Simple Machines Work!
Physical Science
Work and Machines
Simple Machines
Winners! teacher notes adhere to the following format:
A general introduction to the book
A table of article information for the main articles
Text Type
Science Concepts
Vocabulary
Not Glossarized
Visual Literacy
Features
High-Frequency
Words
Phonics Revision
A table of outcomes, activities, and assessment for the main articles
Language Mode
Outcome
Demonstration
Materials
Student Task
Assessment
A suggested teaching sequence for each article. The teaching sequence for the main articles has sections for
before, during, and after reading. Within these, there are opportunities for you to demonstrate and teach,
and for the students to apply learning. The notes also contain graphic organizers for demonstration and for
the students to complete.
A wrap-up of the book
Simple Machines Work! – Simple Machines Work!
Introduce the Book
Read the title to the students and have them look at the cover photos. Discuss the photos as they relate to
the title. Introduce the discussion by asking questions such as:
What can you see in these photos?
Can you see a machine?
Can you name some machines? What do they do?
What do you think a simple machine might be?
Ask the students to share what they know about simple machines and what they do.
Have the students turn to the contents page. Revise the purpose of the table of contents by asking questions
such as:
What does the table of contents tell you about what is in the book?
Which page would you turn to if you wanted to find out about hanging gardens?
Which article is the longest?
What is the name of the first article in the book?
Ask the students to share all the information they already know about simple machines. Fill in the
brainstorm map graphic organizer OHT
(on page 18) with their responses.
Have the students turn to pages 2–3 to establish a purpose for reading. Read the questions with the
students. If they answer yes to any of the questions, invite them to share their information and add it to the
brainstorm map. If they answer no to any question, explain that as they read the book they need to add their
new knowledge to the brainstorm map.
Ask the students to read aloud the words at the bottom of the page. Demonstrate how to use the
pronunciation guide. Have the students read chorally the words five times to become fluent with the
pronunciation.
Invite the students to turn to the glossary on pages 30–31. Have them look at the photos and read the
glossary items and definitions. Write on the board any words in the glossary definitions that students do
not know the meaning of, for example: fixed point, thread, force, result. Tell the students that they need to
reinforce the meaning of these words as they read.
Simple Machines Work! – Hard at Work
Article Information
Text Type
Science
Concepts
Vocabulary
Not Glossarized
Visual Literacy
Features
High-Frequency
Words
Phonics
Revision
Feature Article
Work is done
when a force is
used to move an
object.
Simple machines
help people do
work.
Simple machines
have few or no
moving parts.
block, direction,
edge, fixed, force,
joins, lift, load,
machines, object,
point, pole, ridge,
rollerblading,
skateboard,
straight, thread,
wheels
Photos
about, around,
change, help,
learn, move,
much, need, read,
think, time, turn,
work
Consonant
digraphs: change;
much; sharp;
push; that,
things, think;
path; wheelchair,
wheels; hangs,
things
Outcomes, Activities, Assessment
Language Mode
Outcome
Demonstration
Materials
Student Task
Assessment
Vocabulary
Understand and explain some
common antonyms.
Opposites chart
Fill in opposites
chart.
Opposites chart
Reading
Comprehension
Restate facts and details in the
text to clarify and organize
ideas.
Q&A template
Fill in Q&A
worksheet and
draw a picture to
illustrate.
Appropriateness of
information
Writing Strategies/
Applications
Write an advertisement for a
simple machine.
Advertisement
template
Write and
illustrate an
advertisement.
Advertisement has all
the features.
Speaking and
Listening
Present advertisement as a TV
or radio ad.
Work in groups
to act out
advertisement.
Effectiveness of
presentation
Bone Idol - Before Reading
Introduce the Text and Build Background
Have the students turn to page 4 of the book and read the title of the article. Look at the photos on pages
4–5 together. Ask the students to say what the people are doing and invite their suggestions about which
things might be machines. Revisit the discussion of the cover to discuss simple machines further. Have
the students share any further information they now have on simple machines. Add any new ideas to the
brainstorm map.
Leaf through the article together, looking at the photos and wondering aloud which things might be simple
machines.
Demonstrate Reading Outcome
My Simple Machine
Q. What is your simple machine called?
A. My simple machine is called a ramp.
Tell the students that a good way to understand new information is to write it
again in a different way. Use the Q&A template OHT (on page 19).
Tell the students that they will learn about some simple machines in the
article. When they have finished reading, they will choose a simple machine
from the book and answer questions about it on a form like this one.
Q. How does it work?
A. It has a high end and a low end.
Q. What can you do with it?
A. I can push this woman in a wheelchair up a ramp.
Q. How does it make your work easier?
A. That uses less force than lifting her into my van!
Draw a picture that shows your simple machine working.
During Reading
Review Glossary Vocabulary
Have the students leaf through the article again, looking for the bold-faced words. Have the students read
the words to reinforce the pronunciation. Then invite the students to give the meaning of the words or refer
back to the glossary to refresh their memories.
Demonstrate Vocabulary Outcome
Tell the students that they are going to look for pairs of words with opposite meanings as they read the
article. Point to the word push on page 5. Tell the students that on the
same page, they will find a word with the opposite meaning: pull.
Use the opposites chart (on page 21). Tell the students that after they
have read the article, they will fill in the chart with pairs of words with
opposite meanings.
Word
push
Word
pull
Simple Machines Work! – Teach Reading Outcome
Read pages 4–5 together. Discuss the ideas together and check the students’ understanding by asking
questions such as:
What do you do every time you use force to do something?
When you work, you use a force. What are the two kinds of force?
What makes work easier?
How many different kinds of simple machines are there?
My Simple Machine
Q. What is your simple machine called?
A. My simple machine is called a ramp.
Now turn to page 6 and read about the ramp, or inclined plane, with the
students. Discuss when students have used ramps, what they have used them
for, and how ramps make it easier to lift things. Tell the students you are
going to look at the picture on page 6 and answer some questions as if you
were the man using the ramp. Use the Q&A template (on page 19) and think
aloud as you demonstrate answering the questions.
My simple machine is called a ramp.
A ramp has a high end and a low end.
I can push this woman in a wheelchair up a ramp.
That uses less force than lifting her into my van!
Q. How does it work?
A. It has a high end and a low end.
Q. What can you do with it?
A. I can push this woman in a wheelchair up a ramp.
Q. How does it make your work easier?
A. That uses less force than lifting her into my van!
Draw a picture that shows your simple machine working.
Demonstrate drawing a picture to illustrate the Q&A template. You can base this on the photo in the book
if you wish.
Apply Reading Outcome
Ask the students to read the rest of the article. Tell the students that when they have finished reading, they
will choose a simple machine, answer interview questions about it and draw a picture to illustrate.
After Reading
My Simple Machine
Q. What is your simple machine called?
A. _______________________________________________________________
_________________________________________________________________
Apply Comprehension Outcome
Q. How does it work?
A. _______________________________________________________________
_________________________________________________________________
Ask the students to share what they learned from reading the article. Have
the students think about times they have used one of these simple machines
and what they used it for. Hand out the Q&A sheet (on page 20) and ask
the students to choose a simple machine and answer the questions. They can
use the photo of the simple machine in the book to help them, just as you did
in the demonstration. Students draw a picture showing the simple machine
working to illustrate.
Q. What can you do with it?
A. _______________________________________________________________
_________________________________________________________________
Q. How does it make your work easier?
A. _______________________________________________________________
_________________________________________________________________
Draw a picture that shows your simple machine working.
Simple Machines Work! – Apply Vocabulary Outcome
Word
push
Word
pull
Hand out the opposites chart (on page 22). Ask the students to go through
the article again, finding pairs of words with opposite meanings and filling
in the chart. If students need help, give them these words and ask them to
find the opposites: high, joins, together, up. Extend by giving students the
following words from the article and brainstorming the opposites together:
simple, sharp, straight, heavy. Have the students add these pairs of words to
their chart.
Demonstrate Writing Outcome
Use the advertisement template (on page 23). Tell the students that you
are going to show them how to write an advertisement to tell people about
your simple machine and how it makes work easier. You can use the answers
to the Q&A sheet to help you. Think aloud as you write an advertisement
for a ramp.
An advertisement needs a picture. I’ll use the picture I drew for the interview.
Here I am, pushing the woman in the wheelchair up a ramp into my van. I’ll tell
people who I am and the work I need to do. Now I want to tell people how a ramp
makes my work easier. Then I’ll explain how a ramp works. Lastly, I’ll get people
to think about how they could use a ramp to help them.
Make sure all the features of the simple machine are covered. Then tell the
students that they are going to write their own advertisements.
I’m a taxi driver.
I have to lift people into my van every day.
A ramp makes lifting easy!
A ramp has a high end and a low end.
Do you need to lift a heavy load?
Use a ramp!
Apply Writing Outcome
Hand out the advertisement sheet (on page 24). Have the students refer to the book and their answers on
the Q&A worksheet and write an advertisement for their simple machine.
Demonstrate Oral Language Outcome
Tell the students you are going to act out the text of your advertisement as if it was a TV or radio
advertisement. Read the text of the ad with appropriate expression. Use suitable props, such as models and
toys, if possible.
Apply Oral Language Outcome
Have the students act out their advertisements and perform them to the group. Have them use suitable
props, such as models and toys, if possible.
High-Frequency Words and Phrases
Teach or revise high-frequency words and phonics as necessary.
Simple Machines Work! – How People Built the Great Pyramid
Article Information
Text Type
Science Concepts
Vocabulary
Not Glossarized
Visual Literacy
Features
High-Frequency
Words
Phonics Revision
Explanation
Some ancient
civilizations
used simple
machines to help
build elaborate
buildings.
blocks, building,
chisel, Egypt,
ground, hammer,
huge, limestone,
mallet, pieces,
pyramid, sledge,
slippery, smooth,
split, weighs
Labelled drawings
Photos
could, great,
move, people,
place, right, think,
where
Consonant
digraphs: they,
think, this;
smooth
Outcomes, Activities, Assessment
Language Mode
Outcome
Vocabulary
Demonstration
Materials
Student Task
Assessment
Use dictionary to find
meanings of unknown
words.
Use dictionary – write
definitions in own
words.
Appropriateness of
definitions
Reading
Comprehension
Identify problems and
solutions.
Find problems and
solutions in text.
Appropriateness of
responses
Writing Strategies/
Applications
Write instructions.
Write instructions for
moving stone blocks
from the ground to
the building.
Check instructions
are complete.
Instructions for
splitting stones
Before Reading
Introduce the Text and Build Background
Have the students turn to page 12 and read the title of the article. Look at the photo together and read the
caption. Discuss with the students what they already know about the Great Pyramid. Have the students
share ideas about why it was hard to build and how the workers in ancient times might have built it.
Invite the students to scan the first paragraph for any word that they do not know the meaning of. Invite the
students to use the dictionary to find the meanings. Discuss the dictionary definitions together to ensure
understanding.
Simple Machines Work! – During Reading
Teach Reading Outcome
Have the students read page 12. Tell them that when they have read the paragraph you are going to ask
them some questions. They need to read carefully and also look at the other features on the page to help
them with comprehension.
After they have finished reading, ask the following questions:
What problems might workers on the Great Pyramid have to solve?
How would you solve those problems today?
Ask the students to read page 14. Then ask questions such as the following:
What do people think workers did to solve the problem of building the Great Pyramid?
Which simple machines did they use?
Ask the students to read page 15. Then ask questions such as the following:
What work did the stonemasons on the Great Pyramid do?
What problem did they have to solve?
Which simple machines did they use?
Ask the students to read pages 16–17 by themselves.
After Reading
Apply Comprehension Outcome
Discuss the the process of lifting blocks up from the ground onto the Great Pyramid. Have the students
identify the problem and the solutions in the text. Ask the students to tell you which simple machines the
workers used.
Apply Vocabulary Outcome
Have the students use the dictionary to find the meanings of three of the following words. Ensure that they
choose a meaning that fits the context. Have them write the meanings in their own words.
wedge, lever, ramp, chisel, mallet, sledge
Simple Machines Work! – Demonstrate Writing Outcome
Instructions
How to cut big blocks of stone into smaller blocks
Use the completed instructions template (on page 25).
Tell the students that you are going to show them how to use the text to help
you write instructions for a stonemason for cutting big blocks of stone into
smaller blocks. Remind students of the features of a set of instructions: a title
that includes the words How to…, a list of things that the workers will need,
and a set of steps, numbered in the order that the workers should do them.
You will need:
a big block of limestone from the limestone mine
a wooden wedge, or chisel
a wooden hammer with a big head, or mallet
1. Mark where to split the big block of stone.
2. Put the chisel on the mark.
3. Hit the chisel with the mallet.
Apply Writing Outcome
Hand out the instructions worksheet (on page 26). Tell the students to use the
text on pages 16–17 to help them write instructions for workers on the Great Pyramid to tell them how to
lift blocks of stone from the ground up onto the building.
Instructions
How to
High-Frequency Words and Phrases
Teach or revise high-frequency words and phonics as necessary.
________________________________________________________________
________________________________________________________________
You will need:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
What to do:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Simple Machines Work! – Hanging Gardens
Article Information
Text Type
Science Concepts
Explanation
Some ancient
civilizations
used simple
machines to help
build elaborate
buildings.
Vocabulary
Not Glossarized
Visual Literacy
Features
High-Frequency
Words
Phonics Revision
Labelled diagrams
Drawings
Photos
Outcomes, Activities, Assessment
Language Mode
Outcome
Vocabulary
Demonstration
Materials
Student Task
Assessment
Know and use the
suffix -ing.
Fill in word web
graphic organizer.
Word web graphic
organizer
Reading
Comprehension
Extract information
from factual text.
Read article.
Answer questions.
Writing Strategies/
Applications
Write a dialogue in
the present tense.
Write a dialogue in
speech bubbles for a
four-panel comic strip.
Check comic strip has
all features.
Speaking and
Listening
Perform a dialogue.
Act out the comic
strip in pairs.
Perform with
expression.
Before Reading
Introduce the Text and Build Background
Have the students turn to page 18 and read the title of the article. Look at the photo together and read the
speech bubble. Discuss with the students what they already know about the Hanging Gardens of Babylon.
Have students heard people talk about the seven wonders of the world?
Demonstrate Vocabulary Outcome
Tell the students that many words have a part added at the end, called a word ending, or suffix. Tell the
students to find the word with the suffix -ing in the title of the article. Have the students notice that this
word is made up of the verb hang plus the suffix -ing. This makes the adjective, or describing word, hanging,
which describes the gardens.
Simple Machines Work! – 10
During Reading
Teach Reading Outcome
Have the students read page 19. Tell them that when they have read the paragraph you are going to ask
them some questions. They need to read carefully and also look at the other features on the page to help
them with comprehension.
After they have finished reading, have students point to the terraces in the drawing of the hanging gardens.
Ask questions such as the following:
What sort of plants grew in the hanging gardens?
What sort of plants grow in a desert?
Why do you think the gardens were in a building?
Apply Reading Outcome
Ask the students to read the rest of the article. Remind them to study the diagram and look carefully at the
the drawing. Ask questions such as:
What problem did the gardeners at the Hanging Garden have?
Why?
Where did they get water for the gardens from?
What are the three main parts of the simple machine the gardeners used?
Where did the water go when the bucket got to the top of the chain pulley?
After Reading
Apply Comprehension Outcome
Discuss the chain pump with the students and how water flowed from the pool down channels to the plants
in the terraces. Have the students work in pairs to retell the information from the text.
Apply Vocabulary Outcome
Hand out the word web graphic organizer (on page 27). Have the students
turn to page 19 and find two words in the text that have the suffix -ing. For
each word, ask them to take off the suffix. Lead the students to notice that
the verb build plus -ing makes the noun, building. The verb draw plus -ing
makes the noun, drawing. Work together to brainstorm more verbs and see
if you can make them into nouns by adding -ing. Add them to the word
web.
____ing
Simple Machines Work! – 11
Demonstrate Writing Outcome
Tell the students that you are going to pretend you are the head gardener at the Hanging Gardens of
Babylon. You need to explain to a new gardener how the garden gets the water it needs. You are going to
write the words the head garden says.
Have the students look at page 20 as you demonstrate.
The hanging gardens need water.
We use a simple machine to get water to the plants.
It is called a chain pump.
Have the students notice that you are changing the verbs in the text from the past tense to the present tense,
to show that the head gardener is speaking now.
Apply Writing Outcome
Tell the students to look at pages 20–21 and continue writing the words the head gardener would say to
explain to the new gardener how the plants get water at the Hanging Gardens of Babylon. When they
have finished writing, ask them to draw a four-panel comic strip, showing the head gardener and the new
gardener and the gardens. Students write the words the characters say in the speech bubbles.
Apply Oral Language Outcome
Have the students act out their comic-strip dialogues in pairs.
Simple Machines Work! – 12
Gift from the Gods
Article Information
Text Type
Visual Literacy
Elements
Comic Strip
Illustrations
Speech bubbles
Outcomes, Activities, Assessment
Language Mode
Outcome
Reading
Fluency
Read fluently with
expression and
intonation.
Demonstration
Materials
Student Task
Assessment
Make a presentation
in groups of four.
Ability to read fluently
with expression
Before Reading
Introduce the Text and Build Background
Read the title with the students and have them predict what the story is about. Discuss what daily life might
have been like for workers building the Great Pyramid. Invite the students to predict what the workers
might talk about when they took a break from hauling heavy stone blocks.
Explain to the students that they are going to read this comic strip as if it was a play script. The background
colour behind the text will help them know which character is speaking.
Demonstrate Reading Outcome
Read the entire text to the students, changing your voice for each different character.
During Reading
Teach Reading Outcome
Have the students read the text along with you, changing their voices appropriately.
Apply Reading Outcome
Assign the students different roles. Have one student play the narrator. Students practise reading the comic
strip until they are fluent.
Present readings to the class.
Simple Machines Work! – 13
After Reading
Discuss the story with the students. Use starter questions such as:
What was the pyramid going to be used for when it was finished?
Why did the workers want a gift from the gods?
Why did Rasui want a hippopotamus?
What did Ako think was wrong with that idea?
How is a bulldozer like a hippopotamus?
Simple Machines Work! – 14
Multimedia Information
Explore the multimedia pages with the students.
FAQS
Discuss with the students how they use the Internet to access information.
Have them read the FAQS page. Invite the students to formulate further questions that they think may be
frequently asked about simple machines and to which they do not know the answers. List these questions
and discuss the key words that they would use in an Internet search for the answers.
Assign the students the task of finding the answers on the Internet.
Discuss the answers and also the process they used. Use questions such as these to start the discussion
if necessary:
How many sites did you have to visit in order to find the answers?
Could you have refined your search better at the outset?
Are there some sites, for example, Wikipedia, that you go to first?
How can you check that information you find on the Internet is correct?
Message 1
Discuss this text message with the students. Use questions such as these to start the discussion if necessary:
What do you need to get a message like this?
What sort of message is this?
What do you notice about the spelling?
Have you sent a text on a mobile phone?
What is this text about?
Has the chain ever come off your bike?
What did you do?
Ask the students what they already know about sending text messages on mobile phones. Have the students
write a text message for Tom to send as a reply to this one. Ask questions to help the students get started:
Can you understand these instructions?
Do you think Tom could fix his bike?
What would he write if he did?
What would he write if he didn’t?
Simple Machines Work! – 15
Quick 8 Quiz
Have the students take the quiz. Choose whether you want them to give the answers orally or write their
responses. If you choose to have the students write their responses, hand out page 28. You may want to use
this as a formal assessment of science concepts, in which case you will not allow them to refer back to the
text. If you are using the quiz as an informal assessment, let the students turn to page 32 of the book for
clues that will direct them back to the appropriate page for the information.
Learn More
Choose whether you want the students to work independently or in pairs, and in ability groups or mixed
ability groups to learn more about simple machines.
You may need to specifically teach the following:
• How to use people, and/or books, and/or the Internet to find information
• How to take notes
• How to draw diagrams
• How to order facts
• How to choose subheadings
• How to revise a draft
• How to check spelling, grammar, and punctuation
• How to present work appropriately
Set a time for the research project to be finished. Tell the students the form that the presentation will take.
Simple Machines Work! – 16
Wrap-Up
Refer back to the brainstorm map graphic organizer. Invite students to review the information. Have them
add to and/or revise the information if necessary. Have the students say where they found the information
in the brainstorm map. Record this information in the rectangle. Help the students evaluate the information
they learned.
Use the following questions as discussion starters
if necessary:
What do you now know about simple machines
and work that you did not know before you
started reading?
Why do people invent machines?
What made this book easy or hard to
understand?
Which article did you like the most? Why?
What did you like best about the book? Why?
Which words did you find hard to pronounce,
understand, read?
If you had written the book, what would you
have included, left out? Why?
Do you think the author did a good job of giving
you information about how simple machines
make work easier?
Could you take this information and apply it to
compound machines?
How could you use the strategies that you
learned while you were reading this book somewhere else?
Simple Machines Work! – 17
Simple Machines Work!
Hard at Work
Brainstorm Map
Name:____________________________
Permission is given to teachers to reproduce this page for classroom use.
Page 18
Simple Machines Work!
Hard at Work
Q&A Template
My Simple Machine
Q. What is your simple machine called?
A. My simple machine is called a ramp.
Q. How does it work?
A. It has a high end and a low end.
Q. What can you do with it?
A. I can push this woman in a wheelchair up a ramp.
Q. How does it make your work easier?
A. That uses less force than lifting her into my van!
Draw a picture that shows your simple machine working.
Permission is given to teachers to reproduce this page for classroom use.
Page 19
Simple Machines Work!
Hard at Work
Name:__________________________
Q&A Sheet
My Simple Machine
Q. What is your simple machine called?
A. _______________________________________________________________
_________________________________________________________________
Q. How does it work?
A. _______________________________________________________________
_________________________________________________________________
Q. What can you do with it?
A. _______________________________________________________________
_________________________________________________________________
Q. How does it make your work easier?
A. _______________________________________________________________
_________________________________________________________________
Draw a picture that shows your simple machine working.
Permission is given to teachers to reproduce this page for classroom use.
Page 20
Simple Machines Work!
Hard at Work
Opposites Chart
?
Word
push
Word
pull
Permission is given to teachers to reproduce this page for classroom use.
Page 21
Simple Machines Work!
Hard at Work
Opposites Chart
Name:____________________________
Word
push
Word
pull
Permission is given to teachers to reproduce this page for classroom use.
Page 22
Simple Machines Work!
Hard at Work
Advertisement Template
Name:____________________________
I’m a taxi driver.
I have to lift people into my van every day.
A ramp makes lifting easy!
A ramp has a high end and a low end.
Do you need to lift a heavy load?
Use a ramp!
Permission is given to teachers to reproduce this page for classroom use.
Page 23
Simple Machines Work!
Hard at Work
Advertisement Sheet
Name:____________________________
Make an advertisement for your simple machine.
Permission is given to teachers to reproduce this page for classroom use.
Page 24
Simple Machines Work!
How People Built the Great Pyramid Instructions Template
Name:____________________________
Instructions
How to cut big blocks of stone into smaller blocks
You will need:
a big block of limestone from the limestone mine
a wooden wedge, or chisel
a wooden hammer with a big head, or mallet
1. Mark where to split the big block of stone.
2. Put the chisel on the mark.
3. Hit the chisel with the mallet.
Permission is given to teachers to reproduce this page for classroom use.
Page 25
Simple Machines Work!
How People Built the Great Pyramid
Instructions
Name:____________________________
Instructions
How to
________________________________________________________________
________________________________________________________________
You will need:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
What to do:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Permission is given to teachers to reproduce this page for classroom use.
Page 26
Simple Machines Work!
Word Web
Hanging Gardens
Name:____________________________
____ing
Permission is given to teachers to reproduce this page for classroom use.
Page 27
Simple Machines Work!
Quick 8 Quiz
Name:____________________________
1. What does an inclined plane have?
_______________________________________________________________
_______________________________________________________________
2. How does a wheel and axle work?
_______________________________________________________________
_______________________________________________________________
3. Why do screws have a thread?
_______________________________________________________________
_______________________________________________________________
4. Name one kind of wedge.
_______________________________________________________________
_______________________________________________________________
5. What is a fulcrum?
_______________________________________________________________
_______________________________________________________________
6. Name one use for a pulley.
_______________________________________________________________
_______________________________________________________________
7. Name two simple machines that people may have used to build the
pyramids.
_______________________________________________________________
_______________________________________________________________
8. How did people move water to the Hanging Gardens?
_______________________________________________________________
_______________________________________________________________
Permission is given to teachers to reproduce this page for classroom use.
Page 28