Simple Machines Project Grade 5: Build a Working Machine

This free simple machines project gives students a chance to apply what they already learned by designing and building a working machine that completes a small task. Students research, plan, test, revise, and present their machine to an audience.

Overview

Students design a working device that solves a simple problem, such as cracking a nut, moving an object, or popping a balloon in a controlled way. The device must use at least two simple machines and should be built from low-cost or recycled materials. Students document their work using a clear planning process, then demonstrate the machine and explain how it works.

Subject Connections

Science is emphasized as students apply ideas about force and motion, test a design, and use evidence to improve performance. Students use mathematics when they measure distances or heights, compare test outcomes, and track changes across trials. They also use English Language Arts when they write problem statements, label diagrams, record test notes, and explain their design choices and results clearly during presentations.

Learning Goals

Students combine simple machines to accomplish a task and explain how force and motion are changed by their design. They practice planning with sketches and labeled parts, testing and revising based on results, and presenting their process clearly to others. Students also use accurate vocabulary while describing their machine and the problem it solves.

Materials

• Recycled cardboard, small boxes, paper tubes, and scrap wood (optional)
• Rubber bands, string, tape, and glue
• Craft sticks, straws, toothpicks, and paper clips
• Paper fasteners (brads) and binder clips
• Small weights (coins, washers) and marbles
• Safety gear as needed (goggles, gloves) for any adult-only tools
• Optional: phone or tablet for photos/video during testing

Preparation

Decide the build window and set due dates for planning, building, and presenting. Prepare a simple teacher example (even a rough one) so students understand what “working model” means. Gather a small “materials bar” in the classroom with common supplies and encourage students to bring clean recycled materials from home. Plan how students will test devices safely and where projects will be stored between sessions.

Teaching Procedure

Each session fits a standard class period of about 45–60 minutes, and the project runs across five class meetings with additional monitored build time as needed.

Session 1

1. Introduce the design challenge and show a simple teacher-built example. Explain the requirement that the device must complete a real action and must include at least two simple machines. Review safety expectations and how materials may be used.
2. Activity: Problem and Task Selection. Guide students through brainstorming three possible tasks in a notebook. Help them evaluate feasibility, then approve a final task and have students write a one-sentence problem statement describing what the machine will accomplish.
3. Model how to identify simple machines within a design. Students sketch two possible designs with labeled parts while you circulate and question them about which simple machines are doing the work.

Session 2

1. Teach and model the planning routine step-by-step on the board: labeled diagram, materials list, and sequence of actions. Show an example of a weak plan and revise it with the class.
2. Activity: Build Plan and Test Plan Page. Students complete a final planning page including a labeled diagram and a written test plan that explains how they will know if the machine works.
3. Conference briefly with each student or team to approve the plan, checking for safety, realistic construction, and clear use of at least two simple machines.

Session 3

1. Open the materials station and demonstrate safe cutting, fastening, and joining methods before students begin construction.
2. Activity: Test and Note Checkpoint. Pause the class midway and require students to run a small test. Model how to write a clear test note describing what happened and one change to try next.
3. Circulate to monitor safety, reinforce stability, and prompt students to explain how force is being transferred through their machine.

Session 4

1. Review the rule “change one thing, test again” and demonstrate how to compare two test results.
2. Students complete at least two test runs while you record selected results publicly to model evidence-based thinking.
3. Guide students in writing a short explanation describing how each simple machine contributes to the final task.

Session 5

1. Teach a presentation structure: problem, machines used, steps of operation, and improvement made. Model a short demonstration.
2. Activity: Partner Demo Rehearsal. Students demonstrate their machine to a partner, answer two questions, and revise their explanation for clarity and vocabulary accuracy.
3. Organize a presentation order and supervise demonstrations, ensuring safety and equal speaking participation.

Assessment

• Plan quality: labeled diagram, materials list, and a clear explanation of the task
• Evidence of testing: at least two test notes showing what changed and why
• Machine performance: completes the intended task safely during demonstration
• Science communication: uses accurate simple machine vocabulary and explains how the device works

Differentiation

Offer a set of suggested tasks for students who struggle to choose a manageable problem. Provide planning templates with sentence starters for students who need writing support. Allow students to work with a partner if the project requires more hands, but require individual documentation. For advanced students, add a constraint such as “use three simple machines” or “reduce materials while keeping performance.”

Grade Adaptation

Grade 5 students design and build a working machine that uses at least two simple machines, record test results, revise based on evidence, and present how the device changes force or motion. Grade 4 students can choose from a narrower set of tasks, use a more structured planning template, and focus on building one reliable action with clear labeled parts. Grade 6 students can add quantitative testing such as measuring distance moved or force required, compare efficiency across designs, and write a more detailed explanation using friction, work, and energy vocabulary.

Extension Ideas

Have students create a one-page “quick start” sheet for a younger class that explains how to safely trigger their machine and what to watch for. Another option is a redesign round where students swap machines and propose one improvement based on force, friction, or stability. Students can also film a short demonstration video showing the machine in action and narrate the steps using vocabulary from the unit.

Simple Machines Quick Reference

This reference helps students quickly check definitions and real-world examples while planning and explaining their machine.

Lever

A rigid bar that pivots on a fixed point (fulcrum) to move a load. Examples: seesaw, crowbar, claw hammer pulling a nail, bottle opener.

Inclined Plane

A slanted surface that reduces the effort needed to lift an object. Examples: ramp, slide, driveway, loading ramp.

Wheel and Axle

A wheel attached to a rotating shaft that multiplies force or changes motion. Examples: doorknob, rolling cart, bicycle wheel, pizza cutter.

Pulley

A wheel with a rope or string that changes the direction of force. Examples: flagpole rope, window blinds cord, well bucket.

Wedge

A moving inclined plane that splits or cuts materials apart. Examples: knife, axe, doorstop, chisel, nail.

Screw

An inclined plane wrapped around a cylinder that holds objects together or lifts materials. Examples: jar lid, wood screw, light bulb base, vise clamp.