Unit Plan 36 (Grade 1 Science): Cumulative Synthesis & Exhibition

Focus: Students present final projects demonstrating mastery across sound, light, life science, sky patterns, and engineering design by explaining a phenomenon, showing a model, and using evidence from investigations.

Grade Level: 1

Subject Area: Science (Physical Science • Life Science • Earth & Space Science • Engineering Design)

Total Unit Duration: 5 sessions (one week), 45–60 minutes per session

I. Introduction

This final unit is a celebration of everything students learned in Grade 1 science. Students revisit core ideas about vibrations and sound, light and shadows, animal/plant structures and behaviors, traits and offspring, and patterns in the sky and daylight. They prepare a culminating Science Showcase project (poster, model, demonstration, or mini-book) that includes a clear claim, a simple model, and evidence from class activities. The week ends with an exhibition where students practice speaking like scientists, listening respectfully, and giving TAG feedback.

Essential Questions

• How can we explain a science idea using a claim, a model, and evidence?
• What patterns did we observe in sound, light, living things, and the sky?
• How do structures and behaviors help plants and animals meet their needs?
• How can an engineering design help solve a problem, and how do we improve it using test results?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Review and explain at least three Grade 1 science ideas (sound, light, life science, sky patterns) using accurate, student-friendly language.
2. Create and use a simple model (diagram, physical model, or demonstration) to explain how something works.
3. Make a clear claim and support it with evidence from class investigations (observations, drawings, data charts, or photos).
4. Communicate their thinking in a final project with labels, key terms, and an organized explanation for an audience.
5. Give and receive peer feedback using TAG to improve clarity and accuracy before the exhibition.

Standards Alignment — Grade 1 (NGSS-Aligned)

• 1-PS4-1 — Investigate how vibrating materials can make sound and that sound can make materials vibrate.
• 1-PS4-2 — Objects can be seen only when illuminated.
• 1-PS4-3 — Test how different materials affect a beam of light.
• 1-PS4-4 — Design and build a device that uses light or sound to solve a communication problem.
• 1-LS1-1 — Mimic plant/animal external parts to design solutions to human problems.
• 1-LS1-2 — Identify patterns in parent/offspring behaviors that help offspring survive.
• 1-LS3-1 — Young are like, but not exactly like, their parents.
• 1-ESS1-1 — Use observations to describe predictable sun, moon, and star patterns.
• 1-ESS1-2 — Relate the amount of daylight to the time of year using observations.
• K-2-ETS1-1–3 — Define problems, sketch/model solutions, test/compare, and improve designs using results.

Success Criteria — Student Language

• I can make a claim about what I learned and explain it in my own words.
• I can show a model (drawing, object, or demonstration) that helps explain my idea.
• I can use evidence (observations, charts, test results, or examples) to support my claim.
• I can use science words like vibration, sound, light, shadow, pattern, trait, and design correctly.
• I can share my project clearly and give classmates TAG feedback.

III. Materials and Resources

Tasks & Tools (teacher acquires/curates)

• “Year-in-Review” picture cards or mini-posters for each topic: sound, light, life science, sky patterns, engineering.
• Student science notebooks, prior class charts (shadow charts, daylight observations, sound/vibration notes), or teacher-created class recap sheets.
• Project choice options (select 1 per student or group):
  • Poster with claim/model/evidence boxes
  • Mini-book (4–6 pages) with labeled diagrams
  • Model + explanation card (simple materials)
  • Demonstration station (sound/light/shadow or communication device)
• Project templates:
  • “Claim–Model–Evidence” organizer
  • “Science Words I Used” checklist
  • “Presentation Practice” speaking frame (1–2 minutes)
• Supplies: chart paper, markers, crayons, glue, scissors, tape, index cards, labels/sticky notes.
• Optional build/demo materials: cups, string, rubber bands, rulers, flashlights, tissue paper, foil, transparent/translucent/opaque samples, cardboard.

Preparation

• Anchor charts (post where students can see them):
  • “Claim + Evidence (I think… I know because…)”
  • “Models Help Explain (draw, build, act it out)”
  • “Patterns We Noticed (sound, light, living things, sky)”
  • “TAG Feedback (Tell–Ask–Give)”
• Create a simple “topic menu” board so students can choose a focus:
  • Sound & Vibration, Light & Shadows, Living Things & Traits, Sky Patterns & Daylight, or Engineering Communication.
• Prepare a sample project to model expectations (keep it short and very clear).

Common Misconceptions to Surface

• “A model has to be perfect or look real.” → A model is a tool to explain an idea.
• “Evidence means guessing.” → Evidence is what we observed, measured, or recorded.
• “Patterns mean the same thing happens every time.” → Patterns help us predict, even if small changes happen.
• “If I built something once, it’s finished.” → Engineers test and improve designs.

Key Terms (highlight in lessons) claim, evidence, model, pattern, vibration, sound, light, shadow, material, trait, offspring, observe, data, design, test, improve

IV. Lesson Procedure

(Each day follows: Launch → Explore → Discuss → Reflect. Timing for a 45–60 minute block.)

Session 1 — Choose a Topic + Plan the Project (All Standards)

• Launch (6–8 min)
  • Show the “Year-in-Review” visuals and ask: “What did we discover about sound, light, living things, and the sky?”
  • Introduce the goal: create a project with Claim–Model–Evidence for the Science Showcase.
• Explore (25–30 min)
  • Students choose a topic (sound/light/life/sky/engineering) and complete the planning organizer:
    • Claim: “I learned that…”
    • Model: “I will show it by…”
    • Evidence: “I know because we observed…” (students list 2 pieces of evidence)
  • Teacher conferences quickly to ensure claims are accurate and evidence is real (from class work).
• Discuss (8–10 min)
  • Students share their topic and claim with a partner using a speaking frame:
    • “My project is about ___. My claim is ___. One piece of evidence is ___.”
• Reflect (5 min)
  • Exit ticket: “My project will include a model that shows ___ and evidence like ___.”

Session 2 — Evidence Stations: Gather Proof for Your Claim (All Standards)

• Launch (5–7 min)
  • Review: evidence comes from observations, charts, tests, and examples (not just opinions).
• Explore (25–30 min)
  • Students rotate through 3–4 “evidence stations” (teacher selects based on available materials):
    • Sound station: quick vibration demo (rubber band/tuning fork app/video) + draw what moved
    • Light station: flashlight + materials test (transparent/translucent/opaque) + record results
    • Shadow station: shadow tracing or photo comparison + note pattern (long/short, direction)
    • Life station: trait/structure cards + match “part → job” (beak/claws/fur/roots/leaves)
    • Sky station: sun/moon/daylight picture sequence + identify a predictable pattern
  • Students record at least two evidence notes they can use in their final project.
• Discuss (8–10 min)
  • Whole group: “What counts as strong evidence?” Create a quick class list (data, repeated observation, clear example).
• Reflect (5 min)
  • Quick write: “Two pieces of evidence I will use are ___ and ___.”

Session 3 — Create the Project Draft (All Standards)

• Launch (5–7 min)
  • Show the required parts checklist: title, claim, model, evidence, labels, science words.
• Explore (30–35 min)
  • Students build or draft their project (poster/mini-book/model/demo card).
  • Non-negotiables to include:
    • One clear claim sentence
    • One model (diagram/model/demonstration plan) with labels
    • Two pieces of evidence written or shown (chart result, observation note, example)
    • At least 3 key terms used correctly
• Discuss (6–8 min)
  • Pair-share: partners check the checklist and underline the claim, circle evidence, point to the model.
• Reflect (5 min)
  • Students complete: “One part I finished well is ___. One part I still need to improve is ___.”

Session 4 — Revise With TAG + Practice Presentations (All Standards)

• Launch (5–7 min)
  • Model TAG feedback using a sample:
    • Tell a strength, Ask a question, Give a suggestion.
• Explore (25–30 min)
  • Students do a gallery walk in small groups and leave TAG notes.
  • Students revise based on feedback (clarify labels, add evidence, fix misconceptions, strengthen claim).
• Discuss (8–10 min)
  • Presentation practice in pairs (1 minute each) using a simple script:
    • “My topic is ___. My claim is ___. This model shows ___. My evidence is ___. This matters because ___.”
• Reflect (5 min)
  • Exit ticket: “One change I made after feedback was ___.”

Session 5 — Science Showcase Exhibition (All Standards)

• Launch (5–7 min)
  • Review exhibition norms: clear voice, point to model, explain evidence, kind listening.
• Explore (25–30 min)
  • Students present projects (classroom showcase, hallway gallery, or invited audience).
  • Audience uses a simple note-catcher: “One thing I learned from ___ is ___.”
• Discuss (8–10 min)
  • Whole-class celebration share: “A pattern we noticed across many projects is ___.”
• Reflect (5 min)
  • Final reflection: “My strongest evidence was ___. My model helped explain ___. Next time I would improve ___.”

V. Differentiation and Accommodations

Advanced Learners

• Add a “because” chain: claim → evidence → “so that means…” explanation.
• Include a second model or a comparison (two materials, two shadows, two traits, two sky observations).
• Add a simple data display (tally chart or bar graph) to strengthen evidence.

Targeted Support

• Provide pre-written claim starters and evidence sentence frames:
  • “I observed ___.” “This shows ___.” “My evidence is ___ because ___.”
• Offer a reduced project format (one-page organizer with boxes) and fewer required key terms (2–3).
• Allow students to present with the teacher or a peer helper.

Multilingual Learners

• Provide a picture glossary for key terms (vibration, shadow, pattern, trait, evidence, model).
• Accept labeled diagrams + short phrases; prioritize accurate meaning over long writing.
• Encourage rehearsal with partner talk before presenting to the class.

IEP/504 & Accessibility

• Break work into steps with check-ins (plan → evidence → draft → revise → present).
• Offer speech-to-text, recorded presentation option, or oral explanation with teacher scribing.
• Provide enlarged templates, high-contrast labels, and adapted materials for fine-motor needs.

VI. Assessment and Evaluation

Formative Checks (daily)

• Session 1 — Plan includes a topic, a claim, and at least one piece of real class-based evidence.
• Session 2 — Student collects at least two evidence notes from stations and can explain them orally.
• Session 3 — Draft includes claim, model, labels, and evidence in progress.
• Session 4 — Student uses TAG feedback to revise for clarity/accuracy and practices speaking.
• Session 5 — Student presentation explains claim/model/evidence with understandable visuals.

Summative — Cumulative Synthesis Project & Exhibition (0–2 per criterion, total 10)

1. Scientific Understanding (Full Spiral)

• 2: Claim is accurate and clearly explains the chosen topic (sound/light/life/sky/engineering) using correct ideas.
• 1: Topic is correct but explanation is partly unclear or has minor inaccuracies.
• 0: Explanation is mostly inaccurate or does not match the topic.

2. Model Quality

• 2: Model (diagram/model/demo) clearly represents how something works and includes labels that match the explanation.
• 1: Model is present but labels or connection to explanation are limited.
• 0: Model is missing or does not represent the idea.

3. Use of Evidence

• 2: Includes at least two specific evidence examples from class activities (observations, charts, tests) that support the claim.
• 1: Evidence is present but vague, incomplete, or only loosely connected to the claim.
• 0: Little or no evidence is included.

4. Communication & Key Terms

• 2: Project is organized and readable; student uses key terms (e.g., pattern, vibration, shadow, trait, design) correctly.
• 1: Project is mostly understandable but may have limited labels or key term errors.
• 0: Project is hard to follow; labels and vocabulary do not show understanding.

5. Presentation Skills

• 2: Student speaks clearly, points to model/evidence, and answers a simple question about their project.
• 1: Student presents but may be quiet, incomplete, or needs prompting.
• 0: Student is unable to explain the project, even with support.

Feedback Protocol (TAG)

• Tell one strength (e.g., “Your model labels helped me understand your idea.”).
• Ask one question (e.g., “What evidence shows your claim is true?”).
• Give one suggestion (e.g., “Add one more label or example to make it even clearer.”).

VII. Reflection and Extension

Reflection Prompts

• Which unit topic (sound, light, living things, or sky patterns) was easiest for you to explain? Why?
• How did using a model help you teach your idea to someone else?
• What did you learn about using evidence instead of guessing?

Extensions

• Science Museum Cards: Turn projects into “museum labels” with a title, claim, model picture, and evidence.
• Home Connection: Teach your project to a family member and record one question they asked.
• Second-Generation Upgrade: Improve your model or device and explain what changed and why.

Standards Trace — When Each Standard Is Addressed

• 1-PS4-1 — Sessions 2–5 (sound/vibration evidence station, projects, presentations).
• 1-PS4-2 — Sessions 2–5 (illumination evidence station, projects, presentations).
• 1-PS4-3 — Sessions 2–5 (materials-in-light-path station, projects, presentations).
• 1-PS4-4 — Sessions 1–5 (optional project pathway: communication device; revise/present).
• 1-LS1-1 — Sessions 1–5 (structures-for-survival project pathway; model + evidence).
• 1-LS1-2 — Sessions 1–5 (parent/offspring behavior project pathway; pattern evidence).
• 1-LS3-1 — Sessions 1–5 (traits/offspring comparisons; evidence and explanation).
• 1-ESS1-1 — Sessions 2–5 (sky pattern station; project explanations).
• 1-ESS1-2 — Sessions 2–5 (daylight patterns evidence; project explanations).
• K-2-ETS1-1–3 — Sessions 1–5 (define project goal, plan/model, test/compare ideas as applicable, improve with feedback).