National Agricultural Literacy Curriculum Matrix
Six Kinds Do It All
3 - 5
Four, 45-minute sessions
The purpose of this lesson is for students to become familiar with the six kinds of simple machines-the inclined plane, pulley, screw, wedge, lever, and wheel and axle. These machines are combined to form complex machines.
For the class:
- Large piece of butcher paper
- Simple Machine Pictures (Print 1 copy. Cut out the labels)
For each student:
- Simple Machine Templates copied onto tag board
- One round wooden "tinker toy," drapery pulley, empty sewing thread spool, or bobbin
- String (one 1-foot piece and one 2-foot piece)
- Paper clip
- Masking tape or cellophane tape
- Simple Machines-Can You Match Them? activity sheets
- Machines Helping the Rancher activity sheet
- Keeping it Simple homework activity
Essential Files (maps, charts, pictures, or documents)
- Simple Machine Templates
- Answer Key- Simple Machines: Can You Match Them?
- Simple Machines: Can You Match Them? activity sheet
- Machines Helping the Rancher activity sheet
- Keeping it Simple homework activity
- Simple Machine Pictures
axle: the bar or rod on which a wheel or wheels turn
inclined plane: a ramp which allows a force to be transferred over a certain distance
lever: a device which pivots on a fixed point called a fulcrum
machine: a device used to do work
pulley: a wheel over which a rope or chain passes; used to lift or move things
screw: theoretically a rolled up inclined plane; allows a force to be concentrated
wedge: two inclined planes attached together; a simple machine used to split an object
wheel: a disk or circular object arranged to revolve on an axle that passes through its center
Background Agricultural Connections
Interest Approach – Engagement
- Print one copy of the attached file, Simple Machine Pictures. Place the pictures of the six simple machines on the board in front of the class. Explain that each picture represents a simple machine.
- Draw on the prior knowledge of your students by asking them if they can name any of the machines.
- Place the word strips with the names of the machines where the students can see them. Help the students match the word strip with the correct machine. Inform your students that they will be learning how these simple machines work and how they make hard jobs on the farm easier.
Activity 1: Six Simple Machines
Discuss with the students that each team will do the following for each simple machine:
- Make a model of it.
- As it is built, discuss geometric terms such as faces, vertices, planes, etc.
- Write the name of the simple machine on the model.
- Explain how it makes work easier for people.
- Create a list of examples of the simple machine.
- Lever Activity:
- Cut out the lever pattern.
- Fold and tape the base (fulcrum).
- Set a small paper clip on one end of the lever and push the other end down. It should lift the paper clip up.
- There are three classes of levers. The model is a first class lever.
- Examples of levers include: see-saws and car jacks (first class), wheelbarrows and nutcrackers (second class), and shovels and brooms (third class).
- A lever has three parts-effort, fulcrum, and load or resistance. The fulcrum is the point on which the lever pivots. This allows the weight to be moved a short distance with a concentrated amount of force (effort).
- Inclined Plane Activity
- Cut out the inclined plane patterns found in the attached Simple Machine Templates file. Fold and tape as shown.
- Set the inclined plane on the table with one long side down.
- Roll a pencil up and down the incline.
- Examples of inclined planes include boat ramps, stairs, wheelchair ramps, truck loading ramps, and driveways, and grain elevators.
- An inclined plane spreads the amount of work needed to move an object over a larger distance so that less force is needed at any particular instant.
- Wedge Activity
- Cut out two wedge patterns found in the attached Simple Machine Templates file.
- Fold and tape them together.
- Examples of wedges include axes, wedges, nails, ice picks, knives, plows, discs, treads on tires, and other objects that split things in two.
- A wedge is theoretically two inclined planes attached together. A wedge makes work easier for people by splitting something perpendicular to the force that is applied. Wedges are often used in conjunction with levers.
- Screw Activity
- Cut out the triangle found in the attached Simple Machine Templates file.
- Using the arrows as a guide, roll the paper around a pencil and then tape in place.
- Examples of screws include bolts, wood screws, jar lids, augers, and drill bits.
- A screw is an inclined plane rolled up. A screw concentrates the force applied on an object to a smaller area. It pushes a concentrated amount of force away from you.
- Wheel and Axle Activity
- Cut out the two circle patterns found in the attached Simple Machine Templates file and punch or poke a hole in the center of each circle. The hole should be slightly smaller than the diameter of the straw.
- Insert the straw through both holes.
- Roll the wheel and axle across the desk. The circles are the wheels and the straw is the axle. If appropriate, have the students tape the wheels to the axle.
- Examples of wheels and axles include tires, doorknobs, the crank shafts on bicycles, steering wheels, gears, and egg beaters.
- A wheel and axle reduces the amount of friction an object creates during its motion, because less surface is exposed to the stationary object, usually the ground, at any given time.
- Pulley Activity
- Cut a one-foot piece of string, and thread it through the middle of a round wooden tinker toy. drapery pulley, thread spool, or bobbin.
- Tape the two ends of the string on the edge of the desk so that the "pulley" hangs freely off the edge of the desk.
- Thread the remaining piece of string around the top of the pulley so that it fits into the groove. Have students attach their pencils or other objects to one end of the string and provide time for students to experience how a pulley works.
- Items that contain pulleys include drape draws, elevators, flagpoles, sails on windsurfers and sailboats, scaffolding for window washers, engine hoists, and cranes.
- Pulleys make work easier by changing the direction of the force applied. With a pulley, when one pulls down, the object goes up.
Activity 2: Simple Machines-Can You Match Them?
- After discussing the directions on the activity sheet, have each student complete the activity, Simple Machines-Can You Match Them?
- Direct a classroom discussion to assess the results of the students' work.
Part 3: Machines Helping the Rancher
- After discussing the directions, have each student complete the activity, Machines Helping the Rancher.
- Direct a classroom discussion to assess the results of their work.
Part 4: Keeping It Simple
- Distribute and explain the homework assignment, Keeping It Simple to your students. Have the students complete the assignment at home.
- After collecting the homework, discuss which kinds of machines seemed to be the most common around the house.
After conducting these activities, review and summarize the following key concepts:
- The food that we eat and the fiber we use for fabric is produced on a farm. It takes a lot of work and energy to grow crops and raise animals.
- Machines make farm work easier.
- Farmers need fewer workers when machines can be used to perform heavy labor.
- Technology is continually improving. It helps farmers produce more food with less labor.
Concept Elaboration and Evaluation
After conducting these activities review and summarize the following key concepts:
- Tools and machines make work on a farm (or other location) easier.
- There are 6 simple machines- levers, wedges, screws, wheels and axels, pulleys and inclined planes.
- When multiple simple machines are combined, they form a complex machine.
- Using the laminated pictures of machines prepared at the beginning of this unit, have the students decide whether the machines are simple or complex. For complex machines, they should identify the simple machines that are combined to make them.
- Bring in a large variety of simple machines. Divide the class into two teams in front of a starting line, giving each team an equal number of machines. Set up large name cards for each kind of simple machine at a .finish line.. Have students carry their machines to the finish line and place them in front of the correct name card. The team that completes its work the fastest is the winner. Call this game the .Machine Relay..
- Gather small machines such as an eggbeater, spatula, wooden spoon, rolling pin, paintbrush, screwdriver, hammer, toy tractor, key, and tweezer. Place each machine in a brown paper bag. Have a student reach in, feel the machine, and answer a variety of questions pertinent to the machine. As the student answers the questions, have the rest of the class try to identify the machine. Possible descriptive questions are listed below:
- Is it hard or soft?
- Is it rough or smooth?
- Is it large or small?
- What do you think it is made of?
- Who might use it and for what reason?
We welcome your feedback! Please take a minute to tell us how to make this lesson better or to give us a few gold stars!
Read the story The Three Little Pigs to the class. Divide students into three groups. Give each group a big piece of butcher paper and markers. Have each group draw a picture of one of the three houses in the middle of the paper and surround it with drawings of all the machines that would be used to build that house. When the charts are complete, ask the students to explain what each machine did in the building of the house.
Obtain old complex machines from garage sales and repair shops. Have the students take the machines apart to discover the simple machines involved in their operation. NOTE: Safety rules must be set and followed to avoid injury.
Compute the areas, perimeters, and volumes of some simple machine models.
Invite a farmer to class. Ask him or her to bring in important or unique machines used in his/her operation. Photographs can be brought in as well.
On a tape cassette, record sounds made by different machines. As you play each sound, have the students listen and write down the name of the machine they think is making the sound.
Suggested Companion Resources
- Machines on the Farm (Book)
- Hookin' Up and How it Works on the Farm (Multimedia)
- How a Combine Works (Multimedia)
- Modern Marvels: World's Largest Combine (Multimedia)
- Tractor Timeline- A History of Tractors (Website)
Agricultural Literacy Outcomes
Science, Technology, Engineering & Math
- Compare simple tools to complex modern machines used in agricultural systems to improve efficiency and reduce labor (T4.3-5.a)
- Describe how technology helps farmers/ranchers increase their outputs (crop and livestock yields) with fewer inputs (less water, fertilizer, and land) while using the same amount of space (T4.3-5.b)
Education Content Standards
World History Era 7 Standard 5A: Connections between major developments in science and technology and the growth of industrial economy and society.
Objective 3Analyze how new machines, fertilizers, transport systems, commercialization, and other developments affected agricultural production in various parts of the world.
Common Core Connections
Speaking and Listening: Anchor Standards
CCSS.ELA-LITERACY.CCRA.SL.1Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Writing: Anchor Standards
CCSS.ELA-LITERACY.CCRA.W.1Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
Mathematics: Practice Standards
CCSS.MATH.PRACTICE.MP2Reason abstractly and quantitatively. Students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.