Choosing helpful simple machines for playgrounds
Examine different simple machines and use shared criteria to decide which would best support a fun, safe, and accessible playground feature.
Overview
In this thought starter, learners examine different simple machines and consider how they might be used in a playground setting. Using shared criteria and evidence, they compare options and decide which machines would best support a fun, safe, and accessible feature.
Instructions
What you'll need
- Choosing Helpful Simple Machines for Playgrounds Slide Deck
- Choosing Helpful Simple Machines for Playgrounds Activity Sheet
- Simple Machines Briefing Cards
- Images of six types of simple machines (from slide deck or printable set)
- Chart paper or whiteboard
- Markers
- Pencils/coloured pencils (optional)
Start the Thinking
1. Display a picture of a publicly used land area managed by BC Hydro (e.g., Stave Lake / Hayward Lake Park).
2. Organize learners into pairs or small groups. Provide each learner with the Choosing Helpful Simple Machines for Playgrounds Activity Sheet. Explain to learners that their challenge is to choose simple machines that would be most helpful for designing a playground feature that is fun, safe, and accessible for everyone.
3. Display images of the six types of simple machines (e.g., lever, wheel and axle, pulley, inclined plane, wedge, screw). Review the criteria for helpful use of a simple machine: A simple machine is helpful when it…
- makes work easier,
- keeps people safe,
- allows many different people to use it (is inclusive)
4. Ask learners to examine the images and make an initial ranking:
- Which four machines would be most helpful for this site?
- Which two might be less helpful?
Encourage learners to begin imagining one simple playground feature that might fit this space and who might use it. Remind them to think about what each machine helps people do (e.g., lift, move, turn, change direction) and to use the criteria and visual clues from the site and simple machine images to guide their thinking.
5. Have learners share their rankings and reasoning within their group. Invite a few volunteers to share their thinking with the class.
Grow the Thinking
6. Display and/or distribute the Simple Machines Briefing Cards. Invite learners to examine how each simple machine works.
7. Ask learners to use the information on the cards and the shared criteria to look more closely at how each machine could work in a playground feature:
- How does this machine make work easier or require less effort?
- How might it help keep people safe?
- How could this help many different people use the playground?
8. Invite learners to imagine one playground feature they might design for this site and consider how each machine could meet the needs of the space and the people who use it. Ask learners to discuss their ideas and add notes to their Choosing Helpful Simple Machines for Playgrounds Activity Sheet if helpful.
9. Invite learners to revisit and revise their rankings based on their new learning. Encourage them to explain any changes using evidence from the cards and criteria.
Reflect on the Thinking
10. Invite learners to review their revised rankings and identify the three simple machines they believe would be most helpful. Ask learners to explain how their choices connect to the shared criteria and the site’s needs. Invite a few learners to share their ideas with the class.
11. Ask learners to begin designing their playground features by posing questions such as:
- What kind of fun, safe, and inclusive playground feature could you now begin to design using these simple machines?
- Invite learners to record their final choices and thinking on the activity sheet.
Modify or extend this activity
Modifications:
- Allowing learners to select more than three types of simple machines if they wish to design a more complex feature.
- Providing additional time to explore the briefing cards before ranking.
- Having learners physically sort the briefing cards or images to support discussion.
- Completing the ranking ladder together as a class before working in groups.
Extentions:
- Inviting learners to sketch an early idea for a playground feature using their selected machines.
- Asking learners to compare two different sites and discuss how their choices might change.
- Connecting choices to real playground examples in the local community.
Curriculum Fit
Core competencies
Communication
- Connecting and engaging with others
- Acquiring and presenting information
- Focusing on intent and purpose
Thinking
- Questioning and investigating
- Analyzing and critiquing
- Reflecting and assessing
- Evaluating and developing
- Generating and incubating
- Creating and innovating
Personal and Social
- Building relationships
- Contributing to community and caring for the environment
- Valuing diversity
- Resolving problems
- Understanding relationships and cultural contexts
- Recognizing personal values and choice
Science 3-6
Big ideas
- Thermal energy can be produced and transferred. (Grade 3)
- Energy can be transformed. (Grade 4)
- Machines are devices that transfer force and energy. (Grade 5)
- Newton’s three laws of motion describe the relationship between force and motion. (Grade 6)
Content
- transfer of thermal energy (Grade 3)
- Energy:
- has various forms
- is conserved (Grade 4)
- devices that transform energy (Grade 4)
- properties of simple machines and their force effects (Grade 5)
- Machines:
- Constructed
- found in nature (Grade 5)
- Newton’s three laws of motion (Grade 6)
- effects of balanced and unbalanced forces in daily physical activities (Grade 6)
Curricular competencies
Questioning and predicting
- Observe objects and events in familiar contexts (Grade 3, 4)
- Identify questions about familiar objects and events that can be investigated scientifically (Grade 3, 4)
- Demonstrate a sustained curiosity about a scientific topic or problem of personal interest (Grade 5, 6)
Planning and conducting
- Make observations about living and non-living things in the local environment (Grade 3, 4)
- Experience and interpret the local environment (Grade 5, 6)
Applying and Innovating
- Contribute to care for self, others, school, and neighbourhood through personal or collaborative approaches (Grade 3, 4, 5, 6)
- Co-operatively design projects (Grade 3, 4, 5, 6)
- Transfer and apply learning to new situations (Grade 3, 4, 5, 6)
Communicating
- Express and reflect on personal or shared experiences of place (Grade 3, 4, 5, 6)
Assessments
Opportunities for assessment are embedded throughout the activity. Teachers may use:
- Observation of learners’ initial rankings and discussions
- Listening for connections to the shared criteria
- Review of activity sheets for clarity and justification
- Noting how learners revise their rankings based on new evidence
- Learners’ ability to explain why certain machines are more helpful than others
These observations support feedback on reasoning, communication, and reflective thinking.
Teaching Notes
These notes offer optional guidance to support planning and facilitation. Teachers and caregivers are encouraged to adapt the activity to suit their learners, setting, and community.
They include suggestions for:
- supporting early ranking and discussion
- using briefing cards effectively
- reinforcing criteria-based reasoning
- encouraging revision and reflection
- managing time
Learning Launch
- Choose a clear image of the park site showing space, pathways, and possible play areas.
- Allow quiet thinking time before discussion.
- Encourage learners to refer to visual clues (e.g., slope, distance, height, access).
- Emphasize that early rankings represent initial thinking and may change.
Developing Understanding
- Introduce the briefing cards as tools for looking more closely.
- Model how to analyze one example using a brief think-aloud, if helpful.
- Encourage learners to connect card information to the shared criteria.
- Prompt learners to support ideas with evidence from images or experience.
Reflect and Revise
- Emphasize that revising ideas is expected and valued.
- Encourage learners to explain what changed and why.
- If learners struggle, invite them to add details or clarify reasoning.
- Reinforce that strong explanations use both evidence and criteria.
Supporting Explanation and Student Voice
- Learners may show understanding through drawings, partial sentences, gestures, or oral explanations.
- Accept developing explanations and use questions to clarify rather than correct.
- Encourage learners to listen to and build on one another’s ideas.
- Affirm that more than one reasonable ranking may be possible when supported with evidence.
Using Criteria with Grades 3–6
- Emphasize that some machines may meet criteria more strongly than others.
- Revisit and refine criteria if learners’ observations suggest new important features.
- Connect to science concepts (force, effort, balance) where appropriate.
Time Management
If time is limited, prioritize:
- initial ranking and discussion
- one round of briefing card analysis
- revision of rankings
- brief sharing
Reflection may be continued in a later class if needed.
Connections to Activity 3
- Emphasize that selected machines will guide later design work.
- Encourage learners to keep final rankings and explanations for reference.
Reinforce continued use of the shared criteria.
Career Connections
Many careers involve choosing and using tools to make spaces safer, easier to use, and more inclusive.
For example, engineers, park planners, construction workers, electricians, and maintenance staff use simple machines when designing and building community spaces, trails, playgrounds, and facilities.
Learning how to select helpful tools supports future work in trades, engineering, urban planning, and environmental design.
Activity Materials
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373.5 kb • pdf
643.6 kb • pdf
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