Levers and Simple Machines

Overview

In this lesson (4 of 9), students learn that a lever is a simple machine that uses a push or pull to move an object. They build a simple lever, test it, and explain what helped (or did not help) their lever move the load.

Learning intentions

• WALT learn that a lever is a simple machine with a pivot (turning point) and applied force.
• WALT investigate how changing the position of the load or the effort changes how easily the lever moves.
• WALT describe lever action using the words push, pull, pivot and load.
• WALT use a simple results table/notes to record what they observe.

Success criteria

• I can name the pivot, effort (push/pull), and load on my lever.
• I can construct a lever using everyday materials safely and carefully.
• I can explain how moving the load closer to or farther from the pivot changes the outcome.
• I can record observations in a simple table (effort used and what happened).

Curriculum links

• Forces — identify how forces can be exerted by one object on another and investigate effects of frictional, gravitational and magnetic forces on motion.
• Representing and organising — construct and use representations, including tables, to organise data and identify patterns.
• Questioning and prediction — pose questions about observed patterns and make predictions based on observations.
• Simple machine connection — use force (push/pull) reasoning to explain a technological solution to a movement problem (AC9S4U03 elaborations focus on forces acting on objects).

Lesson structure (45 minutes)

1. 0–5 min · Hook (demo). Teacher shows a two-sided ruler lever with a book “load” and changes the load position while students watch. Students turn-and-talk: “What seems to change—effort or movement?”
2. 5–12 min · Direct teaching (lever parts). Teacher labels pivot, effort arm and load on a visible model and draws simple arrows to show push/pull direction. Students sketch a lever diagram in their science books and label the three parts.
3. 12–25 min · Build a simple lever (construction). Teacher gives materials and a safety reminder (no swinging, stable base, keep fingers clear of pivot). Students, in assigned mixed-support groups, construct a lever using a pivot point (eg ruler on a bottle cap or pencil as a pivot) and test how they can lift/move a small load.
4. 25–35 min · Test and compare (investigation). Teacher sets the task: “Move the load to a near-to-pivot position and then a far-from-pivot position. Use the same push/pull effort if possible and note what happens.” Students record observations in a quick table: Load position (near/far), What happened (lift/move/not move), Effort required (easy/medium/hard).
5. 35–42 min · Share and use science language. Teacher prompts: “Where was the pivot? Was it a push or a pull? What changed when the load moved?” Students share one claim and one reason using sentence starters.
6. 42–45 min · Exit ticket. Teacher collects a short written response: “My lever worked best when the load was ___ because ___.” Students complete independently.

Resources

• Rulers or sturdy strips of cardboard (1 per student group)
• Pivot supports (eg bottle caps, pencils, scrap blocks)
• Small loads (eg erasers, small plasticine balls, bottle lids, paper clips in a cup)
• Tape or reusable fasteners (optional for stability)
• Clipboards or science journals
• Simple results table template (printed) with three columns
• Marker pens/colour pencils
• Safety reminder cards/poster
• Teacher model lever (pre-made) for demo

Assessment

• Teacher circulates during construction using a checklist: correctly identifies pivot and can apply a push/pull to move the load.
• Teacher observes investigation notes for clarity (near/far positions and accurate description of what happened).
• Exit ticket checks understanding of lever mechanism using push/pull and pivot/load reasoning.

Differentiation

• Stronger learners: given “challenge option”—predict before testing which position will require less effort, then justify using lever-arm reasoning.
• Students needing support: group with a stronger peer; provide a partially labelled lever diagram and sentence starters (“The pivot is… The load is… I pushed/pulled…”).
• For all: demonstrate one example test, then allow repeated practice to build confidence and reduce confusion about “near vs far”.
• Use multimodal support: visual arrows on the model, verbal prompts, and hands-on construction to support language development and working memory.

Extension (optional)

• SKIP (not requested).