
LearnLever Mini Lever Kits
Expand the learning potential in the classroom using a smaller version of our LearnLever!
Easily incorporate this small lever into classroom lessons about simple machines. Each accommodates up to 6 students as they learn about the importance of the fulcrum location and the force needed to lift a load during lever lessons. To start, place the lever on a desk and set the center of the bar on the fulcrum. Place beanbags in one bucket and then determine how are needed in the other bucket to lift the load. Then expand lessons by moving the fulcrum and adding or removing beanbags. Set up multiple levers to create an engaging competition between students. Lightweight, durable ABS tubing frame stands up to consistent use.
Kit includes 1 lever (18-1/2”L x 6-1/2”W x 13-1/2”H; 11-1/2 oz), 18 beanbags, and lesson direction that details setup instructions, activities by grade level, learning objectives, and teaching suggestions to expand lessons. Patented. Kit accommodates 4 students. Set of 4 accommodates 16 students. Recommended for Elementary and up.
Next Generation Science Standards*:
- K-PS2-1: Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
- K-PS2-2: Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.
- 2-PS2-1: Plan and conduct an investigation to compare the effects of different strengths or directions of pushes and pulls on the motion of an object.
- 2-PS2-2: Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
- 3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
- 3-PS2-1: Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
- 5-PS2-1: Support an argument that the gravitational force exerted by Earth on objects is directed down.
- MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment.
- MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
- MS-ETS1-4: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
- MS-PS2-2: Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object.
- MS-PS2-4: Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.
- MS-PS2-5: Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
- HS-PS2-1: Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
*The Next Generation Science Standards are a registered trademark of WestEd. Neither WestEd nor the lead states and partners that developed the Next Generation Science Standards were involved in the production of this product, and do not endorse it.
Common Core State Standards for Mathematics*:
- CCSS.MATH.CONTENT.4.MD.A.1: Know relative sizes of measurement units within one system of units and convert from one unit to a larger unit and from a larger unit to a smaller unit.
- CCSS.MATH.CONTENT.4.MD.A.2: Use the four operations to solve word problems involving masses or volumes that are given in the same units.
- CCSS.MATH.CONTENT.4.MD.C.6: Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
- CCSS.MATH.CONTENT.5.G.A.1: Graph points on the coordinate plane to solve real-world and mathematical problems.
- CCSS.MATH.CONTENT.6.RP.A.3: Use ratio and rate reasoning to solve real-world and mathematical problems, including problems involving percentages.
- CCSS.MATH.CONTENT.6.SP.B.5: Summarize numerical data sets in relation to their context.
- CCSS.MATH.CONTENT.7.RP.A.3: Use proportional relationships to solve multi-step ratio and percent problems.
- CCSS.MATH.CONTENT.7.SP.B.4: Use data from a random sample to draw inferences about a population.
*National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards. Washington, DC: Authors.