Simple Machines (3rd grade, SOL 3.2)
Levers and Wedges “Oh my!”
Purpose:
Today is the second day in a series of lessons that involves simple machines. This lesson
focuses on the components of the lever and wedge. They will learn the two types of simple
machines as well as their purpose and function. The students will also identify examples and
make their own lever and wedge. Doing so will help order further their understanding of
these two simple machines and help to apply it to their lives.
VA SOL- 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.
Visual Communication and Production- 3.4 The student will use imaginative and expressive
strategies to create works of art.
Objectives:
· Given a block of wood, TSWBAT identify the function of a wedge and lever from
what they created and see how the two machines visually work, with 100% accuracy.
Procedure:
Introduction
● Ask the students to state what the purpose of a simple machine is and call
on some to recite the different types we talked about. (auditory)
● Give students a worksheet that contains the names of simple machines and
pictures of each one. This is a review worksheet to be turned in that covers
all prior things that were discussed yesterday. (tactile)
● Introduce what a lever and wedge is and give them examples of each.
● Include the components of the lever with the fulcrum. (auditory)
● What is a wedge? (wide at one end pointed at the other)
● What are wedges useful for? (helps cut/split/hold and object)
● What are some examples of a wedge? (knife, axe, door stop)
● What is a lever? (stiff bar that moves about a fixed point or fulcrum)
● What are levers useful for? (can push or pull or lift things)
● What are some examples of a lever? (see saw, crowbar, shovel)
Development:
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Call students to carpet to explain the next activity.
Tell students that they will work at their tables to make their own wedge
and fulcrum of the lever. (auditory)
Go back to seats, give out a triangle shaped piece of wood and quick dry
paint to make their own wedge and fulcrum. (kinesthetic & tactile)
Students will be using the wood piece as an example of a wedge as well as
using the wood piece as the fulcrum part of a lever.
Once the paint is dry students will come up to the front of the room in
groups to place their wood fulcrum (flat side down) under a longer piece of
wood (lever) to show that it is the fulcrum and watch as the lever moves
about the fixed point.
Next students will take turns using their wood piece as a wedge for the door
as a door stop.
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For strugglers: I could assist students that need more help with painting.
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For advanced learners: I would ask students to think about other ways the
wooden piece could be used in other situations. Advanced students could also
help others that may be struggling.
Summary:
● Review what they learned that day with whole group discussion
● What is a lever? (see sheet from day 1 for definition)
● What is a wedge? (see sheet from day 1 for definition)
● How can you use these? (door stop, see saw, etc)
● Ask students to raise their hands and remind the class of how we used the
wooden piece for both a fulcrum and wedge. (auditory and tactile)
Materials:
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Quick dry paint
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Piece of wood shaped like a triangle (wedge)
Review worksheet
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Paint brushes
Water
Long piece of wood (lever)
Evaluation Part A:
● I will assess the students’ knowledge by their participation in the review
worksheet, modeling the wedge and lever, and answering questions during
class discussion.
● I will keep note of students by writing their name down in these boxes as
they work
“Got it”
“Working on it”
“Struggling”
Evaluation Part B:
· Did your lesson accommodate/address the needs of all your learners?
· What were the strengths of the lesson?
· What were the weaknesses?
· How would you change the lesson if you could teach it again?