Designing a Simple Machine

Overview

Lesson 8 of 9 focuses on applying students’ learning about push and pull forces to design a simple machine. Students plan and draft a blueprint, using force ideas to explain how their machine will move an object.

Learning intentions

WALT design a simple machine that uses push or pull forces to move an object. WALT create a clear blueprint of my machine with labelled parts and arrows showing forces.

Success criteria

• I can choose push or pull (or both) and explain how it will move my object.
• I can design a simple machine with parts that work together.
• I can draw a blueprint and label parts clearly.
• I can use force arrows to show the direction and magnitude of forces on the moving object.

Curriculum links

• AC9S4U03: identify how forces can be exerted by one object on another and investigate the effect of frictional, gravitational and magnetic forces on the motion of objects.
• AC9S4I04: construct and use representations, including visual or physical models, to show simple relationships and identify patterns (using force arrows and a blueprint).
• AC9S4I01 (linked inquiry skill): pose questions and make predictions based on observations (students predict what will happen if the design is changed).

Lesson structure (45 minutes)

1. 0–5 min · Recall and goal setting. Teacher shows 2–3 quick examples of simple machines from the previous lessons (e.g. lever, ramp push, magnet lifter), then asks: “What push or pull do you think is happening, and where is it applied?” Students turn-and-talk, then each writes one sentence: “My machine uses a push/pull to make the object move.”

2. 5–12 min · Mini teach: blueprint requirements. Teacher explains that a blueprint is a plan view drawing with clear labels, and that arrows can show the direction of forces acting on an object (including how friction might slow movement). Students annotate a class template (projected or on paper): where labels go, where arrows go, and what information must be included (parts, object, force direction).

3. 12–25 min · Design sprint (individual or pairs). Teacher circulates with a checklist: chosen force (push/pull), moving object, connection to another object, and how friction/gravity might affect the motion. Students complete a “Blueprint Planner” then draft their blueprint:

• Title and purpose (what it moves)
• Parts list (e.g. base, handle, slider, ramp)
• Diagram with labelled parts
• Force arrows showing the direction of the push or pull during operation
• One “prediction sentence”: “I think it will move because…”

4. 25–35 min · Blueprint peer feedback. Teacher groups students into pairs and models respectful feedback using two sentence frames. Students use feedback cards to respond to prompts:

• “I can see your push/pull because…”
• “One change that could make it work better is…” Students revise their blueprint using at least one suggestion.

5. 35–43 min · Share and justification (short presentations). Teacher calls on a few students to present their blueprint. Prompts focus on forces: “What object exerts the force? What does the force do? What might friction do?” Students present for 30–45 seconds each, pointing to their arrows and labels.

6. 43–45 min · Exit ticket. Teacher gives an exit ticket with 3 questions. Students answer independently:

• Choose one: push or pull (or both)
• Describe how your machine moves the object (one sentence)
• Draw one arrow showing the force direction

Resources

• Blueprint planner worksheet (purpose, parts list, arrow space, labels)
• Blueprint templates (set squares / drawing frames) for guidance
• Force arrow cards/stickers (thick arrows, labelled “push”/“pull”)
• Coloured pencils or markers
• Student science notebooks or design journals
• Feedback cards with sentence starters
• Simple machine reference images (lever, ramp, pulley-style drawing, magnet lifter example)
• Optional: rulers, sticky notes, printed label strips for parts (base, handle, slider)

Assessment

• Teacher checklist during design sprint: force choice, labelled parts, arrow direction, link to motion.
• Peer feedback quality: students can identify the push/pull and suggest an improvement.
• Exit ticket: verifies understanding of force direction and the explanation of how the design works.

Differentiation

• Provide templates for students who need guidance (pre-drawn outline, sentence starters, arrow placement boxes).
• Offer a “minimum viable blueprint” option (must include purpose, one diagram, labels, and one force arrow) for students who need a smaller task.
• Extension for fast finishers: add a second arrow showing how friction may reduce motion, and revise the design to reduce slipping (e.g. textured base drawing).
• EAL support: provide word banks (push, pull, direction, friction, gravity, object, move) and allow oral planning before drawing.
• Support for SEN/learning needs: use checklists and step-by-step prompts; allow pairing with a peer for diagram labelling and arrow direction.

Extension (optional)

• If time remains tomorrow: students build a quick prototype from their blueprint (choose low-cost materials) and test by predicting what changes to make it move further or more smoothly.