Objectives (5 - 10 minutes)

1. Understand the concept of simple machinery, their characteristics and how they facilitate human work, which include the six types of simple machines (lever, pulley, inclined plane, screw, wedge and pulley).
2. Understand the operation of simple machinery and how they multiply or change the applied force.
3. Analyze practical examples of simple machines in operation, identifying which types of simple machines are present and how they make work easier.

Secondary objectives:

• Develop critical and analytical thinking skills when discussing and analyzing examples of simple machines.
• Promote collaboration and group discussions through practical activities.
• Encourage curiosity and interest in physics and the application of scientific concepts to daily life.

Introduction (10 - 15 minutes)

1. Review of Previous Content:

   • At the beginning, the teacher will start the lesson by reviewing the basic concept of force and work, since they are fundamental concepts to understand the operation of simple machinery. Questions can be asked to the students to check if these concepts were well understood and clear up any doubts that may show up.
   • It is important for the teacher to make this review in a manner that highlights how important these concepts are, and how they are related to the new content that will be shown in class.

2. Contextualization and Presentation of the Problem:

   • The teacher will then contextualize the subject by explaining how simple machinery is present in many situations in our daily life, from opening doors to using an elevator.
   • A real problem can be introduced to the class, as an example, such as how it is possible to lift a heavy object using only a lever to arouse the curiosity of the students, motivating them to study more about it.

3. Presentation and Curiosity of the Subject Matter:

   • The teacher will introduce the subject of simple machines by explaining that these are mechanical devices which change the amount or direction of an applied force.
   • To arouse the student’s interest, some curiosity facts may be shared by the teacher, as an example, that a bicycle wheel is a simple and very efficient machine ever created by man or even the fact that the lever is the oldest simple machine used by man, since pre-historic times.
   • Another curious fact, would be that the concept of simple machines is so important, to be considered one of the fundamental laws in Physics: The lever principle.

4. Class Objectives:

   • Finally, the teacher needs to present the class’s objectives, by explaining to the student what they will have to be able to accomplish by the end of the class, such as understanding the concept of a simple machine, being capable of identifying different simple machines and understanding why these machines facilitate work.
   • Moreover the teacher should stress the fact that the class will be more than just theory, there are going to be practical activities that will reinforce the learned content.

Development (20 - 25 minutes)

1. Construction of Simple Machinery Activity:

   • Teacher divides the class into 4-member groups. Each group receives a construction set with simple parts such as toothpicks, rubber bands, corks etc.
   • Goal: Each group builds one of 6 types: Lever, Pulley, Inclined plane, Screw, Wedge, and Wheel and Axle.
   • During construction, teacher circulates, giving directions and answering questions.
   • After building, each team explains how their machine works and gives a real-world example where it could be used. Other teams ask questions and give feedback.
   • This hands-on activity reinforces learning by applying the simple machine concept, fosters teamwork and creativity.

2. Analyzing Simple Machines in Everyday Objects Activity:

   • The teacher shows the class a series of pictures of everyday items that are examples of simple machines (for example, scissors, bottle opener, can openers etc).
   • Still divided in groups, students need to analyze the pictures to identify which type of simple machine is used in each case and discuss how the simple machine makes it easier for the person to use that item.
   • After the group discussion, each team presents their discovery of simple machine identification and how they make work easier to the rest of the class, teacher supplements with additional explanations and clears any doubts that might appear.
   • This exercise makes the students see that the application of the simple machine is in our day-to-day life, and how they make it easier, reinforcing their learning.

3. Problem Solving Activity :

   • Teacher poses to students a series of real world problem that involve the application of simple machines, such as: "How would one lift a heavy object with just a lever?", "or How could you elevate heavy loads in constructions using pulleys?"
   • Students, still divided into groups, discuss solutions for the problem-based on what they have learned about simple machines, attempt a consensus solution and then share their solution with the rest of the class.
   • Guided discussion by teacher encourages critical thinking by considering multiple approaches to the problem, teacher also corrects any misconceptions.
   • The activity allows the student to apply their simple machine learning to practical problem solving, developing critical and problem solving abilities.

Return (10-15 minutes)

1. Group discussion:

   • Teacher brings the whole group back to discuss the activity results and conclusions, each team share their solutions or conclusions of both the practical activities and the problem solving.
   • The teacher moderates the discussion, giving all the students a voice, and encouraging them to express themselves. The teacher encourages students to explain the reasons for their solutions and also encourages them to consider different viewpoints.
   • During this discussion the professor should reinforce the key points of the simple machines, making sure that all the student have a clear comprehension of the concept. In the same manner, the teacher should clarify and doubts or wrong concepts that may have shown up.

2. Connecting with Theory:

   • After the discussion the teacher will make the connection between the activities performed in class with real world examples and the theoretical concepts studied during the class. He should explain in which way the machines constructed by the student and the examples given during class fit into the theoretical concepts.
   • Also the teacher should make emphasis of the importance of the simple machines in the day-by-day life, underlining how they lighten the work of humans and make it possible to develop many of our technological breakthroughs.

3. Individual reflection:

   • The teacher should take some time for the student’s individual reflection, asking questions like: "What is the most important new thing that you have learned today?, "What are your remaining doubts or questions?"
   • The students will take a minute, and quietly consider the answers to the reflection question, they can write their answers if they want to. The professor must stress that there are not correct nor incorrect answers, only reflection on learning and doubts to be addressed later on.

4. Reflection Sharing:

   • After the time for reflection is up, the teacher will give some students a chance to share what their thoughts were, it could be volunteer based, so that the student who want can share their reflection.
   • The teacher pays close attention to the student´s reflections, valuing their input, clarifying any doubts or misunderstandings that could have appeared.

This stage is important to access the students learning and identify which topics the teacher should reinforce during the next classes.

5. Closing:

• Finally, teacher ends class, by summarizing the main topics covered in class and highlighting the importance of the subject in students' lives, teacher also clarifies doubts that might remain, and gives a brief overview of what the next class will be about.
• Optionally teacher may assign homework to reinforce the learning of the topic. This homework could be, as an example, asking the students to find, identify and describe the different simple machines found on different item around their home.

Conclusion (5 - 10 minutes)

1. Summary of Content:
   • Teacher starts by reviewing the main concept covered in the class. This includes the concept definition of simple machinery and the function and examples for each of the 6 simple machines: Lever, Pulley, Inclined Plane, Screw, Wedge, and Wheel and axle and finally, how they make work easier.
   • A quick review is done of the real world examples seen in class to reinforce how simple machines can be found in many situations in our everyday lives.
2. Connection Between Theory, Practice, and Applications:
   • Teacher emphasizes how the class connected the theory part (explaining simple machine function) to the practical part(hands on activities with construction and analysis of simple machinery) and the application part (discussing real world examples), using simple machinery.
   • The importance of understanding simple machinery is highlighted, since this allows the students to not only have better understanding of the world but also to design, and build their own solutions for everyday life issues.
3. Additional Resources:

• The teacher may suggest some reading material, websites, or educational videos for students who wish to increase and go more in-depth with the topic.
• The teacher should take care so the materials suggested are at the comprehension and accessibility levels of the student.

4. Subject relevance
   • Finally the teacher must stress again how the topics learned in class can be useful to better comprehend how many technological innovations that are used in everyday modern live work.
   • Also, the teacher must highlight that being capable of identifying and make us of simple machines can help in many situations in our everyday lives, from solving problems at home to making career decisions, for example, the students may want to consider studies or career paths in areas such as engineering and/ or architecture.
5. Final Closure:

• The professor finishes the lesson by thanking the participation and effort from the students, reinforcing their importance of continuous studying and exploring the surrounding world. Also the professor gives a quick preview of what the students should expect to cover on their next class and motivates the students to prepare themselves.

• The teacher could share optionally, a communication channel for the student to send any doubts or questions that may appear after the class has finished.