# data[].attributes.body
By the end of this lesson, students will be able to identify and explain the different types of simple machines, with a focus on levers. They will understand the mechanical advantages of each type and apply this knowledge in practical activities.

# data[].attributes.body
What are the different types of simple machines, and how do levers function within this category?

# data[].attributes.body
Introduce the concept of simple machines with a detailed focus on levers. Explain the three types of levers: first-class, second-class, and third-class levers with real-life examples.

# data[].attributes.body
Divide students into small groups and assign each group a type of lever. Ask them to research and create a short presentation about their assigned lever type, including examples and uses. Suggest using Padlet for collaboration and sharing their findings.

# data[].attributes.body
Students will individually solve worksheet problems involving the identification and application of different lever types in various scenarios.

# data[].attributes.attachment_link.readable_text
Our free, printable levers worksheets are a good addition to your resources. Be sure to bring to the fore the fact that we use a lever, a simple machine made of a rigid beam and a fulcrum, to do work with minimal effort. Let your learners learn and practice levers from A to Z with our worksheets on identifying classes of levers, labeling parts of levers, and many more.

Our levers worksheets are ideal for grade 3, grade 4, and grade 5 kids.

# data[].attributes.attachment_link.description
Equip kids with our printable levers worksheets and classify levers into the three classes based on the location of load, fulcrum and effort.

# data[].attributes.body
Provide additional resources for students needing remediation, such as simplified explanations and visual aids, as well as advanced problems and project ideas for students ready for an extra challenge.

# data[].attributes.attachment_link.readable_text
Multiple learning

Differentiated instruction and assessment, also known as differentiated learning or, in education, simply, differentiation, is a framework or philosophy for effective teaching that involves providing all students within their diverse classroom community of learners a range of different avenues for understanding new information (often in the same classroom) in terms of: acquiring content; processing, constructing, or making sense of ideas; and developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in their ability. Differentiated instruction means using different tools, content, and due process in order to successfully reach all individuals. Differentiated instruction, according to Carol Ann Tomlinson, is the process of "ensuring that what a student learns, how he or she learns it, and how the student demonstrates what he or she has learned is a match for that student's readiness level, interests, and preferred mode of learning." According to Boelens et al. (2018), differentiation can be on two different levels: the administration level and the classroom level. The administration level takes the socioeconomic status and gender of students into consideration. At the classroom level, differentiation revolves around content, processing, product, and effects. On the content level, teachers adapt what they are teaching to meet the needs of students. This can mean making content more challenging or simplified for students based on their levels. The process of learning can be differentiated as well. Teachers may choose to teach individually at a time, assign problems to small groups, partners or the whole group depending on the needs of the students. By differentiating product, teachers decide how students will present what they have learned. This may take the form of videos, graphic organizers, photo presentations, writing, and oral presentations. All these take place in a safe classroom environment where students feel respected and valued-effects.

Differentiation at a glance

When language is the factor for differentiation, Echevarria et al. (2017), proponents of the Sheltered Instruction Observation Protocol (SIOP) strongly supports and guides teachers to differentiate instruction to English as a Second Language Learners (ELLs) who have a range of learning ability levels-beginning, intermediate and advanced. Here, differentiated instruction will mean adapting a whole new instructional strategy that a teacher of a typical classroom of native speakers of English would not have a need to.

Differentiated classrooms have also been described as ones that respond to student variety in readiness levels, interests, and learning profiles. It is a classroom that includes and allows all students to be successful. To do this, a teacher sets different expectations for task completion for students, specifically based upon their individual needs. Teachers can differentiate in four ways: 1) through content, 2) process, 3) product, and 4) learning environment based on the individual learner. Differentiation stems from beliefs about differences among learners, how they learn, learning preferences, and individual interests (Algozzine & Anderson, 2007). Therefore, differentiation is an organized, yet flexible way of proactively adjusting teaching and learning methods to accommodate each child's learning needs and preferences to achieve maximum growth as a learner.

An important part of differentiated instruction and assessment is determining what students already know so as not to cover material students have mastered, or use methods that would be ineffective for students. The goal of pre-assessment is to determine a student's knowledge, understanding and skill prior to the unit of study. These are assessments for learning and include diagnostic or pre-assessments that the teacher uses to help guide instruction and benefit each learner. They are informal and provide qualitative feedback to teachers and students to address strengths and needs during the unit. Pre-assessments should be conducted several weeks before the unit of study and should not be graded. Chapman and King (2005) note that when "teachers strategically administer pre-assessments before planning their lessons, they can address the students' strengths and needs during instruction." Pre-assessment can be conducted in two ways: 1) by identifying learning preferences and interests (i.e. Gardner's Multiple Intelligence test, or Visual, Auditory, or Kinesthetic learner), and 2) by identifying knowledge of student understandings (i.e. checklists, quizzes, class discussion, portfolios, entry/exit cards, anticipation guides, journals, self-reflections). Both of these types of pre-assessment are used to design student tasks, particularly when a student might require support, enrichment, or have different learning styles, intelligence, or interests. Teachers can also determine, locate, and compile appropriate resources and decide timelines/priorities for upcoming units.

The goal of differentiated instruction is to develop engaging tasks that challenge and enhance learning for each student. Instructional activities are flexible and based and evaluated on content, process, product, and learning environment. This instructional approach and choice of content are driven by the data from students' assessment results and from the outcomes of other screening tools. Pre-assessments can gather information about each student's strengths, comforts, or areas of weakness. This leads to appropriate differentiation that accommodates each student's learning needs and preferences. Assessments should be used as a tool to create clear and meaningful instruction that guides each student towards challenging but not frustrating activities.

Assessment is the process of gathering information from a variety of sources such as assignments, teacher observations, class discussions, and tests and quizzes. Teachers must assess regularly to inform instructional strategies, learn about each student's readiness, interests, and learning preferences and to improve student learning. This information can be gathered through diagnostic (pre-assessments), formative, and summative assessments, as well as Individual Education Plans, Ontario Student Records, student interest surveys, and multiple intelligence or learning style inventories.

Assessment for learning not only includes diagnostic or pre-assessment measures but also formative assessment. Formative assessments are used during a unit to provide understanding about what the student is learning, and continually guide instructional decisions. Assessment as learning takes place when students self-assess their work and reflect on their growth as learners. Earl (2003) says this is the process in metacognition, and "occurs when students personally monitor what they are learning and use feedback . . . to make adjustments, adaptations, and . . . changes in what they understand." Differentiation can be used when applying, demonstrating, extending knowledge, or practicing skills and attitudes to monitor achievement of goals. This might include peer/ self-assessments, and peer/teacher conferences. Assessment of learning is the culminating task or summative assessment, which takes place after the learning has occurred and students can show what concepts and/or skills they learned. Differentiation can also be used here through a variety of strategies such as tests, projects, demonstrations, writing performances, and more.

All these ongoing assessments help the teacher know students and their needs so they can select effective teaching and learning strategies and interventions that maximize student achievement. Consistent program review and diagnosis of whole-class and individual student responses not only provides ongoing feedback to enhance teaching and learning for teachers but students and parents as well. Teachers use ongoing assessments to gather information about a student's knowledge and capabilities, to direct future planning, to monitor student progress, and to evaluate student achievement. Students and parents can also use these assessments to reflect and understand their own learning preferences and level of achievement.

The content of lessons may be differentiated based on what students already know. The most basic content of a lesson should cover the standards of learning set by the district or state. Some students in a class may be completely unfamiliar with the concepts in a lesson, some students may have partial mastery of the content - or display mistaken ideas about the content, and some students may show mastery of the content before the lesson begins. The teacher may differentiate the content by designing activities for groups of students that cover different areas of Bloom's taxonomy. For example, students who are unfamiliar with the concepts may be required to complete tasks on the lower levels of Bloom's taxonomy: knowledge, comprehension, and application. Students with partial mastery may be asked to complete tasks in the application, analysis and evaluation areas, and students who have high levels of mastery may be asked to complete tasks in evaluation and synthesis.

When teachers differentiate content, they may adapt what they want students to learn or how students access the knowledge, understanding, and skills (Anderson, 2007). In these instances, educators are not varying student objectives or lowering performance standards for students. They use different texts, novels, or short stories at a reading level appropriate for each individual student. Another example would be including visuals, maps, or graphic organizers to introduce or reinforce concepts as opposed to only providing written or oral text. This provides students with different methods of viewing, considering and absorbing content. Teachers can also use flexible groups and have students assigned to like groups listening to audiobooks or accessing specific internet sources. Students could have a choice to work in pairs, groups, or individually, but all students are working towards the same standards and objectives.

Understanding by Design

Understanding by Design (UbD), which was developed by Grant Wiggins is an educational strategy that may be used to inform content in a differentiated classroom. This model was further refined by Carol Ann Tomlinson and Jay McTighe, who maintained that UbD and differentiated instruction (DI) form an essential partnership. Their position is that learning occurs not at the individual level or to the individual but within the individual students as they are engaged in exploring concepts. The combination of UbD and differentiated instruction is expected to allow educators to simultaneously "craft powerful curriculum in a standards-dominated era and ensure academic success for the full spectrum of learners."

UbD is described as a backward design model that emphasizes the beginning with the end in mind. Here, planning the courses, units, and individual lessons is undertaken based on the desired result. For instance, when teaching a literary piece, the teacher first decides the goal and how the students will be assessed to determine if such goal is achieved. The framework also recognizes the importance of assessment and employs evaluative or summative assessment models as the bases of grading.

To understand how students learn and what they know, pre-assessment and ongoing assessment are essential. This provides feedback for both teacher and student, with the ultimate goal of improving student learning. Delivery of instruction in the past often followed a "one size fits all" approach. In contrast, differentiation is individually student centered, with a focus on appropriate instructional and assessment tools that are fair, flexible, challenging, and engage students in the curriculum in meaningful ways.

Students vary in culture, socioeconomic status, language, gender, motivation, ability, disability, learning styles, personal interests and more, and teachers must be aware of these varieties as they plan in accordance with the curricula. By considering varied learning needs, teachers can develop personalized instruction so that all children in the classroom can learn effectively.

The process of how the material in a lesson is learned may be differentiated for students based on their learning styles, taking into account what standards of performance are required for the age level. This stage of differentiation allows students to learn based either on what method is easiest for them to gain knowledge, or what may challenge them most: some students may prefer to read about a topic (or may require practice in reading), and others may prefer to listen (or require practice in listening), or acquire knowledge by manipulating objects associated with the content. Information may be presented in multiple ways by the teacher, and may be based on any available methods or materials. Many teachers use areas of Multiple Intelligences to provide learning opportunities.

Commonalities in the assessment results lead to grouping practices that are designed to meet the students' needs. "How" a teacher plans to deliver the instruction is based on assessment results that show the needs, learning styles, interests, and levels of prior knowledge. The grouping practices must be flexible, as groups change with regard to the need that must be addressed. Regardless of whether the differentiation of instruction is based upon student readiness, interests, or needs, the dynamic flow of grouping and regrouping is one of the foundations of differentiated instruction. It is important for a differentiated classroom to allow some students to work alone, if this is their best modality for a particular task. (Nunley, 2004)

Differentiating by process refers to how a student comes to understand and assimilate facts, concepts and skills (Anderson, 2007). After teaching a lesson, a teacher might break students into small "ability" groups based on their readiness. The teacher would then give each group a series of questions, based on each group's appropriate level of readiness-skills, related to the objectives of the lesson. Another way to group the students could be based on the students' learning styles. The main idea behind this is that students are at different levels and learn in different ways, so a teacher can't teach them all the same way.

Another model of differentiation, layered curriculum, offers student a choice of assignments but requires that they demonstrate learning to pass the assignment. This eliminates the need for pre-assessment and is useful for teachers with large class loads, such as in high school (Nunley, 2004).

The product is essentially what the student produces at the end of the lesson to demonstrate the mastery of the content: tests, evaluations, projects, reports, or other activities. Based on students' skill levels and educational standards, teachers may assign students to complete activities that demonstrate mastery of an educational concept (writing a report), or in a method the student prefers (composing an original song about the content, or building a 3-dimensional object that explains mastery of concepts in the lesson or unit). The product is an integral component of the differentiated model, as preparation of the assessments determines both the 'what' and 'how' of instruction delivery.

When an educator differentiates by product or performance, they are affording students various ways of demonstrating what they have learned from the lesson or unit (Anderson, 2007; Nunley, 2006). It is done by using menu unit sheets, choice boards or open-ended lists of final product options. It is meant to allow students to show what they learned based on their learning preferences, interests and strengths.

Examples of differentiated structures include Layered Curriculum, tiered instruction, tic-tac-toe extension menus, Curry/Samara models, RAFT writing activities, and similar designs. (See external links below.)

In differentiated instruction, teachers respond to students' readiness, instructional needs, interests and learning preferences and provide opportunities for students to work in varied instructional formats. A classroom that utilizes differentiated instruction is a learner-responsive, teacher-facilitated classroom where all students have the opportunity to meet curriculum foundation objectives. Lessons may be on inquiry based, problem based and project based instruction.

While significant research has shown the effectiveness of product based differentiated instruction at primary and secondary level, effective use has also been demonstrated in higher education in some circumstances.

Differentiating through the environment is important as it creates the conditions for optimal learning to take place. According to Tomlinson (2003), "Environment will support or deter the student's quest for affirmation, contribution, power, purpose, and challenge in the classroom," (p. 37). The learning environment includes the physical layout of the classroom, the way that the teacher uses the space, environmental elements and sensitivities including lighting, as well as the overall atmosphere of the classroom. The teacher's goal is to create an environment that is positive, structured, and supportive for each student. The physical environment should be a place that is flexible with varied types of furniture and arrangements, and areas for quiet individual work as well as areas for group work and collaboration. This supports a variety of ways to engage in flexible and dynamic learning. Flexible seating is a method used to differentiate seating assignments within the learning environment. In the flexible seating model, students choose the type of seating and location in the classroom that will allow them to learn best. Each student chooses for themselves within teacher guidelines. Teachers should be sensitive and alert to ways that the classroom environment supports students' ability to interact with others individually, in small groups, and as a whole class. They should employ classroom management techniques that support a safe and supportive learning environment.

According to Carol Ann Tomlinson, most parents are eager for their students to learn, grow, succeed and feel accepted in school. Sharing these goals is important. A differentiated classroom may "look different" from what parents expect. The teacher can help them develop a clear, positive understanding of differentiated instruction and how it benefits their children by letting parents know that:

The goal of differentiated instruction is to make certain that everyone grows in all key skills and knowledge areas, encouraging student to move on from their starting points and to become more independent learners.

In a differentiated classroom, the teacher closely assesses and monitors skills, knowledge levels, interests to determine effective ways for all students to learn; the teacher's lesson plan is drawn up with those various skills, levels, and interests in mind.

Differentiated lessons reflect the teacher's best understanding of what will best help a child to grow in understanding and skill at a given moment. That understanding evolves as the course continues, as the child develops, and as parents contribute to teachers' understanding.

When parents come to school and talk about their children, they share their perspectives with the teacher. The teacher views the student more broadly, specifically in relation to students of the same age and in light of developmental benchmarks. The parent, on the other hand, has a deeper sense of the student's interests, feelings, and changes over time. The combination of the wide-angle lens viewpoint of the teacher with the close up lens of the parents results in a fuller picture for everyone.

Education critics on theories of different learning styles have used this as an avenue to also criticize differentiated instruction. One source includes Mike Schmoker of Education Week, who claims that after a lengthy email exchange with an architect of DI, she conceded "There [is] no solid research or school evidence" in support of DI. In Educational Research, John Geake states, "the evidence consistently shows that modifying a teaching approach to cater for differences in learning styles does not result in any improvement in learning outcomes," and that implementing learning styles, citing VAK specifically, does "not reflect how our brains actually learn, nor the individual differences we observe in classrooms." In Psychological Science for the Public Interest, Pashler et al. note, "the literature fails to provide adequate support for applying learning-style assessments in school settings. Moreover, several studies that used appropriate research designs found evidence that contradicted the learning-styles hypothesis...[W]e feel that the widespread use of learning-style measures in educational settings is unwise and a wasteful use of limited resources."

Allan, S. D., & Tomlinson, C. A. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Anderson, K. M. (2007). "Tips for teaching: Differentiating instruction to include all students". Preventing School Failure. 51 (3): 49-54. doi:10.3200/PSFL.51.3.49-54. S2CID 144613998.

Ellis, E.; Gable, R. A.; Gregg, M.; Rock, M. L. (2008). "REACH: A framework for differentiating classroom instruction" (PDF). Preventing School Failure. 52 (2): 31-47. doi:10.3200/PSFL.52.2.31-47. S2CID 144948134.

Fountain, Heather. Differentiated Instruction in Art. Worcester, MA: Davis Publications, Inc., 2013.

Heacox, D. (2002). Differentiating Instruction in the Regular Classroom. Minneapolis, MN: Free Spirit Publishing Inc.

Jackson, R. (2008) The Differentiation Workbook: A Step-by-step guide to planning lessons that ensure that your students meet or exceed the standards. Washington, DC: Mindsteps

Levy, H. M. (2008). "Meeting the needs of all students through differentiated instruction: Helping every child reach and exceed standards". The Clearing House. 81 (4): 161-164. doi:10.3200/tchs.81.4.161-164. S2CID 144504110.

Nunley, K. (2004). Layered curriculum (2nd ed.). Amherst, NH: Brains.org

Nunley, K. (2006). Differentiating the high school classroom: Solution strategies for 18 common obstacles. Thousand Oaks, CA: Corbin.

Rebora, A. (2008). Making a difference. Teacher Magazine, 2(1), 26, 28-31.

Tomlinson, C.A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. Virginia: ASCD.

Smets, W. and Struyven,K. (2018), Aligning with complexity: system-theoretical principles for research on differentiated instruction, Frontline Learning research, 6 (2), doi: 10.14786/flr.v6i2.340

# data[].attributes.attachment_link.description
Differentiated instruction and assessment, also known as differentiated learning or, in education, simply, differentiation, is a framework or philosophy for effective teaching that involves providing all students within their diverse classroom community of learners a range of different avenues for understanding new information (often in the same classroom) in terms of: acquiring content; processing, constructing, or making sense of ideas; and developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in their ability.

# data[].attributes.body
Administer a quiz covering the types of levers, their characteristics, and mechanical advantages. Include both multiple-choice and short-answer questions.

# data[].attributes.attachment_link.description
Most of the machines we use on a daily basis have a lever or two which decreases the amount of force it would take to get a job done. A lever is a rigid body capable of rotating on a point on itself. How much do you know about levers from our classes?

# data[].attributes.body
Hold a class discussion where students share one thing they learned and any remaining questions they might have about levers.

# data[].attributes.body
Each student must write down one key takeaway from the lesson and one question they still have. Collect these exit tickets for review and address any common questions in the next class.

# data[].attributes.attachment_link.readable_text
To get the most out of the exit ticket process, questions should:

Be short

Where possible be open ended.

Linked to the learning intentions (and success criteria) of the lesson.

Focus on skill(s) or concept(s) being taught.

Allow students to demonstrate understanding.

Challenge students to synthesise what they have learned.

Not be surface level questions (i.e. factual).

Not be yes/or no answer.

Prompt reflection.

Use clean specific language that is not vague or ambiguous.

Avoid passive and negative wording will enforce "I can't" attitudes with no actionable way forward.

When starting to use exit tickets it is a good idea to use structured questions to support students in becoming familiar with the process. These can then be adjusted over time to be more open-ended in nature.

Exit tickets can use a variety of question types, for example, some questions might involve a rating scale, another might be more open-ended asking students to write their specific concerns or ideas or reflection. Another might ask a student to respond to a specific questions or prompt. It is a good idea, therefore, to model the exit tickets to your class and show them how to complete the different types of questions that might be asked.

# data[].attributes.attachment_link.title
35 Exit Tickets Ideas & Examples | Ziplet

# data[].attributes.attachment_link.description
To get the most out of the exit ticket process, questions should: Be short Where possible be open ended. Linked to the learning intentions (and success criteria) of the lesson. Focus on skill(s) or concept(s) being taught. Allow students to demonstrate understanding. Challenge students to synthesise what they have learned.

# data[].attributes.body
Assign a set of practice problems covering different types of levers for students to complete at home.

# data[].attributes.body
Students will start on their final project by brainstorming and sketching ideas for a simple machine involving a lever that they will present and possibly build in the workshop.

# data[].attributes.attachment_link.readable_text
If you are learning about simple machines for kids and looking for some fun,hands-on STEM activities for kids, you are going to love these simple machine projects. With over 30 creative simple machine activities, we will show you how to make a simple machine as you learn about the 6 simple machines: inclined planes, wheel & axel, wedges, levers, pulley, and screws. We have simple machines project ideas for kindergarten, first grade, 2nd grade, 3rd grade, 4th grade, 5th grade, and 6th grade students.

Simple machines for kids

Are your elementary age students learning about simle machines for kids? If so the best way to learn is to do; try making some simple machine projects to see how helpful simple machines are in action! Using these simple machines projects you can learn about simple machines like inclined planes, wheel & axel, wedges, levers, pulley, and screws with these fun science experiments for kids. Whether you are a parent, teacher, or homeschooler - you will love that these simple machines experients are created making simple machines with household items! So keep scrolling, pick a DIY simple machines to try, and get working on simple machines at home with your preschoolers, kindergartners, grade 1, grade 2, grade 3, grade 4, grade 5, and grade 6 students!

Simple Machine Projects

Ready to make a simple machine project? We have so many fun simple machines projects ideas using simple items from around your house or classroom.

Archimedes Screw Exploration from High Hill Education is a simple project using a plastic bottle that showcases how this invention made hundreds of years ago was able to move material.

Kids will get a kick out of moving toys from downstairs to upstairs using this Banister Pulley from Hands on As We Grow

Kids are sure to be impressed by this working elevator model that explores pulleys from How to Adult

Let your kids imaginations run wild as they make their own Button Wheel & Axel Cars from Almost Unschoolers

This Corn Pulley from Play at Home Mom LLC is just what your preschooler needs in their sandbox to make simple machines come alive

Pulley Experiment for Kids from 123 Homeschool 4 Me uses common household items like cans to make a fun-to-try simple machine

No time to make your own simple machine, no worries! Do what Exploring Forces & Motion from A Day in First Grade did

Simple machines and art collide in this fun Inclined Planes Art from Strong Start

Explore the usefulness of Inclined Planes in this "Egg"speriment from 123 Homeschool 4 Me

Simple machines at home

Kids will have fun designing and testing out their simple machines activities they create:

Making Simple Machines with Household Items

These simple machine experiments are truly the best for exploring and learning while having FUN and creating something amazing!

This DIY Muscle Machine from KiwiCo is a fascinating project using pulleys.

I Spy Simple Machines from 123 Homeschool 4 Me is a free printable that not only teaches about simple machines, but gives instructions for a fun simple machines scavenger hunt too!

Bubble Machine Blower Machine from Teach Beside Me - this is such a fun idea kids will get excited about that explores the wheel simple machine

Lego Zipline from Little Bins for Little Hands is such a cool project to explore pulleys with kids

This easy to make pulley and lever board from Inspiration Labratories is the perfect introductory project to do indoors with kids of all ages!

Levers have never been more fun than when you create one out of recycled materials like The OT Toolbox

DIY Craft Stick Catapult is a fun-to-try activity learning about levers from Coffee Cups and Crayons

Make science come alive for kids with this Straw Roller coaster from Frugal Fun 4 Boys that explores inclined planes with kids!

Dive into history with this Ancient Civilization Irrigation Model that explores several simple machines from Teach Student Savvy

Simple machines projects

With over 30 creative, fun, and unique ideas for teaching simple machines for kids you are bound to find the perfect project for your target audience. These are fun activiteis for kids in social isolation as you can make simple machines around the house .Your hardest choice is which one of these science projects to try first!

Looking for more fun, creative ways you can begin your free homeschool? We have over 1,000,000 pages of FREE Printable Worksheets including resources for: pre k worksheets, kindergarten worksheets, 1st grade worksheets, 2nd grade worksheets, 3rd grade worksheets, 4th grade worksheets, 5th grade worksheets, 6th grade worksheets, and more. Plus see our history lessons for kids, hands-on countries for kids, printable math games, language arts worksheets, sight word worksheets, free alphabet printables, and cvc word activities for kids of all ages!

Beth Gorden

Beth Gorden is the creative multi-tasking creator of 123 Homeschool 4 Me. As a busy homeschooling mother of six, she strives to create hands-on learning activities and worksheets that kids will love to make learning FUN! She has created over 1 million pages of printables to help teach kids ABCs, science, English grammar, history, math, and so much more! Beth is also the creator of 2 additional sites with even more educational activities and FREE printables - www.kindergartenworksheetsandgames.com and www.preschoolplayandlearn.com

# data[].attributes.attachment_link.description
Lots of EPIC Simple Machine Projects for students to make using things around the house! Learn about simple machines for kids!

# data[].attributes.body
Conduct informal assessments through observation and discussion during group work. Review students' presentations and provide feedback.