Simple Machines Presentations

Overview

This final lesson in the unit invites students to share their simple machine model and evidence of how push/pull forces were used. Students will present clearly to their classmates, using simple force language and (where possible) force arrows or a quick diagram.

Learning intentions

• WALT: explain how our simple machine uses push and pull forces to move or control an object.
• WALT: use scientific words to describe the forces and the direction of movement.
• WALT: present our model and observations so others can understand how it works.

Success criteria

• I can describe what my simple machine does and what forces are involved (push, pull).
• I can point to where the force is applied on my machine.
• I can explain how friction and gravity affect how well the machine works (e.g. slows it down, helps it stay in place).
• I can present my idea clearly to the class, using diagrams/force arrows if I need them.

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 (focus on friction and gravity where relevant to machines).
• AC9S4I04: construct and use representations (tables, simple graphs, visual/physical models) to organise information and show simple relationships (use a diagram with force arrows or a simple labelled model).
• AC9S4I01: pose questions and make predictions based on observations (during presentations, students reflect: “What happened and why?” after earlier trials).
• AC9S4H02: consider how people use scientific explanations to meet a need or solve a problem (link machine function to a purpose, e.g. lifting, pushing a ball, moving an object safely).

Lesson structure (45 minutes)

1. 0–5 min · Welcome and lesson focus. Teacher reminds students this is the final sharing lesson and briefly recaps: push/pull, friction, gravity, and pointing to force in the machine; students check their model is ready.

2. 5–10 min · Model warm-up: “Show me the force”. Teacher demonstrates with a quick example (e.g. hand pushing a drawer) and asks students to practise pointing and saying one sentence: “I push/pull here; it makes the object move (or stop) because …”; students do a silent “rehearsal” with partners.

3. 10–28 min · Presentations in pairs or small groups (4 students total). Teacher sets expectations for respectful listening and “one key idea per turn,” keeps time with a visible timer, and supports students with sentence starters if needed. Students present their machine using a simple structure:

• What my machine does (function)
• What forces I used (push/pull) and where they act
• What happened in my test (observation)
• One reason why it worked or didn’t fully (friction/gravity) Where helpful, students show a labelled diagram or force arrows.

4. 28–38 min · Class “Force detective” questions. Teacher leads short whole-class questioning: “Which part is pushing or pulling?” “What does gravity do here?” “Does friction help or slow it down?”; students respond with brief explanations and point to their model or diagram.

5. 38–43 min · Quick whole-class share-out. Teacher records 3–4 common insights on the board (e.g. friction slows motion; gravity pulls objects down; push/pull direction matters); students copy one insight into their workbook or presentation sheet.

6. 43–45 min · Exit ticket: one-sentence science explanation. Teacher gives an exit ticket with a prompt and collects it; students complete: “My simple machine uses ___ force to ___, and friction/gravity ___ because ___.”

Resources

• Students’ simple machines (built and ready to present)
• Student diagrams with labels and/or simple force arrows (if prepared)
• Sentence starters on a display (e.g. “I push here…”, “This makes the object move…”, “Friction…”, “Gravity…”)
• Timer or countdown visual
• Exit ticket slips or a worksheet page
• Teacher checklist for listening (key success criteria)

Assessment

• Formative during presentations: teacher checklist of “push/pull identified,” “force location shown,” “reason explained using friction/gravity where relevant.”
• Formative during class questions: observe whether students use scientific language and can point to evidence on the model.
• Exit ticket: check that each student can write or say one clear cause-effect sentence linking forces to machine performance.

Differentiation

• Support for less confident speakers: allow presenting in pairs; provide sentence starters and a “point and say” option where students point to the part while another student speaks.
• Support for students needing structure: give a one-page presentation scaffold with four boxes (Function, Forces, Test Result, Reason).
• Extension: challenge students to include direction and magnitude language using arrows (e.g. longer arrow = stronger push/pull) and to compare two designs they tested.
• EAL considerations: provide key word bank (push, pull, friction, gravity, move, stop, direction) and allow drawing/pointing as part of the explanation.
• Safety and participation: pre-agree on handling rules for machines during presentations (no swinging, keep on desks/floor space).

Extension (optional)

• None.