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v2.1

Lever

Teacher Lesson Planv2.3

Applications in Design & Engineering: Simple Machines

Activity Time: 180 MinutesTarget Grade Level: 6-8

STEM Concepts CoveredForce

Effort

Load

Work

Motion

Distance

Simple Machines

Mechanical Advantage

Prototyping

Critical Thinking

Multiplication

Division

Units of Measurement

Leverage

Elements of a lever Purpose of a lever Different types of levers Mechanical advantage in a lever

1. Learn 2. Build & Modify

3. Design & Engineer

Build a lever Test a lever Modify a lever to increase mechanical advantage

Design and engineer a custom lever to solve a challenge

Educational Standards

NGSS

MS-ETS1-4 Engineering Design

ITEEASTL8- Attributes of Design

STL9- Engineering Design

STL10- Invention and Innovation

STL11- Apply Design Process

3-5-ETS1-4 Engineering Design

IntroductionThis Kid Spark lesson is designed to introduce students to one of the six simple machines: the lever. Students will become familiar with how a lever works by learning key information, building and modifying a series of lever models, and then designing and engineering a custom lever to solve a challenge.

Click here to explore the entire Kid Spark Curriculum Library.

NGSS Learning DimensionsThis Kid Spark lesson engages students in the following learning dimensions of the Next Generation Science Standards:

Scientific/Engineering Practice: Planning and carrying out investigations

Crosscutting Concept: Cause and effect: Mechanism and explanation

Learning Objectives

Understand the basic elements and purpose of a lever.

Understand the difference between 1st, 2nd, and 3rd class levers.

Calculate the amount of mechanical advantage in a lever.

Modify a lever to increase mechanical advantage.

Design and engineer a custom leve to solve a challenge.

Learning StepsThis lesson will use the following steps to help students learn about the lever.

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Levels of LearningLower Level: Content Knowledge

Identify: Elements of a lever

Research: Real world applications of the lever.

List: The purposes of a lever

Identify: Different types of levers

Middle Level: Skills and Application

Design: A custom lever that creates mechanical advantage

Higher Level: Reasoning

Describe: How to increase the mechanical advantage in a lever

Recognize: How much mechanical advantage is in a design

ResourcesThe following resources will be used to complete this lesson.

1. Kid Spark STEM-Maker Curriculum

Lever a. Teacher Lesson Plan b. Curriculum Packet (1 per team) c. Student Engineering Workbook (1 per team)

2. Kid Spark Mobile STEM Lab (Pictured Right)

Prerequisite KnowledgeBefore participating in this activity, students should have a basic understanding of the following concepts:

1. How to use step-by-step graphic instructions to assemble a design. 2. How to use the metric system. 3. Using basic multiplication and division skills to solve a problem. 4. Fundamental communication skills including reading and writing. 5. How to use the design & engineering process to solve a problem.

AssessmentStudents will be graded on the following for this lesson.

1. Student Engineering Workbook (Written Worksheet - 25 Points)

2. Design & Engineering Challenge (Performance Assessment/Rubric - 30 Points)

Kid Spark Mobile STEM Lab

Engineering Pathways

*4 Students Per Lab

or or orYoung

Engineers

*4 Students Per Lab

SnapStack

*4 Students Per Lab

AdvancedProjects

*4 Students Per Lab

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ProcedureComplete the following steps to teach students about the lever. Teaching time will vary depending on grade level. Younger students may require more time to understand certain concepts. Instructor should thoroughly review content in curriculum packet prior to class instruction.

1. GroupingBefore class, arrange students in teams of up to 4. Group students that will work effectively together.

2. Disperse Materials (3 Minutes)Provide teams with the correct Kid Spark Mobile STEM Lab, curriculum packet, and the student engineering workbook. Instruct students to fill out the relevant information in student engineering workbook as they progress through the lesson.

3. Review Learning Objectives (2 Minutes)(Teacher Lesson Plan - Page 1)(Curriculum Packet - Page 1)

4. Review Key Terms (10 Minutes)Instruct students to review key terms sections in curriculum packet and student engineering workbook. These key terms will be used throughout the lesson.(Curriculum Packet - Page 1)(Student Engineering Workbook - Page 1)

5. Present Content (10 Minutes)Instructor and students work together to learn about the lever (elements, purpose, types of levers, and real-world examples). Students should fill out appropriate information in student engineering workbook.(Curriculum Packet - Page 3)(Student Engineering Workbook - Page 2)

Tip: Build a First, Second, and Third class lever to demonstrate to students during instruction.

6. Build, Test, and Modify a First Class Lever (20 Minutes)Instruct students to follow instructions to build a first class lever. Identify the main elements of the lever, then test and modify the lever to increase mechanical advantage. (Curriculum Packet - Pages 4-5)(Student Engineering Workbook - Page 2)

7. Build, Test, and Modify a Second Class Lever (20 Minutes)Instruct students to follow instructions to build a second class lever. Identify the main elements of the lever, then test and modify the lever to increase mechanical advantage. (Curriculum Packet - Pages 6-7)(Student Engineering Workbook - Page 2)

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9. Calculating Mechanical Advantage (20 Minutes)Work with students to make calculations of mechanical advantage on models. (Curriculum Packet - Page 10)(Student Engineering Workbook - Page 3)

Tip: Students can re-create the different types of levers that were built as they are reviewing mechanical advantage. Challenge students to explain how mechanical advantage is increased or decreased on each type of lever.

11. Cleanup (10 Minutes)Instruct students to disassemble all builds and correctly pack all components back in labs.

12. Lesson Review (5 Minutes)Use the last five minutes of class to review the lesson.

Guiding Questions: 1. What are the three purposes of a lever?

2. What are some real world examples of levers?

10. Design & Engineering Challenge (60 Minutes)Review the design brief challenge and specifications with students. Instruct students to work through the Kid Spark Design & Engineering process to develop, test, refine, and explain a working prototype. Teams will present their designs to the rest of the class. (Curriculum Packet - Pages 11-12)(Student Engineering Workbook - Pages 4-5)

Tip: Briefly review the Kid Spark Design & Engineering process with students. Tip: Have teams hand in completed student engineering workbooks while they are presenting. Use the design challenge grading rubric on page 6 in the student engineering workbook to evaluate team projects.

Tip: Set up a close range (4-6 ft.) and long range (12-15 ft.) target for students to test catapults. Targets can be made with classroom items such as masking tape.

8. Build, Test, and Modify a Third Class Lever (20 Minutes)Instruct students to follow instructions to build a third class lever. Identify the main elements of the lever, then test and modify the lever to increase output speed. (Curriculum Packet - Pages 7-8)(Student Engineering Workbook - Page 2)

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v2.1

Student Workbook: Answer SheetApplications in Design & Engineering: Simple Machines

Lever

Team Members:

1.

2.

Total Points

3.

4.

/25 ptsWorkbook:

/30 ptsChallenge:

E

Key TermsMatch the key terms that are listed in the word bank with the correct definition. Write the correct letter in the space provided.

A. Simple Machine

B. Force

C. Lever

D. Work

E. Mechanical Advantage

F. Leverage

G. Effort

H. Load

I. Fulcrum

Key Terms

1. ______ The amount a machine multiplies force.

2. ______ Using a force to move an object a distance.

3. ______ A simple machine consisting of a rigid beam that pivots on a fulcrum. It is used to redirect motion, increase output speed, or create mechanical advantage.

4. ______ A force applied to a machine to do work.

5. ______ The object or weight being moved or lifted.

6. ______ A push or a pull.

7. ______ The point or support on which a lever pivots.

8. ______ A device that transmits or modifies force or motion.

9. ______ The mechanical advantage gained by using a lever.

D

C

G

H

B

I

A

F

6

Learn, Build & Modify

Fulcrum

Elements of a LeverIdentify the correct element in the spaces provided.

10. 11.

Purposes of a LeverList the three purposes of a lever in the spaces provided.

12.

Build and ModifyPlace a check in the boxes below as the team completes each step.

18.

19.

20.

Build, test, and modify a First Class Lever

Build, test, and modify a Second Class Lever

Build, test, and modify a Third Class Lever

13.

14.

C.

Effort

Load

FulcrumLever Arm

B.

Effort

Load

Fulcrum

Lever Arm

A.

Effort

Load

FulcrumLever Arm

Types of LeversReview the figures below, then write the correct type of lever in the spaces provided.

15. 16. 17.

Lever Arm

Redirect Motion

Increase Output Speed

Create Mechanical Advantage

2nd Class Lever 3rd Class Lever 1st Class Lever

X

X

X

11.

10.

7

Build & Modify

Understanding Mechanical AdvantageFill in the blanks to complete the statements below.

23. Mechanical Advantage exists when the ______________________ force of a machine is _____________________

than the ____________________ force that was applied to it.

24. For a machine to create mechanical advantage, it must trade increased time or ____________________ for

reduced effort.

output

input

greater

distance

Calculating Mechanical Advantage in a LeverUse the formulas to solve the problems below.

23. Determine the mechanical advantage of the lever in Example 1.

Mechanical Advantage:

24. Determine the mechanical advantage of the leverin Example 2.

Mechanical Advantage:

Example BExample 1 - First Class Lever

First Class Lever

25. Determine the mechanical advantage of the leverin Example 3.

Mechanical Advantage:

Input distance (effort to fulcrum)Output distance (load to fulcrum)

MechanicalAdvantage =

Effort

Load

FulcrumLever Arm

Example BExample 2 - Second Class Lever

Second Class Lever

Example BExample 3 - Third Class Lever

Third Class Lever

Input distance (effort to load)Output distance (load to fulcrum)

MechanicalAdvantage =

Input distance (effort to fulcrum)Output distance (load to fulcrum)

MechanicalAdvantage =

Effort

Load

FulcrumLever Arm

Effort

Load

Fulcrum

Lever Arm

Output Distance6 cm Input Distance

24 cm

Input Distance21 cm

Output Distance7 cm

Input Distance8 cm

Output Distance16 cm

4:1

3:1

.5:1

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Design & Engineer

Design & Engineering ChallengeFollow each step in the design & engineering process to develop a solution to the challenge.Place a check in the box as each step is completed. Fill in the blanks when necessary.

1. Identify The Challenge

Challenge:

2. Brainstorm Ideas & Solutions

Discuss design ideas.

Consider building components and cost.

3. Build A Prototype

Build a working prototype of the design.

4. Test & Improve The Design

Test & improve the design for performance and consistency.

New challenge discovered:

5. Explain The Design

Prepare to demonstrate and present the design to others.

Review grading rubric and design specifications.

Consider ways to reduce cost.

Review project grading rubric.

Explain any unique design features that were included.

Describe at least one new problem/challenge discovered during Step 4 (Test & Improve The Design) and how the team redesigned a new solution.

Sub-Challenge:

Sub-Challenge:

Review specifications.

Sub-Challenge:

Design & Engineer a catapult

The catapult must feature a lever that creates mechanical advantage.

The catapult must include a locking pin.

The catapult must include a distance gauge.

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

Various Answers

Sub-Challenge: The total budget cannot exceed $140.X

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Design & Engineer

Challenge EvaluationWhen teams have completed the design & engineering challenge, it should be presented to the teacher and classmates for evaluation. Teams will be graded on the following criteria:

Specifications: Does the design meet all specifications as stated in the design brief?

Performance: How well does the design work? Does it function consistently?

Team Collaboration: How well did the team work together? Can each student descibe how they contributed?

Design Quality/Aesthetics: Is the design of high quality? Is it structurally strong, attractive, and well proportioned?

Material Cost: What was the total cost of the design? Was the team able to stay on or under budget?

Presentation: How well did the team communicate all aspects of the design to others?

Specifications

Performance

Team Collaboration

Design Quality/Aesthetics

Meets all specifications

Design performs consistently well

Every member of team contributed

Great design/aesthetics

On Budget ($140 or Less)

Great presentation/well explained

Good presentation/well explained

Poor presentation/explanation

No presentation/explanation

Over Budget ($146-155)

Significantly OverBudget ($156+)

Most members of team contributed

Good design/aesthetics

Average design/aesthetics

Poor design/aesthetics

Some members of team contributed

Design performs well often

Design is partially functional

Design does not work

Team did not work together

Meets most specifications

Meets some specifications

Does not meet specifications

Material Cost

Presentation

Points

Total Points

Proficient4 Points

Advanced5 Points

Partially Proficient3 Points

Not Proficient0 Points

/30

Grading Rubric

Slightly OverBudget ($141-145)

Column Total Column Total Column Total Column Total

Total Points

55-01219-203