| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Design and technology |
| What topic | Creating a lever using Legos |
| What length (min) | 30 |
| What age group | Year or Grade 7 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Creating a lever using Legos
Year/Grade 7
Design and Technology
30 minutes
20 students
This lesson aligns with the Design and Technology national curriculum objectives related to understanding mechanical systems and the use of materials.
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction to Levers | 5 | Briefly explain what a lever is and its components. Show examples and discuss their applications. |
| 2 | Checking Homework | 5 | Review the homework without calling on students. Provide general feedback on the assignment to the class. |
| 3 | Distributing Printable Cards | 5 | Hand out cards to all students to fill during the lesson. Explain how they will use these in the activity. |
| 4 | Group Building Activity | 10 | In groups, students will use Lego pieces to build a lever according to given specifications. Encourage collaboration. |
| 5 | Collecting or Random Checking of Cards | 3 | Call students randomly to submit their filled cards for review. Ensure everyone participates without pressure. |
| 6 | Assigning Homework | 2 | Assign homework related to levers, focusing on design or research questions. Provide instructions for submission. |
| 7 | Conclusion and Reflection | 2 | Review what has been learned, ask students to share one thing they enjoyed about the activity. Encourage reflection on their group work. |
"Good morning, everyone! Today, we’re going to explore an exciting topic in design and technology: levers!
A lever is a simple machine that consists of a rigid bar that pivots around a point called the fulcrum. It makes lifting things easier by helping us apply less effort to move a load.
Let’s look at some examples of levers. Here on the board, I have images of different types of levers. (Show examples).
Can anyone tell me about a time they used a lever? (Pause for student responses)
Great examples! Remember, levers are found all around us in tools and everyday items. Today, we're going to put this knowledge into practice by building our own levers using Lego!"
"Now, before we get started with our building activity, I want to take a moment to check in on the homework you completed last night. I’m not going to call on anyone, but I’d like you to think about what you wrote and how it connects to what we’re doing today.
(Spend a few moments walking around the classroom to gauge student understanding, offering general suggestions.)
I am glad to see you’ve all put in some effort! Keep that in mind as we move into our hands-on activity."
"Next, I’m going to hand out some printable cards. (Distribute cards to each student).
These cards are for you to fill out during our activity. They will help you think about the components of your lever, including the fulcrum, effort, and load.
Make sure to pay attention to what you’re discussing with your group, as you’ll be filling in these cards based on your discussions!
Now, let’s move on to building our levers!"
"Alright, it’s time for our group building activity! Please form groups of four with your seats. Each group will receive a set of Lego pieces.
Your task is to design and construct a lever based on the specifications we discussed earlier.
Remember, you’ll need to identify what will be your fulcrum, where the effort will be applied, and what the load will be.
Listen to each other’s ideas and collaborate to create a working model. You have 10 minutes, and I’ll be walking around to help as needed. Let’s get started!"
"Time’s up! Please put your Lego models down.
Now, I’m going to randomly call on a few groups to submit your printable cards. You can share what you’ve created along with your completed cards.
This will help ensure that everyone participated and understood the activity, but no pressure—just share what you're proud of.
Let’s do this!"
"Fantastic work today, everyone! For your homework, I’d like you to think about the levers we built and complete a short research question on how levers are used in real life.
You can either sketch a design for a new lever you think could solve a problem or write a few sentences about a specific lever you found interesting.
Please submit your responses by the start of our next class."
"To wrap things up, let’s take a moment to reflect on today’s lesson.
What did you learn about levers that you didn’t know before? (Pause for students to reflect and share)
Thank you for sharing your thoughts!
I hope you enjoyed building with your groups and learned something valuable. Remember, understanding mechanics like levers can help us design better solutions in technology and beyond.
Great work today, everyone!"
Define a lever. What are the key components of a lever? Explain each component briefly.
Describe a real-life situation where you would use a lever. What is the load, fulcrum, and effort in your example?
In your own words, explain how a lever makes work easier. Use an example to support your explanation.
Think of a tool that uses a lever. What problem does it solve, and how does it employ the lever's mechanics?
Sketch a design for a new lever that could help with a common household task. Label the fulcrum, effort, and load on your sketch.
Research a specific type of lever (first-class, second-class, or third-class). Write a few sentences describing its characteristics and an example of its application.
Reflect on today’s classroom activity. What did you learn from building your lever? Was there a challenge you faced, and how did your group overcome it?
Compare and contrast the three classes of levers. What are the advantages and disadvantages of each type?
| Question | Answer |
|------------------------------------------------------------------------------|--------|
| What is a lever and how does it function? | |
| Can you name the three main components of a lever? | |
| What role does the fulcrum play in the operation of a lever? | |
| How does using a lever make lifting easier? | |
| Can you give an example of a lever from your daily life? | |
| What were some of the designs you came up with during the building activity? | |
| How do you think levers are used in machines or tools? | |
| What new things did you learn about levers today? | |
| How might you apply what you've learned about levers in future projects? | |
| What interest you the most about the application of levers in technology? | |