Unit Plan 36 (Grade 2 Science): Cumulative Synthesis & Exhibition

Focus: Students present final projects that connect all Grade 2 science ideas—matter, plants, animals & habitats, Earth events, landforms & water, and engineering solutions—in a STEM Exhibition for classmates and/or families.

Grade Level: 2

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

Total Unit Duration: 5 sessions (one week), 30–45 minutes per session

I. Introduction

In this final synthesis unit, students become science explainers and designers who prepare a Cumulative STEM Exhibition. They revisit big ideas from the year: properties and uses of materials, reversible and irreversible changes, plant needs, seed dispersal and pollination, biodiversity in habitats, fast and slow Earth events, landforms, water locations and states, and engineering solutions that protect land or help living things.

Across the week, students choose or refine a capstone project (model, demo, poster, or “interactive station”) that highlights several Grade 2 science ideas at once. They plan what to show, how to explain it, and how to connect it to real-world problems and solutions. The week ends with a STEM Exhibition where students share their work with an audience and reflect on how their science thinking has grown.

Essential Questions

• How can one project or model show many science ideas together (matter, plants, animals, land, water, and change)?
• Why is it important to choose materials with the right properties when we build or design something?
• How do plants, animals, landforms, and water in an environment affect one another?
• How do Earth events (fast and slow) change places where plants, animals, and people live—and how can engineers help?
• How can we communicate our science learning clearly so that other people understand and learn from us?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Review and explain key ideas from Grade 2 physical, life, Earth, and engineering units using their own words and models.
2. Select and use materials with appropriate properties to build or revise a project that shows matter, structures, or landforms (2-PS1-1–2).
3. Give examples of reversible and irreversible changes and connect at least one example to their project or demonstration (2-PS1-4).
4. Represent how plants get what they need (sunlight and water) and how animals help with seed dispersal or pollination in a model, diagram, or explanation (2-LS2-1–2).
5. Show diversity of life in at least one habitat, comparing it to another environment if possible (2-LS4-1).
6. Describe at least one fast Earth event (e.g., flood, landslide) and one slow change (e.g., erosion, layering) and how these might affect their modeled environment (2-ESS1-1).
7. Include landforms, bodies of water, and water locations (liquid/solid) in their project and explain their choices (2-ESS2-1–3).
8. Use engineering design steps (Ask, Imagine, Plan, Create, Test, Improve) to refine a solution that helps protect land, support plants or animals, or solve a local-style problem (K–2-ETS1-1–3).
9. Present their project at the STEM Exhibition, using simple data, labels, and key vocabulary to explain what it shows and how it connects to Grade 2 standards.

Standards Alignment — 2nd Grade (NGSS-Aligned)

• 2-PS1-1 — Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
  • Example: Re-test or review materials for a final project (strong vs. weak, bendy vs. stiff, absorbent vs. not).
• 2-PS1-2 — Analyze data obtained from testing different materials to determine which have the properties best suited for an intended purpose.
  • Example: Choose the best material for a “riverbank,” “bridge,” “roof,” or “habitat shelter” in the final project.
• 2-PS1-3 — Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.
  • Example: Revise existing models by taking structures apart and rebuilding them into improved designs.
• 2-PS1-4 — Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.
  • Example: Include or explain a small demonstration or picture set showing melting/freezing vs. cooking/burning.
• 2-LS2-1 — Plan and conduct an investigation to determine if plants need sunlight and water to grow.
  • Example: Use class plant investigation data or display plant cups next to the project with labels.
• 2-LS2-2 — Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
  • Example: Incorporate seed “hooks,” “stickers,” or a pollinator path into an environment or poster.
• 2-LS4-1 — Make observations of plants and animals to compare the diversity of life in different habitats.
  • Example: Show two habitats in the project and explain which has more/less variety of organisms.
• 2-ESS1-1 — Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
  • Example: Label where a fast event (flood, landslide) might occur and where slow changes (erosion) happen.
• 2-ESS2-1 — Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
  • Example: Show or explain two possible erosion-prevention methods and which one works better.
• 2-ESS2-2 — Develop a model to represent the shapes and kinds of land and bodies of water in an area.
  • Example: Use the final project to show hills, valleys, plains, rivers, ponds, and/or oceans.
• 2-ESS2-3 — Obtain information to identify where water is found on Earth and that it can be solid or liquid.
  • Example: Label water in rivers, lakes, puddles, or snow/ice areas in the project.
• K–2-ETS1-1 — Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved with a new or improved object or tool.
  • Example: Define a local-style problem (e.g., playground flooding, plant drying out) that the project’s design addresses.
• K–2-ETS1-2 — Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a problem.
  • Example: Show how the shape of a barrier, roof, or container helps it protect land, plants, or water.
• K–2-ETS1-3 — Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
  • Example: Compare two versions of a barrier or shelter and explain which tested solution works better and why.

Success Criteria — Student Language

• I can explain my project and tell which science ideas it shows (matter, plants, animals, land, water, changes, or solutions).
• I can tell why I chose certain materials and how their properties help my project work.
• I can show or explain how plants get what they need and how animals can help with seeds or pollination.
• I can describe at least one fast change and one slow change to Earth that could happen in my environment and how people might solve or reduce those problems.
• I can present my project to others using labels, data, and key science words so they understand my thinking.

III. Materials and Resources

Tasks & Tools (teacher acquires/curates)

• Existing project materials
  • Work from earlier capstone/environment units (e.g., Unit 35 models, habitat projects, erosion designs).
  • Photos or notes from previous investigations (plants, materials tests, erosion demos).
• Supplies for revising/building final projects
  • Cardboard bases, construction paper, markers, crayons, colored pencils.
  • Clay/play dough, craft sticks, pipe cleaners, cotton balls, yarn, bottle caps, small boxes, tape, glue.
  • Blue/brown/green paper or fabric for land/water/vegetation.
  • Labels, sticky notes, index cards for key terms and explanations.
• Reference materials
  • Anchor charts from previous units (“Properties of Materials,” “Plant Needs,” “Seed & Pollination Models,” “Habitats & Diversity,” “Fast vs. Slow Earth Changes,” “Landforms & Water,” “Engineering Design Steps”).
  • Student science notebooks with investigation data, drawings, and reflections.
• Exhibition supports
  • Simple project planning sheet (“What I will show,” “Which ideas,” “What materials,” “How I will explain”).
  • Presentation planning sheet (opening sentence, key points, closing line).
  • TAG feedback slips for peers and visitors.

Preparation

• Decide on the format of the STEM Exhibition (in-class gallery walk, family night, or sharing with another class).
• Decide whether students will rebuild or refine an existing model (easiest) or create a new final project that still integrates key ideas.
• Set up a project menu with accessible options, such as:
  • “Environment Model Station” (landforms, water, habitats, changes).
  • “Plant & Pollinator Station” (plant needs, seed/pollination models).
  • “Matter & Materials Station” (properties, uses, changes, tools).
  • “Earth Changes & Solutions Station” (fast/slow changes, erosion solutions).
• Prepare a rubric poster in kid-friendly language and review it early in the week.

Common Misconceptions to Surface

• “Each project can only show one science idea.” → A good project can connect many ideas at once.
• “If my project looks nice, the science doesn’t matter.” → The project should be scientifically accurate and well explained.
• “I don’t need to use data or examples; I can just say it works.” → We use evidence from tests, observations, or investigations to support our ideas.
• “Once my project is built, I can’t change it.” → Projects can be improved after we think, test, and get feedback.

Key Terms (highlight in lessons) property, material, reversible, irreversible, plant needs, seed dispersal, pollination, habitat, diversity, landform, erosion, flood, fast change, slow change, model, engineer, design, evidence

IV. Lesson Procedure

(Each day follows: Launch → Explore → Discuss → Reflect. Timing for a 30–45 minute block.)

Session 1 — Looking Back: What Do We Want to Show?

• Launch (6–8 min)
  • Do a quick Year-in-Science gallery using anchor charts or slides: matter, plants, habitats, Earth changes, landforms/water, engineering.
  • Ask: “Which science ideas do you remember best? Which ideas do you want to show off to others?”
• Explore (20–25 min)
  • Students complete a Project Brainstorm Sheet:
    • “Science ideas I want to show” (students circle or draw icons).
    • “Project type” (model, poster, demo, environment, design solution).
    • “Audience” (families, another class, principal, etc.).
  • Students sketch a rough plan for a possible project or for revising an existing model.
• Discuss (8–10 min)
  • In small groups, students share their ideas and give quick thumbs-up feedback on which plans show multiple science ideas.
  • Teacher ensures that each student plan touches more than one domain (e.g., matter + life, or Earth + engineering).
• Reflect (3–5 min)
  • Quick write: “My project will show ___ and ___ science ideas by ___.”

Session 2 — Designing & Building/Revising Projects

• Launch (5–7 min)
  • Review Engineering Design Steps: Ask → Imagine → Plan → Create → Test/Improve.
  • Remind students they are now in the Plan/Create phase and will revise if needed.
• Explore (22–25 min)
  • Students work on building or revising their projects, using planning sheets to guide:
    • Decide on materials and note their properties (strong, bendy, absorbent, etc.).
    • Build or adjust landforms, water, plant features, animal features, or devices as needed.
    • Add early labels or notes for key features (e.g., “hill,” “river,” “seed carrier,” “strong material”).
  • Teacher circulates, asking questions like, “Which standard does this part show?” or “Why did you choose this material?”
• Discuss (8–10 min)
  • Mid-workshop share: a few students show a part of their project and identify one science idea it represents.
• Reflect (3–5 min)
  • Exit slip: “One change I made today that improved my project was ___ because ___.”

Session 3 — Adding Science Explanations & Evidence

• Launch (5–7 min)
  • Show an example project (teacher-made or student sample) with strong labels and explanations.
  • Ask: “What makes this explanation clear? How do we know which science idea it shows?”
• Explore (22–25 min)
  • Students focus on adding science thinking to their projects:
    • Write labels for key parts (materials, plants, animals, landforms, water, change areas, solutions).
    • Add short explanation cards (1–2 sentences each) that answer prompts like:
      • “This material works well because it is ___.”
      • “This plant gets what it needs from ___ and ___.”
      • “This is a fast change/slow change because ___.”
      • “This solution helps by ___.”
    • Optional: include simple data (numbers, tallies, or before/after drawings) from past tests or new mini-tests.
• Discuss (8–10 min)
  • Partner swap: students trade places and see if they can understand a partner’s project just from labels/explanations.
  • Partners give one TAG feedback comment each.
• Reflect (3–5 min)
  • Quick write: “One science word I used well today was ___, and I used it to explain ___.”

Session 4 — Rehearsing Presentations & Final Touches

• Launch (5–7 min)
  • Model a short presentation using a simple speaking frame:
    • “Welcome to my project. It is called ___. It shows ___ and ___. Here is how it works…”
• Explore (22–25 min)
  • Students complete a Presentation Planning Sheet:
    • Title of project.
    • Three main science points they will explain.
    • A closing sentence (“Thank you for visiting…” or “Do you have any questions?”).
  • Practice presentations in small groups, giving kind feedback on speaking voice, pointing to labels, and using key terms.
  • Add final touches to projects (extra labels, arrows, neatness).
• Discuss (8–10 min)
  • Whole-class quick share: volunteers deliver 30-second previews of their exhibitions.
• Reflect (3–5 min)
  • Exit slip: “Tomorrow I want my audience to understand ___ most of all about my project.”

Session 5 — Cumulative STEM Exhibition

• Launch (5–7 min)
  • Review exhibition expectations: gentle hands, listening, asking questions, using TAG feedback.
  • Set the tone: “Today you are scientists and engineers teaching others.”
• Explore (25–30 min)
  • Hold the STEM Exhibition:
    • Visitors (classmates, another class, or invited adults) rotate among projects.
    • Each student gives a short presentation, answers simple questions, and collects feedback slips.
• Discuss (8–10 min)
  • After the exhibition, hold a class debrief:
    • “What did you notice about our projects?”
    • “Which science ideas did you see the most?”
    • “Where did you see especially creative solutions or models?”
• Reflect (3–5 min)
  • Final reflection: “The biggest way my science thinking grew this year is ___, and my project shows this by ___.”

V. Differentiation and Accommodations

Advanced Learners

• Ask students to design projects that explicitly connect three or more standard clusters (e.g., matter + life + Earth + engineering).
• Encourage them to add data displays (small charts or graphs) from previous investigations or new tests.
• Invite them to write a short “Science Behind My Project” paragraph that names specific NGSS codes or standard ideas.

Targeted Support

• Provide structured templates for project types (e.g., environment model template with labeled sections).
• Use sentence stems for explanations:
  • “This part shows ___ because ___.”
  • “We used ___ for ___ because it is ___ (property).”
• Allow students to work with a partner project while still keeping individual explanation responsibilities.

Multilingual Learners

• Offer bilingual word banks or picture glossaries for key science terms.
• Allow students to plan explanations in their home language before writing or speaking in English.
• Accept labeled drawings, icons, and short phrases on explanation cards instead of long sentences.
• Provide models of simple oral scripts and practice with echo or choral reading before solo presentations.

IEP/504 & Accessibility

• Break the project into clear, small tasks with a visual checklist for each day.
• Offer alternative presentation options (one-on-one, small group, video recording) as needed.
• Use larger materials and simple tools to support fine-motor needs.
• Allow students to have specific roles (speaker, pointer, label reader, demo helper) in a shared project.

VI. Assessment and Evaluation

Formative Checks (daily)

• Session 1 — Brainstorm sheets show students can identify multiple Grade 2 science ideas to include.
• Session 2 — Work time shows appropriate material choices and clear progress on project structures.
• Session 3 — Projects gain accurate labels and explanations linked to key concepts.
• Session 4 — Presentation plans list three clear science points; students can rehearse a short explanation.
• Session 5 — Exhibition observations and student reflections show that students can communicate their learning to others.

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

1. Integration of Science Ideas (Across All Grade 2 PEs)

• 2: Project clearly combines multiple science domains (matter, life, Earth, and/or engineering) with accurate representations.
• 1: Project shows more than one idea, but some areas are incomplete or a bit unclear.
• 0: Project shows only one idea or has major inaccuracies.

2. Accuracy & Use of Evidence

• 2: Explanations are mostly accurate and include at least two specific examples or references to investigations, observations, or tests.
• 1: Explanations are partly correct but have missing details or vague evidence.
• 0: Explanations are mostly inaccurate or lack evidence.

3. Design & Material Choices (2-PS1- and K–2-ETS1-1–2)*

• 2: Student can explain why materials were chosen based on properties and how the shape/design helps the project function.
• 1: Some connection between materials/design and purpose, but not fully clear.
• 0: Little or no explanation of material choices or design function.

4. Earth & Life Connections (2-LS2-*, 2-LS4-1, 2-ESS1-1, 2-ESS2-1–3)

• 2: Project includes at least one plant/animal/habitat connection and at least one Earth change/solution connection, explained clearly.
• 1: One of these is present but not well explained, or both are very basic.
• 0: No meaningful mention of living things or Earth changes/solutions.

5. Communication & Presentation

• 2: Student speaks clearly, points to features, uses key vocabulary, and helps the audience understand the science ideas.
• 1: Student can present but may need support; explanation is somewhat clear but missing some parts.
• 0: Student is unable to communicate project ideas even with support.

Feedback Protocol (TAG)

• Tell one strength (e.g., “Your project clearly shows different habitats and animals.”).
• Ask one question (e.g., “What might happen to this landform in a big rainstorm?”).
• Give one suggestion (e.g., “You could add a label to show how this barrier protects the land.”).

VII. Reflection and Extension

Reflection Prompts

• Which part of your Cumulative STEM Project are you most proud of, and which science idea does it show best?
• How has your thinking about science and engineering changed from the beginning of Grade 2 to now?
• If you were a real engineer or scientist, what is one problem from your project that you would want to work on in the real world?

Extensions

• Family Night/Community Share: Invite families or another grade to visit the exhibition; students act as guides and explain Grade 2 science to guests.
• Digital Portfolio: Take photos or videos of projects and presentations; help students create a simple digital slide or page describing their work.
• Looking Ahead: Have students write or draw one big science question they want to explore in Grade 3, connecting to what they learned this year.

Standards Trace — When Each Standard Is Addressed

• 2-PS1-1 — Sessions 1–2 (reviewing and choosing materials based on properties), Session 3 (explaining classifications).
• 2-PS1-2 — Sessions 2–3 (choosing and justifying materials for specific purposes in projects).
• 2-PS1-3 — Session 2 (revising models by disassembling/rebuilding), Session 3 (explaining re-use of pieces).
• 2-PS1-4 — Session 3 (including reversible/irreversible change examples in explanations), Session 5 (presenting these ideas).
• 2-LS2-1 — Sessions 1, 3–5 (connecting plant investigations and plant needs to project features and explanations).
• 2-LS2-2 — Sessions 1–3 (designing or including seed/pollination models), Session 5 (presenting how they work).
• 2-LS4-1 — Sessions 1–3 (representing and comparing habitats), Session 5 (explaining biodiversity).
• 2-ESS1-1 — Sessions 1, 3–4 (identifying fast/slow Earth changes in projects), Session 5 (presenting evidence).
• 2-ESS2-1 — Sessions 2–4 (designing and comparing solutions to erosion/flooding in models).
• 2-ESS2-2 — Sessions 1–3 (using final projects as models of landforms and bodies of water).
• 2-ESS2-3 — Sessions 1–3 (identifying where water is found and its state), Session 5 (explaining these locations).
• K–2-ETS1-1 — Sessions 1–2 (defining the problem or purpose behind each project), Session 3 (clarifying problem statements).
• K–2-ETS1-2 — Sessions 2–3 (sketching and building models that show how shape helps function).
• K–2-ETS1-3 — Sessions 3–4 (reviewing or adding test data; comparing two solutions and discussing strengths/weaknesses).