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Intro: Class Two Levers
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Intro: Class Two Levers

ByStrawbees Team

There are three classes of levers used in the everyday world. Make a wheelbarrow, an example of a class two lever. Use the mechanical advantage of the wheelbarrow to swiftly move loads with this handy tool.

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Simple Machines
  • NGSS
    Grades: 3rd, 4th, 5th
    Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
    Grades: 3rd, 4th, 5th
    Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
    Grades: 3rd, 4th, 5th
    Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
    Grades: 6th, 7th, 8th
    Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
    Grades: 6th, 7th, 8th
    Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
  • ISTE Students
    Students develop, test and refine prototypes as part of a cyclical design process.
    Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
  • TEKS Science
    Grade: 3rd
    ask questions and define problems based on observations or information from text, phenomena, models, or investigations;
    The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.
    Grade: 3rd
    use scientific practices to plan and conduct descriptive investigations and use engineering practices to design solutions to problems;
    The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.
    Grade: 3rd
    develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.
    The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.
    Grade: 3rd
    evaluate a design or object using criteria.
    The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs.
    Grade: 3rd
    communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and
    The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions.
    Grade: 3rd
    explain how scientific discoveries and innovative solutions to problems impact science and society; and
    The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society.
    Grade: 3rd
    research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field to investigate STEM careers.
    The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society.
    Grade: 3rd
    identify and use patterns to explain scientific phenomena or to design solutions;
    The student understands that recurring themes and concepts provide a framework for making connections across disciplines.
    Grade: 3rd
    use scale, proportion, and quantity to describe, compare, or model different systems;
    The student understands that recurring themes and concepts provide a framework for making connections across disciplines.
    Grade: 3rd
    examine and model the parts of a system and their interdependence in the function of the system;
    The student understands that recurring themes and concepts provide a framework for making connections across disciplines.
    Grade: 3rd
    explain the relationship between the structure and function of objects, organisms, and systems; and
    The student understands that recurring themes and concepts provide a framework for making connections across disciplines.
    Grade: 3rd
    demonstrate and describe forces acting on an object in contact or at a distance, including magnetism, gravity, and pushes and pulls; and
    The student knows the nature of forces and the patterns of their interactions.
    Grade: 3rd
    plan and conduct investigations that demonstrate how the speed of an object is related to its mechanical energy.
    The student knows that energy is everywhere and can be observed in cycles, patterns, and systems.
    Grade: 4th
    ask questions and define problems based on observations or information from text, phenomena, models, or investigations;
    The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.
    Grade: 4th
    use scientific practices to plan and conduct descriptive investigations and use engineering practices to design solutions to problems;
    The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.
    Grade: 4th
    develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.
    The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.
    Grade: 4th
    evaluate a design or object using criteria.
    The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs.
    Grade: 4th
    communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and
    The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions.
    Grade: 4th
    explain how scientific discoveries and innovative solutions to problems impact science and society; and
    The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society.
    Grade: 4th
    research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field to investigate STEM careers.
    The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society.
    Grade: 4th
    identify and use patterns to explain scientific phenomena or to design solutions;
    The student understands that recurring themes and concepts provide a framework for making connections across disciplines.
    Grade: 4th
    use scale, proportion, and quantity to describe, compare, or model different systems;
    The student understands that recurring themes and concepts provide a framework for making connections across disciplines.
    Grade: 4th
    examine and model the parts of a system and their interdependence in the function of the system;
    The student understands that recurring themes and concepts provide a framework for making connections across disciplines.
    Grade: 4th
    explain the relationship between the structure and function of objects, organisms, and systems; and
    The student understands that recurring themes and concepts provide a framework for making connections across disciplines.
    Grade: 4th
    The student is expected to plan and conduct descriptive investigations to explore the patterns of forces such as gravity, friction, or magnetism in contact or at a distance on an object.
    The student knows the nature of forces and the patterns of their interactions. The student is expected to plan and conduct descriptive investigations to explore the patterns of forces such as gravity, friction, or magnetism in contact or at a distance on an object.
    Grade: 5th
    ask questions and define problems based on observations or information from text, phenomena, models, or investigations;
    The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.
    Grade: 5th
    use scientific practices to plan and conduct descriptive and simple experimental investigations and use engineering practices to design solutions to problems;
    The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.
    Grade: 5th
    develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.
    The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.
    Grade: 5th
    evaluate experimental and engineering designs.
    The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs.
    Grade: 5th
    communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and
    The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions.
    Grade: 5th
    explain how scientific discoveries and innovative solutions to problems impact science and society; and
    The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society.
    Grade: 5th
    research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field to investigate STEM careers.
    The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society.
    Grade: 5th
    identify and use patterns to explain scientific phenomena or to design solutions;
    The student understands that recurring themes and concepts provide a framework for making connections across disciplines.
    Grade: 5th
    use scale, proportion, and quantity to describe, compare, or model different systems;
    The student understands that recurring themes and concepts provide a framework for making connections across disciplines.
    Grade: 5th
    examine and model the parts of a system and their interdependence in the function of the system;
    The student understands that recurring themes and concepts provide a framework for making connections across disciplines.
    Grade: 5th
    explain the relationship between the structure and function of objects, organisms, and systems; and
    The student understands that recurring themes and concepts provide a framework for making connections across disciplines.
    Grade: 5th
    investigate and explain how equal and unequal forces acting on an object cause patterns of motion and transfer of energy; and
    The student knows the nature of forces and the patterns of their interactions.
    Grade: 5th
    design a simple experimental investigation that tests the effect of force on an object in a system such as a car on a ramp or a balloon rocket on a string.
    The student knows the nature of forces and the patterns of their interactions.
    Grade: 6th
    ask questions and define problems based on observations or information from text, phenomena, models, or investigations;
    The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.
    Grade: 6th
    use scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems;
    The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.
    Grade: 6th
    develop and use models to represent phenomena, systems, processes, or solutions to engineering problems; and
    The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.
    Grade: 6th
    evaluate experimental and engineering designs.
    The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs.
    Grade: 6th
    communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and
    The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions.
    Grade: 6th
    identify and apply patterns to understand and connect scientific phenomena or to design solutions;
    The student understands that recurring themes and concepts provide a framework for making connections across disciplines.
    Grade: 6th
    analyze how differences in scale, proportion, or quantity affect a system's structure or performance;
    The student understands that recurring themes and concepts provide a framework for making connections across disciplines.
    Grade: 6th
    examine and model the parts of a system and their interdependence in the function of the system;
    The student understands that recurring themes and concepts provide a framework for making connections across disciplines.
    Grade: 6th
    analyze and explain the complementary relationship between the structure and function of objects, organisms, and systems; and
    The student understands that recurring themes and concepts provide a framework for making connections across disciplines.
    Grade: 6th
    identify and explain how forces act on objects, including gravity, friction, magnetism, applied forces, and normal forces, using real-world applications;
    The student knows the nature of forces and their role in systems that experience stability or change.
    Grade: 6th
    calculate the net force on an object in a horizontal or vertical direction using diagrams and determine if the forces are balanced or unbalanced; and
    The student knows the nature of forces and their role in systems that experience stability or change.
    Grade: 6th
    identify simultaneous force pairs that are equal in magnitude and opposite in direction that result from the interactions between objects using Newton's Third Law of Motion.
    The student knows the nature of forces and their role in systems that experience stability or change.
    Grade: 7th
    ask questions and define problems based on observations or information from text, phenomena, models, or investigations;
    The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.
    Grade: 7th
    use scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems;
    The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.
    Grade: 7th
    develop and use models to represent phenomena, systems, processes, or solutions to engineering problems; and
    The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.
    Grade: 7th
    evaluate experimental and engineering designs.
    The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs.
    Grade: 7th
    communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and
    The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions.
    Grade: 7th
    identify and apply patterns to understand and connect scientific phenomena or to design solutions;
    The student understands that recurring themes and concepts provide a framework for making connections across disciplines.
    Grade: 7th
    analyze how differences in scale, proportion, or quantity affect a system's structure or performance;
    The student understands that recurring themes and concepts provide a framework for making connections across disciplines.
    Grade: 7th
    examine and model the parts of a system and their interdependence in the function of the system;
    The student understands that recurring themes and concepts provide a framework for making connections across disciplines.
    Grade: 7th
    analyze and explain the complementary relationship between structure and function of objects, organisms, and systems; and
    The student understands that recurring themes and concepts provide a framework for making connections across disciplines.
    Grade: 7th
    calculate average speed using distance and time measurements from investigations;
    The student describes the cause-and-effect relationship between force and motion.
    Grade: 7th
    distinguish between speed and velocity in linear motion in terms of distance, displacement, and direction;
    The student describes the cause-and-effect relationship between force and motion.
    Grade: 7th
    measure, record, and interpret an object's motion using distance-time graphs; and
    The student describes the cause-and-effect relationship between force and motion.
    Grade: 8th
    ask questions and define problems based on observations or information from text, phenomena, models, or investigations;
    The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.
    Grade: 8th
    use scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems;
    The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.
    Grade: 8th
    develop and use models to represent phenomena, systems, processes, or solutions to engineering problems; and
    The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.
    Grade: 8th
    evaluate experimental and engineering designs.
    The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs.
    Grade: 8th
    communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and
    The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions.
    Grade: 8th
    identify and apply patterns to understand and connect scientific phenomena or to design solutions;
    The student understands that recurring themes and concepts provide a framework for making connections across disciplines.
    Grade: 8th
    analyze how differences in scale, proportion, or quantity affect a system's structure or performance;
    The student understands that recurring themes and concepts provide a framework for making connections across disciplines.
    Grade: 8th
    examine and model the parts of a system and their interdependence in the function of the system;
    The student understands that recurring themes and concepts provide a framework for making connections across disciplines.
    Grade: 8th
    analyze and explain the complementary relationship between the structure and function of objects, organisms, and systems; and
    The student understands that recurring themes and concepts provide a framework for making connections across disciplines.
    Grade: 8th
    investigate and describe how Newton's three laws of motion act simultaneously within systems such as in vehicle restraints, sports activities, amusement park rides, Earth's tectonic activities, and rocket launches.
    The student understands the relationship between force and motion within systems.
  • TEKS Technology Applications
    Grade: 3rd
    identify and communicate a problem or task and break down (decompose) multiple solutions into sequential steps;
    The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.
    Grade: 3rd
    demonstrate personal skills and behaviors, including effective communication, following directions, and mental agility, needed to implement a design process successfully; and
    The student takes an active role in learning by using a design process to solve authentic problems for a local or global audience, using a variety of technologies.
    Grade: 3rd
    apply a design process with components such as testing and reflecting to create new and useful solutions to identify and solve for authentic problems.
    The student takes an active role in learning by using a design process to solve authentic problems for a local or global audience, using a variety of technologies.
    Grade: 4th
    decompose story problems into smaller, manageable subproblems and discuss and document various solutions to the problems;
    The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.
    Grade: 4th
    explain the importance of and demonstrate personal skills and behaviors, including problem solving and questioning, effective communication, following directions, mental agility, and metacognition, that are needed to implement a design process successfully; and
    The student takes an active role in learning by using a design process to solve authentic problems for a local or global audience, using a variety of technologies.
    Grade: 4th
    apply an appropriate design process that includes components to improve processes and refine original products for authentic problems.
    The student takes an active role in learning by using a design process to solve authentic problems for a local or global audience, using a variety of technologies.
    Grade: 5th
    decompose a real-world problem into smaller, manageable subproblems using graphic organizers such as learning maps, concept maps, or other representations of data;
    The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.
    Grade: 5th
    explain the importance of and demonstrate personal skills and behaviors, including persistence, effective communication, following directions, mental agility, metacognition, problem solving and questioning, that are needed to implement a design process successfully; and
    The student takes an active role in learning by using a design process to solve authentic problems for a local or global audience, using a variety of technologies.
    Grade: 5th
    apply an appropriate design process that includes components to generate multiple solutions for an authentic problem and develop original products.
    The student takes an active role in learning by using a design process to solve authentic problems for a local or global audience, using a variety of technologies.
    Grade: 6th
    decompose real-world problems into structured parts by using visual representation;
    The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.
    Grade: 6th
    resolve challenges in design processes independently using goal setting and personal character traits such as demonstrating courage and confidence;
    The student takes an active role in learning by using a design process and creative thinking to develop and evaluate solutions, considering a variety of local and global perspectives.
    Grade: 6th
    discuss and implement a design process using digital tools to compare, contrast, and evaluate student-generated outcomes; and
    The student takes an active role in learning by using a design process and creative thinking to develop and evaluate solutions, considering a variety of local and global perspectives.
    Grade: 7th
    decompose real-world problems into structured parts using flowcharts;
    The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.
    Grade: 7th
    resolve challenges in design processes independently using goal setting and personal character traits such as demonstrating responsibility and advocating for self appropriately;
    The student takes an active role in learning by using a design process and creative thinking to develop and evaluate solutions, considering a variety of local and global perspectives.
    Grade: 7th
    discuss and implement a design process that includes planning and selecting digital tools to develop and refine a prototype or model through trial and error; and
    The student takes an active role in learning by using a design process and creative thinking to develop and evaluate solutions, considering a variety of local and global perspectives.
    Grade: 8th
    decompose real-world problems into structured parts using pseudocode;
    The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.
    Grade: 8th
    demonstrate innovation in a design process using goal setting and personal character traits, including demonstrating calculated risk-taking and tolerance;
    The student takes an active role in learning by using a design process and creative thinking to develop and evaluate solutions, considering a variety of local and global perspectives.
    Grade: 8th
    discuss and implement a design process that includes planning, selecting digital tools to develop, test, and evaluate design limitations, and refining a prototype or model; and
    The student takes an active role in learning by using a design process and creative thinking to develop and evaluate solutions, considering a variety of local and global perspectives.
Age range
8-14+
Duration
1:00:00
Assets
Guide - Simple Machines and Linkages

Overview and Objectives

00:09

Lesson Structure

When students go through this lesson in each section, the objectives they will learn are:

  • Imagine – Learn about the simple machines and examples of class two levers.
  • Build – Create a wheelbarrow with a treading wheel to move along the table.

Overview

There are three classes of levers used in the everyday world. Make a wheelbarrow, an example of a class two lever. Use the mechanical advantage of the wheelbarrow to swiftly move loads with this handy tool.