February 2015
LEGO Simple Machines
Concepts:
1.
2.
3.
Reading directions and working together are important life skills.
A simple machine is a mechanical device that changes the direction or magnitude of a force.
The scientific method involves observing, predicting, and experimenting.
Outline:
I.
Preparation Before Activity (15 min.)
II.
Introduction (10 min.)
A.
B.
C.
D.
E.
III.
Greeting Grabbing, & Purpose
Names and Introduction
Activity Description
Behavior Guidelines
Task Analysis/Learner Assessment
The Activities (1 hour and 15 min.)
A.
B.
C.
D.
Activity A – “Merry-Go-Round” (Gears)
Activity B – “Go-Cart” (Wheels and Axle)
Activity C – “Catapult” (Levers)
Activity D – “Crazy Floors” (Pulleys)
IV.
Conclusion (5 min.)
V.
Clean Up (5 min.)
VI.
Appendix
A. Equipment
B. Activity and Safety Management
C. References/Resources
LEGO Simple Machines
I.
Preparation Before Activity
The school’s liaison will set up the appropriate number of kits for each group. Students
will work in pairs for a maximum of 10 LEGO kits per group and classroom. Adults
leading the activity should read and become familiar with each activity in order to answer
any questions that may arise during the evening. There are four LEGO activity books
with corresponding worksheet. There may not be enough time for all the activities.
Choose which activities to prioritize. If there is extra time additional LEGO projects can
be done from the activity books that do not have a corresponding worksheet. Decide if
students would work best on the floor or at tables. Inform the group that the
worksheets correspond to activities in the middle of the instruction books not the
first page so be sure to note the page number mentioned in step one on the
worksheet.
II.
Introduction
A. Greeting, Grabbing, & Purpose. Greet and count the students after the Naturalist
Program or at the designated time. Ask them if they are familiar with LEGOs.
B. Names and Introductions. Tell the class a little bit about yourself and become
familiar with each student. (Be creative: learn names all at once or a few at a time. Use
a method that suits your style.) Explain that you will be leading the group and the other
adult chaperones may be assisting at times.
C. Activity Description. This evening we will be completing several LEGO simple
machine activity projects and answering questions for each on a worksheet. We will be
working in groups of two.
D. Behavior Guidelines. Discuss clearly and specifically which behaviors you expect
from your students during this activity. Explain the need for respect: for you, for each
other, for ideas, for Eagle Bluff itself, and the equipment. Specifically, groups will need
to share and take turns with the LEGOs. Care will need to be taken not to lose any of the
LEGO pieces.
Concept: Reading directions and working together are important life skills.
E. Task Analysis/Learner Assessment. What is a simple machine? Use the poster to
talk about different kinds of simple machines and how they are applied in everyday
situations. Who has used LEGOs before? If there are students that are not familiar with
LEGOs they should be paired with a more experienced student. Briefly mention the
orange separator tool for separating difficult pieces (also a simple machine; a lever and a
wedge!).
Concept: A simple machine is a mechanical device that changes the direction or
magnitude of a force.
III.
The Activities
A. Gears: Merry-Go-Round
Instruct Students to turn to page 34 in the Activity Book A and follow the directions
through page 42. Students may be able to build the merry-go-round in as quickly as five
minutes. After the merry-go-round is completed they are ready to begin the worksheet.
They will start by counting the number of teeth on two different gears and predicting
which drive gear will turn the merry-go-round faster. Students will then test their
prediction by counting the number of turns of the crank it takes to spin the LEGO figure
in a complete circle. They will do this test first with the original configuration of the
merry-go-round, and then with the large gear augmented merry-go-round described on
pages 44 - 52. There are two additional merry-go-round gear configurations in the
worksheet for the students to observe, predict, and experiment. Lastly, the students can
draw gear trains or everyday machines that use gears.
Concept: The scientific method involves observing, predicting, and experimenting.
B. Wheels and Axles: Go Cart
Instruct students to turn to page 22 in the Activity Book B and follow the directions
through page 30. Students may be able to build the go-cart in as quickly as five minutes.
After the first go-cart is complete they are ready to answer step 2 on their worksheet.
Students will then observe and compare two different front axle configurations on the gocarts pictured on step 3 on their worksheet. Students will test the turning ability on gocart B5. Then students will follow the instructions on pages 32-40 and test the turning
ability on go-cart B6. Students will then evaluate the turning abilities of the two models
of go-carts before building a test track for go-carts using items from around the room.
Lastly, students can draw some everyday machines and mechanisms where wheels and
axles are used.
C. Levers: Catapult
Instruct students to turn to page 16 in the Activity Book C and follow the directions
through page 30. Students may be able to build the catapult in as quickly as six minutes.
After they have built the catapult they are ready for step 2 on their worksheet and label
the parts on the model. Use the poster in the classroom to determine the class of lever for
the catapult. Students will then observe, compare, and predict the two models of catapult
– C3 and C4. Students will then test the throwing distance of the two models (Safety
Note: Students should never point the catapult towards anyone when using the catapult!)
Students can then continue to experiment with the catapult: distance, accuracy, height,
etc… Lastly students can create a game using the catapult.
D. Pulleys: Crazy Floors
Instruct students to turn to page 34 in the Activity Book D and follow the directions
through page 54. It may take students 10 minutes to complete build this project. The
students will then be asked to observe, compare, and predict speed for models D6 and D7
on the worksheet. Students will then observe and count the number of cranks for the
LEGO figure to make a complete turn on model D6. Students will then built model D7
from page 56 and make a prediction on which LEGO figure will turn faster. Students
will then get to experiment with different pulley configurations and LEGO figure turning
speed. Lastly students can draw some everyday machines where pulleys are used.
IV.
Conclusion
Use the poster to review the different types of simple machines. Which types were used
in the LEGO projects? How many different kinds of simple machines used in daily life
can the students list on the chalk board?
V.
Clean Up
Before dismissing or leading the students back, have them assist with clean up. Have
each group inventory the LEGO pieces with the cardboard inset. Report any missing or
damaged equipment to your liaison.
VI.
Appendix
A. Equipment




LEGO Simple Machine Kit (10)
Instruction Books A – D and separator tool instruction book (10)
Worksheet Folders A –D
Simple Machines Poster
B. Activity and Safety Management


Stress the importance of keeping track of the LEGO pieces and putting them back in the
container in neat and organized fashion.
The catapult activity should be done safely without flinging objects at humans.
C. References/Resources

LEGO Education Activity Pack for Simple Machines Teachers Guide