Simple Machines: Match, Sort and Calculate

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Science · Physical Science and Science Skills 6-8
SP-SCI68-019  ·  Free to print and use in your classroom  ·  substituteplans.com
Page 2
Simple Machines: Match, Sort and Calculate
Science · Physical Science and Science Skills 6-8 · Grades 6-7 · 50 minutes
Time needed
50 minutes (one class period)
Prep
Copy the 2-page worksheet (one per student). Write the six simple machines on the board:
Lever, Pulley, Inclined plane, Wedge, Screw, Wheel and axle.
Technology
Calculators optional.
Student
independence
High. Students work alone, then compare with a partner.
Copies to make
One 2-page worksheet per student
Materials
Pencils, Worksheet, Calculators (optional), Whiteboard or chalkboard
Goal for today: Students will identify the six simple machines in everyday objects and will calculate ideal mechanical
advantage and work for a ramp and a lever.
Before the bell
☐ Copy the worksheet, one per student (2 pages).
☐ Write the six simple machines on the board. Also write: Work = Force × Distance (in joules, J) and Ideal
mechanical advantage of a ramp = length ÷ height.
☐ Keep the answer key on your desk. Students must not use any tools or machines today; this is a paper
activity only.
Say this to start
Good morning! Today in science we are learning about simple machines. These are basic devices, like ramps and
levers, that make work easier by changing the size or direction of a force. The six types are on the board. You will
match everyday objects to the right type, sort some tools, and do a few calculations. Everything is on paper, and
please do not use any tools or equipment in the classroom.


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Science · Physical Science and Science Skills 6-8
SP-SCI68-019  ·  Free to print and use in your classroom  ·  substituteplans.com
Page 3
Run of show
Minutes
What you do
What students do
0–5
Take attendance. Hand out the worksheet and ask
students to put names on it.
Settle in and write their names.
5–12
Read the six machine names and the two formulas on the
board aloud. Ask if anyone can name an example of a ramp
(a loading ramp or a wheelchair ramp).
Listen and copy the formulas.
12–22
Tell students to complete questions 1–6 (matching).
Match each object to its simple machine.
22–32
Tell students to complete the tool-sorting table. Walk the
room and encourage them to think about how the tool
moves.
Name the simple machine in each tool and
explain how it helps.
32–44
Tell students to complete questions 7–13 (calculations,
multiple choice and short answer).
Solve the problems with units and answer
the explanation question.
44–47
Read the answers aloud from the key. Students mark their
own work.
Check answers and fix mistakes.
47–50
Collect all worksheets and stack them for the teacher.
Hand in the worksheet.
If things go wrong
• If students argue about which machine a tool is, tell them that many tools combine machines. Ask them to
choose the main one and explain.
• If a student asks about units, tell them work is measured in joules (J) and force in newtons (N).
• If a student says they have not learned this, point them to the board and remind them the matching
questions are about everyday objects.
• If a student wants to demonstrate with a classroom object, say no. Today is paper only.
Early finishers
• Draw a ramp and label its length and height. Write the mechanical advantage underneath.
• List three simple machines you could find in a kitchen, a garage or a park.
Support and challenge
• Support: Let students complete questions 1–6 and 9–12.
• Challenge: Ask students to explain why a longer, gentler ramp is easier to push a cart up than a short, steep
ramp, even though the work is about the same.


SubstitutePlans.com
Science · Physical Science and Science Skills 6-8
SP-SCI68-019  ·  Free to print and use in your classroom  ·  substituteplans.com
Page 4
Notes for the teacher (you fill this in)
Jot a few lines before you leave. A full Daily Sub Report is in the free Sub Survival Kit at SubstitutePlans.com.
How far the class got / what to pick up next:
Students who were especially helpful:
Anything the teacher should know: