Meaning of simple machines for Primary 1

Class: Primary One
Term: First Term
Subject: Basic Science and Technology
Curriculum Theme: Basic Technology
Previous Lesson: NiL/First Topic
Topic: Simple Machines
Content/Learning Area:

• Meaning of simple machine

• Identification of simple machines

• Collecting and using some simple machines

Time Allocation: 40 minutes

Previous Lesson: Hoe

Performance Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

1. Define a simple machine as a device that makes work easier.

2. Identify at least four examples of simple machines.

Affective Domain:

1. Appreciate the importance of using simple machines to make work easier.

Psychomotor Domain:

1. Collect and use some simple machines such as broom, hoe, spoon, and scissors properly.

Reference Materials

• 9–Year Basic Education Curriculum (Basic Science and Technology)

• NAPPS National Unified Scheme of Work

• Abuja Education Resource Centre Scheme of Work

• Recommended Basic Science and Technology Textbooks

• Online Information from: Simple Machines for Kids | Learn all about the 6 simple machines
  (https://www.youtube.com/watch?v=LSfNYpCprw4)

Instructional Materials

• Real-life examples of simple machines: broom, spoon, hoe, can-opener, pair of scissors, and see-saw (if available)

• Charts or flashcards showing pictures of simple machines

• Whiteboard and markers

Rationale for the Lesson

Simple machines help us to work faster and with less effort. Pupils will learn to recognize simple tools they already use at home and school, and understand that these are called simple machines.

Prerequisite/Previous Knowledge

Pupils are familiar with common household and school tools such as broom, spoon, or hoe.

Lesson Content

Meaning of a Simple Machine

A simple machine is a device that makes work easier.
We use them every day to do things like sweeping, cutting, digging, or lifting.

Examples of simple machines:

1. Broom – helps us sweep the floor easily.

2. Spoon – helps us scoop or stir food.

3. Hoe – helps us dig the soil.

4. Scissors – helps us cut paper or cloth.

5. See-saw (Swing) – helps us lift and play by moving up and down.

6. Knife – helps us cut fruits or vegetables.

7. Can-opener – helps us open tins easily.

8. Wheelbarrow – helps us carry heavy loads from one place to another.

9. Door handle – helps us open and close the door easily.

10. Bottle opener – helps us open bottle caps easily.

11. Pencil sharpener – helps us sharpen pencils.

12. Rake – helps us gather leaves or grasses together.

13. Hammer – helps us drive nails into wood.

14. Needle – helps us sew clothes or repair torn fabric.

15. Table fan – helps us blow air to keep cool.

16. Dustpan – helps us collect dirt after sweeping.

17. Trowel – helps us scoop or mix sand while building.

18. Bucket and rope – help us fetch water from a well.

19. Rolling pin – helps to flatten dough when cooking.

20. Broom – helps us sweep the floor easily.

21. Spoon – helps us scoop or stir food.

22. Hoe – helps us dig the soil.

23. Cutlass – helps us clear grass.

24. Scissors – helps us cut paper or cloth.

25. See-saw (Swing) – helps us lift and play by moving up and down.

Identification of Simple Machines

Simple machines can be found at home, in school, or on the farm.
(guide pupils to point out and name each simple machine in pictures and real-life examples.)

Collecting and Using Simple Machines

Pupils will:

• Hold and use a broom to sweep a small area.

• Use a spoon to scoop sand or rice.

• Use a pair of scissors to cut paper.

• Watch how a hoe is used to dig.
  (These activities will help them understand that all these tools make work easier.)

Teaching Methods

Discussion, Demonstration, Question and Answer, and Guided Practice.

Instructional Procedures

Step 1: Introduction (Set Induction)

Time: 5 minutes
Teaching Skill: Set Induction/Questioning
Teacher’s Activity:
Shows a broom and asks, “What do we use this for?” “Does it make sweeping easier?”
Pupils’ Activity:
Answer questions and share what tools they use at home or school.

Step 2: Explanation of Key Concept

Time: 10 minutes
Teaching Skill: Explanation
Teacher’s Activity:
Explains that these tools are called simple machines because they make work easier.
Writes definition on the board.
Pupils’ Activity:
Listen and repeat the definition aloud.

Step 3: Demonstration and Identification

Time: 10 minutes
Teaching Skill: Demonstration
Teacher’s Activity:
Shows real examples (broom, spoon, hoe, scissors, etc.) and explains how each one helps us work.
Pupils’ Activity:
Touch, hold, and name each simple machine correctly.

Step 4: Guided Practice

Time: 5 minutes
Teaching Skill: Monitoring
Teacher’s Activity:
Allows pupils to use or act out how each tool works (sweeping, scooping, cutting).
Pupils’ Activity:
Practice using the simple machines safely.

Step 5: Note Taking

Time: 5 minutes
Teaching Skill: Note Taking
Teacher’s Activity:
Writes short notes on the board: definition and examples.
Pupils’ Activity:
Copy notes into their books.

Step 6: Evaluation

Time: 5 minutes
Teaching Skill: Questioning
Teacher’s Activity:
Asks pupils:

1. What is a simple machine?

2. Mention three examples of simple machines.

3. What work does a hoe do?

4. How does a simple machine help us?
   Pupils’ Activity:
   Answer questions orally.

Step 7: Conclusion

Time: 5 minutes
Teaching Skill: Summarizing
Teacher’s Activity:
Summarizes that a simple machine is a tool that makes work easier and names examples again.
Pupils’ Activity:
Chant or sing along a short rhyme:
“Broom and spoon, hoe and knife,
Simple machines make work light!”

Lesson Keywords

• Machine – A tool used to make work easier.

• Simple Machine – A basic tool that helps us do work easily.

• Examples – Broom, Spoon, Hoe, Cutlass, Scissors, See-saw.

Lesson Evaluation

Teacher asks pupils to:

1. Define a simple machine.

2. Mention four examples of simple machines.

3. Show how to use one simple machine correctly.

Assignment/Homework

Draw and colour three simple machines that you use at home or in school.

Differentiation

• For slower learners: Use pictures and real objects for better understanding.

• For advanced learners: Ask them to identify other simple machines around the school.

• For visual/auditory learners: Use songs or rhymes to reinforce the definition.

Note for Teachers

Ensure to use real-life examples and hands-on activities to make the lesson engaging and understandable for primary one pupils. Encourage active participation and provide ample opportunities for questions and clarifications.