Grade 4 Science: Simple Machines

Levers Lift the Teacher

Students learn about basic components of simple machines: how they are assembled, how they operate,
how they are used. Students explore different techniques that can be used to transfer motion from one
component to another, using simple connectors and various levers, gears, pulleys and band driven
systems. As they work with these components, they learn the functions that each can perform, including
sample applications and ways that they can be used in a larger system. As part of their studies, they
examine how these simple machines are used to change the speed or force of movement.

Grade _____4_______ Activity ___Lift the Teacher_____________________

Time: 60 Minutes

Goals/Key questions
Goals: Students will engage in activities that will allow them to determine the answer to the key
question: "Where should you place the fulcrum to make it easiest to lift a heavy load?"
Activity: Lift the Teacher will demonstrate for students the answer to the question

Objective (connected to PofS):

a. The student will be able to label the parts of a lever.
b. The student will explain how a lever operates.
c. The student will explain how moving the fulcrum of a lever can change the effort needed to lift a load.
d. Students will be able to locate the load, fulcrum, and force on a variety of levers.
e. Students will be able to figure out where to place the fulcrum in order to lift a heavy load the easiest.

SLE 6: Demonstrate ways to use a lever that:

- applies a small force to create a large force
- applies a small movement to create a large movement

SLE 7: Predict how changes in the size of a lever or the position of a fulcrum will affect the forces and
movement involved

SLE 8: Construct models of levers and explain how levers are involved in such devices as: teeter-totters,
scissors, pliers, pry bars, tongs, nut crackers, fishing rods, wheel barrows

General Learner Outcomes:

41 Investigate the nature of things, demonstrating purposeful action that leads to inferences
supported by observations.
Specific Learner Expectations:
Students will:
Focus
ask questions that lead to exploration and investigation
identify the purpose of problem-solving and construction activities: What problem do we need to
solve? What needs must be met?

Explore and Investigate

identify, with guidance, ways of finding answers to given questions
carry out, with guidance, procedures that comprise a fair test
identify materials and how they are used
work independently or with others to carry out the identified procedures
identify steps followed in completing the task and in testing the product
identify materials and how they are used
attempt a variety of strategies and modify procedures, as needed (troubleshoot problems)
engage in all parts of the task and support the efforts of others
identify, with guidance, sources of information and ideas and access information and ideas from those
sources. Sources may include library, classroom, community and computer based resources

Pre lesson Considerations

Lesson overview of main ideas to be learned and prelearning required:
- Students should know what load, fulcrum, and force is.
- Students should be able to locate the load, fulcrum, and force.
- Students should know how to build a simple lever.
- Students should be able to make predictions based upon their prior knowledge and experiences.
- Students should be able to work cooperatively.

Materials needed/preset up required/logistical considerations needed (seating arrangement):

Student Materials:

- Pencils

Teacher Materials:

- Student volunteers

- Wooden block for fulcrum 4x4

- Master #19

- Master #18
- Strong plank or heavy board (at least 3m long)

Content:
What is the teacher doing?
Include Key questions, logistics, key concepts that will be addressed, methods of
formative assessment

Review with students prior learning about simple machines that have been reviewed
Introduction to this point.
(how will you
engage students? Ask:
Connections to
What is a simple machine?
previous
learning?) What is a moveable pulley?
What is force?
Time What is a gear system?
estimation What is the advantage of 90 degree gear system?
What is a lever?

Draw a diagram of a lever.

Ask three students to come up and label diagram with fulcrum, effort (force), lever

Ask three students to define the terms.

A lever is a stiff rod or bar.
- What do you think a lever could be make out of?

Levers can be made from wood, metal, even your arm is a lever.

What is a fulcrum?
A fulcrum supports the lever and acts as a pivot

What is effort?
Effort is the force needed to move the lever

Which direction can the lever move?

The lever is the most familiar of all the simple machines because of its plain
construction and extensive use in numerous engineering devices. It merely consists of
a rigid beam or rod which freely rotates about a fixed point, also referred to as the
fulcrum. By positioning the fulcrum close to a heavy object and applying an effort
from far away, levers can be used to lift enormous loads with ease.

The object being moved by the lever is often called the load, or output force, while
the force applied to the lever is called the effort, or input force. The crowbar is a
classic example of how the lever is employed to do work easier. With the crowbar,
carpenters can easily extract nails from wood that would be nearly impossible and
extremely inefficient without such a handy machine.
 Lesson Objectives:
In todays class we will examine if the placement of the fulcrum affects the number of
students it takes to the lift the teacher?

There are a few new key terms we must learn to fully understand how the placement
of the fulcrum can impact the effort it takes to lift a load.

We have reviewed the terms lever, fulcrum, load, and effort.

Today we will learn the terms mechanical advantage, balance, and distance moved.

Mechanical Advantage is an important term that we have mentioned with some of

the other simple machines. Does anyone know what the definition of mechanical
advantage is?

Mechanical advantage the advantage gained by the use of a mechanism in

transmitting force. For example, the nuts that hold tires onto a car cannot be
tightened by hand. There is not enough force to tighten the tire by hand. We use the
simple machine the wrench or tire iron, which is a lever, to tighten the nuts using
force. This gives us a mechanical advantage because it reduces the effort required by
us but increases the force.

We also viewed mechanical advantage when we observed chain belts. The chain belt
increase the mechanical advantage by increasing the power and force in the gears,
the gears can move faster and turn with more power because of the chain.

Distance moved is the distance from the force to the ground. In our experiment we
will be doing later, the distance moved is the space between the lever and the
ground. We will need to measure this is. This will show the advantage of placement
of the fulcrum.

Model for student by using lever model and ruler to show how one measures the
distance.

Transition Distribute Master #18 to students

considerations
Instruct students that today we will be examining if the location of the fulcrum affects
the force needed to lift a heavy object.

I will be the load, some of you students will be the effort. The wooden plank will be
the lever, and the wooden block will be the fulcrum. We will change the location of
the fulcrum to demonstrate that the its placement impacts the amount of effort
needed.

Model for students, with the lever model that the positon of the fulcrum can change.
It location changes the amount of effort I would need to use to lift a heavy load.

Model for students on white board what will be expected of them. Draw a diagram of
what we will be doing on board.
 Have copy of the worksheet on the board to model for students where they think the
fulcrum should be located.

Model for students by going through the first example with them.
Ask for student input.
Demonstration: Lift the Teacher
Activity 1 Instruct students that we will be conducting an experiment to test if the placement of
(add more if the fulcrum affects the number of students it takes to lift the teacher.
needed)
Time est: I will select students using pick sticks to see who will be participating in activity. We
will go through the activity a few times to give as many of you the opportunity to
participate.

Model for students that I will gently step on to the board. I will ask the students who
are selected to also gently step on to the board. It is important to act respectful as we
do not want someone to get hurt. I also do not want the board to break. Once you
are on the board, I ask that you do not bounce on the board, you are to remain still.
Once your turn is over, gently step off the board. Sit down, and let the next person
have their turn.

Procedure:
1. Set up a simple lever system with the fulcrum at the center of the plank.
2. Ask the students If the teacher stands on one end of the lever , how many
students will it take to lift the teacher in to the air?
3. Record predictions on Master #18
4. Have volunteers step on the opposite end of the board one at a time , until
the teacher (load) is lifted into the air
5. Move the fulcrum so that of the board is between the fulcrum and the
students. Repeat steps 2 to 4.
6. Move the fulcrum so that of the board is between the fulcrum and the
students.

Do activity in front of class. This will prevent anyone from getting too close to the
lever and getting fingers caught. There will be more classroom management if
students are sitting in desks. We may need to push the desks back a bit, this can be
done ahead of time.

Have students form a circle around the piece of wood.

Transition EXTENTION ACTIVITY

considerations Students will still be sitting in the same arrangement. However, students will be
advised only one student will be conducting this activity. A will be chosen for this
activity.
Light vs. Heavy demonstration.
 Based on prior knowledge have students make a prediction of where they believe the
fulcrum should be placed.
Demonstration: One to One
Activity 2 ASK: Where would you move the fulcrum so that one teacher could lift the teacher
into the air?

Procedure:
Time Est:
1. Have students draw their predictions of where the fulcrum should be placed
so that the child could lift the teacher
2. Test each of the student predictions until the teacher is lifted into the air by
one
3. Draw and label the machine that successfully lifted the teacher
4. Ask students to explain why lifting the teacher this way is possible.

Explain:
Point out that in this type of lever the fulcrum is between the load and the effort. It
gives a mechanical advantage because the force needed to lift the load is smaller than
the load.

Have student return to desks.

Conclusion Ask students to put name on sheet and turn in so teacher can check it.
- How will you Ask students what they have learned about placement of the fulcrum.
know if Why is fulcrum placement important?
students
learned what
you hoped?
- Connections
to next
lesson

Assessment:

- Observation
- Informal through discussions
- Worksheet

Accommodations/Modifications:

J will be asked to participate by standing on the lever.

Extension and extra time activity:

Activity two
Word search

Reflection on how the lesson went.