Simple Machines: Everyday Tools

Title of Lesson Plan: Levers

Length of Lesson: 40-45 minutes
Grade Level: 2-3
Subject Area: Physical Science
Credit:
Kline, M. (2013) Levers for Kids: Lets Move Something. Retrieved from
http://dogfoose.com/2013/10/levers-for-kids-lets-move-something/
Feener, J. Simple Machines Lap Book and Folders. Retrieved from
https://www.teacherspayteachers.com/Product/Simple-Machines-Lapbook-andFoldables-508004
Mulvenna,L. (2014) Mad Scientists Catapult. Retrieved from
http://lisaslibraryland.blogspot.com/2014/02/mad-scientists-catapults.html
Forsyth County School. Simple Machines Quiz. Retrieved from
www.forsyth.k12.ga.us/cms/lib3/.../SimpleMachinesQuiz.pdf
Behavioral Objectives: After a 40-45 minute session of instruction and hands-on
activities, students in grade 3 will be able to:
1.
2.
3.
4.
5.

Describe how levers are a type a simple machine.

Name the three classes of levers and a common form of each class.
Understand the placement of Effort, Load and Fulcrum for a lever.
Demonstrate how a Lever functions.
Construct a fist class level using common school supplies.

Materials Needed:

Craft Sticks
Marshmallows
Rubber bands
Ruler
#2 Pencil
Paper Clips
Plastic Spoon
Catapult Instructions

E.L.F. Flyer
Simple Machines Cootie Catcher
Cut-Out of Castle
Picture of Catapult

Procedure:
1. Discrepant Event: Instructor has a block of wood and a 2X4 plank. Using these
two items, who thinks they can lift me off the ground? Listen to students
responses on how they would lift me off the ground. If no one thinks it is possible
or comes up with the appropriate answer then I will say, What if I told you that
the smallest one of you could lift me off the ground with just these two items?
Allow discussion. Ask for student volunteer. Place plank across block of wood
and stand on one end. A student stands on the other end. In most instances the
plank will not move and I will not lift off the ground. I will ask for help from the
other students. I said that he/she could lift me off the ground, but I think we need
to adjust something. Allow discussion. If no one comes up with solution, What if
we move the block of wood? Do we move it closer to the student or to the
teacher? I will then move the block closer to my end and repeat the steps. I will
lift off the ground.
2. How did that happen? We used what is called a Lever to lift me off the ground. A
Lever is a type of simple machine. A Simple Machine is a basic mechanical
device used to apply force. There are six different kinds of simple machines but
today we are going to focus on the Lever. There are three important things to
remember when we are discussing Levers. Hold up three fingers. We are going
to remember them by repeating the word ELF. E stands for Effort. Do you know
who the Effort was in our experiment? The students will hopefully understand
that the student was the one applying the Effort. Our second letter in ELF is L,
stands for Load. Who was the Load in our experiment? Students should
understand that is was the teacher. Our last letter is F. F stands for Fulcrum. The
block of wood is the Fulcrum.
3. Lets look at a Level that you can make right here in your classroom. Teacher will
distribute one rule, one #2 pencil, and several paperclips that are grouped
together in 15, 10 and 5. (It is easier to attach the paperclips to something so that
they are bunched together. I used a piece of craft stick.) We are going to use a
Lever to balance these weights. Lets see who remembers how to make a 5
paperclips lift 15 paperclips. Can you make them balance? Allow students ample
time to try different paperclip weights. Teacher will walk around classroom to
check for understanding. Assisting any students that might have fine motor skill
delays or issues.
4. As student understand the Class One ever and how it works. Divide them into
teams. Explain that we are going to look at another Class of Levers. Bring up

5.

6.

7.

8.

9.

picture of a catapult. Ask if anyone knows what this is. Several students should
know what a catapult it. Ask the students if they remember the three important
things about levers and hold up three fingers. If they struggle, remind them of
ELF. Have students label where the Effort, Load and Fulcrum are on the catapult.
Now that everybody is in a team. We are going to build a catapult and use it to
storm the castle. (Bring out the castle cutout.) Explain the point values on the
castle. Handout the catapult instructions and supplies. (7-10 Craft sticks, rubber
bands, plastic spoon.) Students will work in teams to construct their catapult
while the teacher walks around observing and offering assistance when
necessary. Teacher can give students freedom to make any adjustments to their
catapult, if desired.
Once the team has finished its catapult. They can move their catapult to the
castle. Marshmallows of various sizes will already be divided up in baggies. The
door and windows of the castle will be labeled with points and the team will be
responsible for keeping track of their points. One team member will post their
points on the smart board.
When the team has catapulted all their marshmallows and posted their point total
on the smart board. They will return to their seats to watch the Levels video.
https://youtu.be/OdM2jWg2uEE
Review as a group what we learned in the video. Explain that although the video
didnt break the levers into First, Second and Third Class Levers they did show
the different classes by explaining the difference between Load Arm, Effort Arm,
and where the Fulcrum is placed. Check for understanding. If any students are
struggling with the different classes or the vocabulary, review with more detail.
To assess the students individual understanding, the teacher will administer a
quiz with 10 questions. This quiz will also be a part of the unit test at the end of
the week.
Conduct any post activities that time will allow. Students may take home their
catapults or save them for Parent/Teacher Conferences.

Adaptations: Students that have difficulties using fine motor skills may find building the
catapults challenging. The Teacher can assist these students or have a pre-made
catapult already assembled that they can use. Students that do not work well in groups
can work independently and their Storm the Castle score will be multiplied by the
number of students in other groups. Any other needs may be met with one on one
instruction from the Teacher or assistance by a Teacher Assistant or Room Parent.
Discussion Questions and Answers:
1. What are the parts of a lever? (Fulcrum, Load Arm, Effort Arm)
2. If the load weighs 10 pounds and the fulcrum is in the middle, how much force
must you apply to the Effort Arm to lift the load? (10 pounds)

3. How many everyday Levers can we name? (Answers will vary but include:
scissors, wheelbarrow, nut cracker, pliers, sheers, loppers, fishing poles,
baseball bat, tweezers, and boat oar. US!
4. What parts of our bodies are levers or can be used as levers? (arms, jaw or
mouth, legs, fingers)
Evaluation:
Students will be evaluated on their participation in discussions and the activity, their
Simple Machines Lap Book, and a ten question quiz. Student will be rated from 1-4 with
one being the lowest and 4 being the highest.
Extension Activities:
Pre-Activities:
1. Discrepant Event. This activity will help the student shift their mindset from the
previous days Simple Machine activities and get their attention focused on
Levers.
2. Students will be learning about all six types of Simple Machines in this unit. An
introductory video was shown that covers all of the Simple Machines. Students
can re-watch the video or choose from one of the other Simple Machine videos to
view. The Simple Machine videos are:
Bill Nye the Science Guy: https://youtu.be/RpE4GXP_RbQ
Simple Machines: https://youtu.be/UtfVZtuyuHU
6 Simple Machines in One: https://youtu.be/wVP5zVHGSYo
Simple Machines Introduction: https://youtu.be/UpBgb4NVau8
Everyday Living: https://youtu.be/TS77oMc7l2Q
Science Court: https://youtu.be/Y31DtT3Hbog
Post-Activities:
Language Arts: Lap Book
Students will be creating a Lap Book of everything they have learned throughout the
unit. Students will focus on terminology and real world use of each simple machine.
Students will add information to their Lap Book daily.
Mathematics: The Math of Levers
Watch Video: https://youtu.be/YlYEi0PgG1g
and this video:
http://www.pbslearningmedia.org/resource/wnet09.math.algebra.var.wnetlever/liftingwith-levers/
Students can use their earlier experiment with the ruler, #2 pencil and paperclips to
chart the different size of levers needed to lift each weight.
Suggested Readings:

Students will read one of the following books according to their AR level. The Books are
available on EPIC! Website/App.

Pressing Down: The Lever

Levers: Simple Machines

Get to Know Levers

Read Time: 5-20 mins AR Level: 4.4

Read Time: 5-20 mins AR Level: 3.5

Read Time: 15-30 mins AR Level:3.6

Wikijunior: How Things Work/Lever

https://en.wikibooks.org/wiki/Wikijunior:How_Things_Work/Lever
Dahl, M. (1996). Levers(Simple Machines). Picture Window Books.
Provides examples to describe levers as simple machines used to lift, push, or move a
load. Includes an activity.
Dahl, M. (2006) Scoop, Seesaw, and Raise: A Book About Levers. Capstone Press
Describes many different kinds, uses, and benefits of levers.
Web Links:
See lesson plan for links to You Tube Videos used throughout lesson.
Scholastic Simple Machines: http://teacher.scholastic.com/dirtrep/simple/index.htm
Hello, science reporters! I challenge you to learn about the six types of simple
machines. Then find an example of one you've seen at school, home, or anywhere
and write about it.

Simple Machine Game:

https://www.msichicago.org/play/simplemachines/
A fulcrum doesn't even have to sit on the ground! A shovel is also a lever. You just
used a WHEEL AND AXLE! A wheel and axle is a moveable simple machine.
Simple Machine Label Game:
http://www.learninggamesforkids.com/simple-machines-games/label-it.html
Vocabulary:
class 1 lever: a lever in which the fulcrum is between the load and the effort
effort: the force applied to move a load using a simple machine
Force: a push or pull
Fulcrum: the point at which a lever arm pivots
inclined plane: a flat surface set at an angle, used to change the direction of a force
lever: a beam, free to pivot around a point, used to move a load
lever arm: a beam, free to pivot around a point
load: the weight or resistance that is moved using a simple machine
mechanical advantage: a ratio of the load or resistance to the effort or force
Indiana Academic Standards:
Grade 3:
3.PS.1
Plan and conduct an investigation to provide evidence of the effects of balanced and
unbalanced forces on the motion of an object.
3.PS.2
Identify types of simple machines and their uses. Investigate and build simple
machines to understand how they are used.
3.RV.3.2
Determine the meaning of general academic and content specific words and
phrases in a nonfiction text relevant to a third grade topic or subject area.
3.SL.2.2
Explore ideas under discussion by drawing on reading and other information.
3.M.2:

Choose and use appropriate units and tools to estimate and measure length, weight,
and temperature. Estimate and measure length to
a quarter-inch, weight in pounds, and temperature in degrees Celsius and
Fahrenheit.
3.DA.2:
Generate measurement data by measuring lengths with rulers to the nearest quarter
of an inch. Display the data by making a line plot,
where the horizontal scale is marked off in appropriate units, such as whole
numbers, halves, or quarters.
Grade 2:
K-2.E.1
Pose questions, make observations, and obtain information about a situation people
want to change. Use this data to define a simple problem that can be solved through
the construction of a new or improved object or tool.
K-2.E.2
Develop a simple sketch, drawing, or physical model to illustrate and investigate how
the shape of an object helps it function as needed to solve an identified problem.
K-2.E.3
Analyze data from the investigation of two objects constructed to solve the same
problem to compare the strengths and weaknesses of how each performs.
2.RV.3.2
Determine the meanings of words and phrases in a nonfiction text relevant to a
second grade topic or
subject area.
Next Generation Science Standards:
Grade 3:
3-PS2-1:
Pan and conduct an investigation to provide evidence of the effects of balance
and unbalanced forces.
3-PS2-2:
Make observations and or measurements of an objects motion to provide
evidence that a pattern can be used t predict future motion.
Grade 2:
K-2-ETS1-1.
Ask questions, make observations, and gather information about a situation
people want to change to define a simple problem that can be solved through the
development of a new or improved object or tool.
K-2-ETS1-2.

Develop a simple sketch, drawing, or physical model to illustrate how the shape
of an object helps it function as needed to solve a given problem.
K-2-ETS1-3.
Analyze data from tests of two objects designed to solve the same problem to
compare the strengths and weaknesses of how each performs.