Investigation
I Wonder What Simple Machines Are
Safety Alert:
 Demonstrate the correct use of equipment and tools (e.g., scissors, hammers,
kettle, rakes, etc.).
 Advise caution when using devices with moving parts (e.g., hair could get caught
in wheels or gears, fingers could get pinched by fan blades, etc.).
 Wear safety goggles whenever there is risk to eyes (e.g., mixing liquids,
hammering, etc.).
Skill Focus
Use of Appropriate Vocabulary
Interest Focus
Machines & Mechanisms
Related Curriculum Connections
Engineering/Design Technology
Language
Explore
Students use the Sorting Mat Learning Strategy to develop the skill of using appropriate
vocabulary to understand the concept of a simple machine and to identify various
simple machines in objects and mechanisms.
Representing Our Thinking
 Using appropriate vocabulary, students describe the characteristics of different
simple machines (e.g., how they work, what they look like, what they sound like,
etc.).
 Students identify and name examples of objects and mechanisms that have
simple machines to make them work.
Co-Constructing Learning
Students Saying, Doing & Representing:
 Using various media, students examine and explore examples of objects and
mechanisms that have simple machines (e.g., wheelbarrow: wheel and axle, lever,
inclined plane; hinge: lever; doorknob: wheel and axle; etc.).
 Students use appropriate vocabulary to describe the characteristics of objects and
mechanisms that have simple machines (e.g., how they work, what they look like,
what they sound like, how do they create movement, etc.).
 Students distinguish between the name of the object/mechanism and the simple
machine that creates movement (e.g., doorknob-wheel and axle, etc.).
 Students describe how simple machines in an object/mechanism affect its
movement.
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Investigation
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Students brainstorm why simple machines are important to the purpose of
objects and mechanisms.
Students brainstorm other examples of objects and mechanisms that have simple
machines.
Educators Responding & Challenging:
 What do you think simple machines are? How can you find out?
 How do simple machines make an object or mechanism work?
 How would you sort the objects/mechanisms that have simple machines (e.g.,
name of simple machine; purpose of object/mechanism, movement of
object/mechanism, etc.)?
 What words would you use to describe a
[name of simple machine (e.g.,
lever, pulley, etc.]?
 What words would you use to list the characteristics of the simple machine in this
object/mechanism?
 How do your senses help to add to your vocabulary to describe the characteristics
of simple machines?
 Why are simple machines important?
Extending Thinking
Skills:
 Students can work collaboratively to create a collage or book of simple machines.
 Have students predict how the movement of an object/mechanism would be
impacted if there was no simple machine.
Concepts:
 What objects or mechanisms do you see at home or in the classroom that have a
simple machine?
 How are these similar or different from the objects/mechanisms that we saw in
class?
 Have students sort the purpose of objects/mechanisms with their movement?
Related Resources
Visit this Investigation on www.exploreideapark.org for suggested Related Resources
such as Books, Videos, Songs, Explorations, and STEM Connections.
Vocabulary
Force
Movement
Screw
Wedge
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Let’s Talk Science © 2016
Inclined plane
Pull
Simple machine
Wheel and axle
Lever
Pulley
Split
Lifting
Push
Turn
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