Simple Machines Lesson Plan - A Complete Science Lesson Using the 5E Method of Instruction

By the end of this lesson about simple machines, students will be able to investigate how simple machines can be used to change the amount of force to move an object. Each of our lessons is designed using the 5E method of instruction to ensure maximum comprehension by the students. This well-thought out unit does the heavy lifting, giving teachers easy-to-implement, highly engaging lesson plans.

This blog will walk you through each of the steps and activities from the Simple Machines 5E Lesson Plan.

ENGAGEMENT

Objective Introduction

At the beginning of the lesson, the class will do a Think-Pair-Share to discuss the objective.

Class Activity

Show the provided YouTube video link to demonstrate simple machines.

Student Activity

1. Project the “Engagement PowerPoint Questions” file and have the students work with a partner to brainstorm ideas about the following questions.
    
   1. What machine was being used to move the huge blocks?
   2. What kind of force was being applied to the stone?
   3. Could the block have been moved without the machine?
   4. What would they have to do to move the block without the machine?
2. Ask for responses from the students.
3. Explain that over the next few days, students will be learning about simple machines and how they can be used to change the amount of force needed to move an object.

Afterwards, the teacher will help to clear any misconceptions their students may have about simple machines. A common but major misconception, for example, is that students think that machines put out more work than they put in. Put more simply, they don't realize that machines simply change the form of the work done (i.e. trade-off force for distance or distance for force). This  belief is partially true, but doesn’t tell the whole story.

Estimated Class Time for the Engagement: 20-30 minutes

EXPLORATION

This student-centered station lab is set up so students can begin to explore simple machines. With nine stations in total, you can introduce simple machines to your middle school students in a variety of ways! Four of these stations are considered input stations where students will learn new information about simple machines, and four of the stations are output stations where students will be demonstrating their mastery of the lesson's material. A bonus station offers challenges for your early finishers and independent learners. You can read more about how I set up the station labs here.

Watch It!

At this station, students will be watching a short video explaining simple machines. Students will then answer questions related to the video and record their answers on their lab station sheet. For example: What is the scientific definition of work? What does it mean when someone says, “simple machines make work easier”? How does an inclined plane make work easier?

Read It!

This station will provide students with a one-page reading about simple machines. Students will also learn about three types of levers. There are four follow-up questions that the students will answer to demonstrate their comprehension of the reading material.

Explore It!

Students will be working in pairs to better understand simple machines. In this station, students manipulate objects as they conduct certain tasks and record their movements and the amount of force being used. Students will follow the steps and record their observations on their lab sheet.

Research It!

The research station will allow students to explore an interactive web page that helps them to understand a simple machine pulley. Students will follow the instructions from the task cards that will show how simple machines make work easier. Students will be instructed to complete a few tasks and record answers on their lab sheets.

Organize It!

Students at this station will match the sets of cards: one picture, simple machine, and description. Once students have completed their organization, the teacher will check their understanding.

Illustrate It!

Your visual students will love this station. Students are to draw a picture that demonstrates their knowledge of simple machines. They will need to draw six pictures, one for each of the simple machines listed on the task card.

Write It!

Students who can answer open-ended questions about the lab truly understand the concepts that are being taught. At this station, the students will be answering three task cards: List the six simple machines and an example of each one. How does a pulley make work easier? How does an inclined plane make work easier?

Assess It!

The Assess It station is where students will go to prove mastery over the concepts they learned in the lab. The questions are set up in a standardized format with multiple choice answers. Some questions include: An inclined plane increases the ____ which decreases the ____ needed for work to be done. A pulley system changes the ______ of the applied/input force to decrease the amount of force needed for work to be done. Which of the following is not an example of a simple machine? Which is the best description of a wedge?

Challenge It! - Bonus Station

Early finishers and advanced students will love the extension activities in this station. Four activity choices offer them ways to expand their learning through mini-games and mini-projects.

Estimated Class Time for the Exploration: One or two 45-minute class periods

EXPLANATION

The explanation activities will become much more engaging for your class once they’ve completed the exploration station lab. During the explanation piece of the lesson, the teacher will be clearing up any misconceptions their students may have about simple machines with a variety of materials. These materials include on-level and modified versions of the interactive presentation (may be used individually or projected), anchor charts, and paper or digital interactive notebook activities.

Interactive notebook samples: Above-left is a digital INB activity slide; above-right is an example of the paper INB activities.

The students will also be interacting with their journals while taking notes from the PowerPoint. If you have students that need modified notes, the 5E lessons come equipped to help give every student access to the lesson.

Estimated Class Time for the Exploration: Two or three 45-minute class periods

ELABORATION

The elaboration section of the 5E method of instruction gives students choices that allow them to prove they’ve mastered the concepts behind the lesson. When students are given a choice, they’re much more enthusiastic and invested in the project than they are when their teachers choose their projects for them. There are a total of nine choices to demonstrate understanding of simple machines. A separate set of choices that offer more teacher support are also available for students that need them. Rubrics guide students to doing their best work and assist in grading.

Estimated Class Time for the Elaboration: Two or three 45-minute class periods (can also be used as an at-home project)

EVALUATION

The final piece of the 5E model is to evaluate your students' comprehension. Included in every 5E lesson is a homework assignment, assessment, and modified assessment. Research has shown that homework needs to be meaningful and applicable to real-world activities in order to be effective. When possible, I like to give open-ended assessments to truly gauge the student’s comprehension.

Estimated Class Time for the Elaboration: One 45-minute class period

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