


After returning from the scavenger hunt, let the students take turns
sharing where they found simple machines around the school. (5 MINUTES)
Review the simple machines vocabulary with the students (simple machines,
wheel and axle, screw, pulley, compound machine, pull, force, push, lever,
inclined plane, wedge). (5 MINUTES)
Materials:

Container filled with objects:
-Screw (Screw)
-Matchbox Car (Wheel and Axle)
-Picture of a knife (Wedge)
-Wooden Ruler attached to Paper Towel Roll (Lever)
-Spool of Thread, Piece of Yarn, Pencil (Pulley)
-Flat Piece of Cardboard attached to a Small Box (Inclined Plane)


Cards with Simple Machine terms (see attached)
Scavenger Hunt Worksheet (see attached)


Simple Machines Vocabulary (see attached)
Matching Worksheet (see attached)
Evaluation Part A:
Have the students complete the simple machines matching worksheet (see
attached). The students should match the pictures/vocabulary words with their
definitions. They will cutting out the picture/vocabulary word and glue it next to
the definition. (10 MINUTES)
The students will have met my objective if they can correctly sort 80% of the
vocabulary words/pictures.
Evaluation Part B:
(To be completed after the lesson has been taught)
-Did the students meet your objectives; how do you know?
-Did the lesson accommodate/ address the needs of all your learners?
-What were the strengths of the lesson?
-What were the weaknesses of the lesson?
-How would you change the lesson if you could teach it again?
(Cut and laminate the following to create Simple Machine Terms Cards)
Wheel and Axle
Screw
Pulley
Lever
Inclined Plane
Wedge
Name________________________Date_________
Match that Simple Machine!
DIRECTIONS: Cut out the words and pictures at the bottom of the page and glue
them next to their definition.
Something
A simple machine
A push or a
pull on an
made of a long
used to make
rigid bar that
work easier.
object.
rests on a turns
around a support
called a fulcrum.
A rod
attached to a
A simple
machine that
wheel and is
used to move
or turn
consists of a
To force
away (repel).
flat sloping
surface.
.things.
A simple
A simple machine
To force
that is wide at one
machine used
to hold
objects
toward
(attract).
end and pointed on
the other and is
used to help cut
or split objects.
together.
A simple
machine with
a wheel and a
from two or
more simple
rope.
machines.
A tool made