Farm Simple Machines

Overview

In this lesson, students explore simple machines found on farms, focusing on levers and pulleys. They will watch demonstrations, handle farm-themed equipment, and record their observations using informal, age-appropriate counting and describing.

Learning intentions

• Students will identify levers and pulleys as simple machines used on a farm.
• Students will describe what a lever or pulley helps people do (push, pull, lift, move).
• Students will compare results of using a machine (e.g., “moves it higher/lower”, “pulls it easier/harder”).
• Students will use new words and complete a short spoken or pictured response about a machine.

Success criteria

• I can point to a lever and a pulley and say what it does.
• I can tell whether the machine helps move something up, down, or sideways.
• I can match my picture/label to the machine we used.
• I can listen to a partner and share one idea clearly.

Curriculum links

• Mathematics — MA1-NSM-01: measure, record, compare and estimate using uniform informal units (using simple comparisons like “how many lifts” and “which one moved more/less”).
• Mathematics — MA1-GM-02: measure, record, compare and estimate lengths and distances using uniform informal units (using “how far it moves” with a paper strip or step-like counting).
• English — EN1-RECOM-01: comprehend independently read texts by activating word knowledge, connecting sentences and recalling details (listening to a short farm text and using a sentence frame).
• Mathematics — MA1-FG-01: use equal group structure to solve multiplication and share/group for fair testing (making two equal sets of objects to test with the machines).

Lesson structure (90 minutes)

1. 0–10 min · Welcome & farm hook. Teacher shows farm images (or a short teacher-made slideshow without links) featuring a tractor with a lever, and a bucket with a rope and pulley. Students discuss: “What helps on the farm?” in a think-pair-share with sentence starters like “I notice…”

2. 10–25 min · Read-aloud for understanding. Teacher reads a short, predictable farm story about tools. Students listen for machine words (lever, pulley). Teacher pauses to ask: “What did they use?” and “What did it help them do?” Students answer with single words or short phrases, then point to a corresponding picture on a class chart.

3. 25–45 min · Explore levers (hands-on). Teacher demonstrates a simple lever with a ruler as a “board,” a small block as the load, and a pencil as a fulcrum. Students take turns making the block lift slightly and then higher.

• Teacher asks: “When we push here, what happens?”
• Students compare using informal measures: “more/less height” using a paper strip marked with 1–3 dots as a guide, and they record by circling a dot level on a lever sheet. Students share one observation using: “A lever helps to ___.”

4. 45–65 min · Explore pulleys (hands-on). Teacher sets up two pulley stations: one with a smooth pulley and one with a slightly “tricky” setup (e.g., longer string or rougher wrap) to support comparison. Students operate each pulley and move a small bucket/bucket-like container up and down.

• Teacher checks safety with string/rope handling.
• Students record a simple comparison: “Which one lifts higher?” using the same dot-height strip, or “Which one takes more pulls?” using an equal number of attempts (e.g., 3 pulls) for fairness. Students answer: “A pulley helps to ___” using a picture card sentence.

5. 65–75 min · Fair testing quick regroup. Teacher gives two equal groups of farm items (e.g., 4 beanbags or 4 blocks each) to each station to ensure fair comparison. Students count and sort the equal groups with teacher support. Students then do a short compare: “Same number, same tries—what changes?” (This links to equal grouping and fair testing reasoning.)

6. 75–85 min · Whole-class connection (discussion). Teacher draws a Venn diagram (or two-column chart for levers vs pulleys with pictures). Students place machine picture cards and match one action word each (lift, pull, push, move). Teacher prompts: “Both machines help us… (move things). How are they different?”

7. 85–90 min · Exit ticket & closure. Each student completes an exit ticket: choose one machine (lever or pulley), circle the matching picture, and place a sticker on one result statement:

• “It helps move things up/down.”
• “It helps lift/pull.”
• “I used it when we wanted to move something on the farm.”

Resources

• Lever materials: ruler/wooden plank, small blocks, pencil/eraser as fulcrum, table mat
• Pulley materials: simple classroom pulley kit or string + pulley + small bucket/container
• String/rope, clamps or stands for safe pulley mounting
• Farm picture cards (tractor with loader, bucket system, hay bale handling)
• Lever and pulley recording sheets with 1–3 dot height strips and “more/less” prompts
• Equal group items: beanbags/blocks (enough for two equal sets)
• Sentence starter cards and picture supports (lever/pulley/action)
• Exit tickets with two machine options and three result icons
• Visual timetable and a calm-down corner routine

Assessment

• Observation checklist during stations: can the student correctly identify lever/pulley with a picture card and say one function word?
• Formative record check: student circles a dot level consistent with observed lift/movement.
• Exit ticket: whether student can match machine to a result statement (lift/move up/down).

Differentiation

• Support: use fully picture-based responses first (pointing, matching, circling), then add 1-word/2-word oral responses.
• Scaffold sentence frames: “A lever/pulley helps to ___.” Provide action word cards (lift, pull, move).
• Fine motor support: dot-height recording can be done by placing a sticker instead of colouring.
• If a student needs challenge: ask “Which machine moved it more?” and “Why do you think that happened?” using teacher-led choices.