Grade 6 Six Simple Machines Classification Worksheet

About This Resource

A two-page worksheet where Grade 6 students match definitions to the six simple machines, classify real-life examples, explain their thinking in short answers, label a lever diagram, and try a bonus challenge on compound machines. Written in simple, clear English for classrooms where many students are still building their English.

Overview

This worksheet gives students four ways to practise the same core content, so it works as a genuine assessment of understanding rather than a single repeated activity type. Part A asks students to match a plain-language definition to the correct simple machine. Part B presents eight real-life examples set in familiar Southeast Asian contexts — a motorbike ramp, a village well, a construction site — and asks students to classify which simple machine each one uses. Part C asks two short-answer questions that push students to explain their reasoning rather than just recall a term. Part D is a labelling diagram of a lever, and a bonus section asks students to think about scissors as a compound machine built from two simple machines.

Resource Details

Subject: Science
Topic: Simple Machines Classification
Category: Forces & Energy
File Type: PDF
File Size: 62.3 KB
Published: 07 Sep 2026
Downloads: 0

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Student Task

Use this worksheet after teaching the Vocabulary and Concepts PowerPoint, either as independent practice in the same lesson or as a follow-up task. Students can work alone or in pairs. Part A and B can be checked quickly as a class using the answer key; Part C is best reviewed individually, since answers will vary in wording. The bonus section works well as an extension for students who finish early, or as a short whole-class discussion to close the lesson.

Classroom Use

Real Object Swap: after finishing the worksheet, have students bring (or draw) one object from home that uses a simple machine, then walk around in pairs comparing objects and identifying each other's machine before checking with the word bank.

Differentiation

SUPPORT: Read each Part B example aloud before students write an answer, allow students to point to the word bank instead of writing the full word, pair students with a partner who can help translate a difficult example, and skip the bonus section if time or confidence is limited.
ON-LEVEL: Complete Parts A to D independently, writing full answers for Part C in complete sentences.
CHALLENGE: Complete the bonus section, and add a labelled sketch of one additional compound machine not already mentioned in class.

Answer Key & Assessment

Completed worksheet, teacher observation during pair or independent work, and class discussion of the bonus compound machines question.

Learning Objectives

Students will be able to match each of the six simple machines to its correct definition.
Students will be able to classify real-life examples by the simple machine they use.
Students will be able to explain, in their own words, why a simple machine makes a task easier.
Students will be able to label the fulcrum, load, and effort on a diagram of a lever.
Students will be able to describe how a compound machine combines more than one simple machine.

Teacher Tips

For Part C question 2, some students will confidently say a wedge and an inclined plane are the same because both use a slanted surface — this is a useful moment to bring the class back to the diagrams from the PowerPoint and ask what actually moves in each case (the object, or the machine itself).