Unit Plan 36 (Grade 4 Science): Cumulative Synthesis & Exhibition

Focus: Demonstrate mastery of energy, waves, structures & information processing, Earth systems & resources, and engineering design through a culminating project and exhibition.

Grade Level: 4

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

Total Unit Duration: 5 sessions (one week), 50–60 minutes per session

I. Introduction

In this capstone unit, students synthesize all major Grade 4 science strands: energy and waves, plant/animal structures and information processing, Earth systems and resources, and engineering solutions. Working in small teams, they design a Cumulative Science Exhibition piece (model, display, demonstration, or interactive station) that shows how science ideas connect. Throughout the week, they review key concepts, plan and build their displays, and then present to classmates or invited guests.

Essential Questions

• How do the different areas of science we studied this year (energy, waves, structures, Earth, engineering) connect to each other?
• In what ways can a model or demonstration clearly show a scientific idea to other people?
• How do engineers and scientists use testing and revision to improve their designs, explanations, and communication?
• What science ideas from this year feel most important or interesting to you, and why?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Identify and explain key concepts from each Grade 4 strand: energy & waves, structures & information processing, Earth systems & hazards, and engineering design.
2. Plan and create a cumulative project (model, display, or demonstration) that accurately represents at least two science ideas from the year.
3. Use clear visuals, labels, and oral explanations to communicate science ideas to an audience.
4. Apply elements of the engineering design process (define problem, plan, test, improve) in refining their exhibition piece.
5. Reflect on their growth as scientists and engineers, citing specific skills and concepts they have improved over the year.

Standards Alignment — 4th Grade (NGSS-Aligned)

(This unit spirals across all Grade 4 performance expectations; key clusters are highlighted for planning.)

• 4-PS3 (Energy) — Use evidence to explain energy in motion, transfer, collisions, and conversions.
• 4-PS4 (Waves & Information Transfer) — Model wave patterns, explain how waves cause motion, and design signal devices that use patterns to transfer information.
• 4-LS1 (Structures & Information Processing) — Construct arguments and models showing how structures and sensory systems support survival, growth, behavior, and reproduction.
• 4-ESS1–3 (Earth & Human Interactions) — Use evidence from rock layers, fossils, weathering, erosion, resources, and hazards to explain Earth’s changes and human impacts.
• 3-5-ETS1-1 — Define a design problem with specified criteria and constraints.
• 3-5-ETS1-2 — Generate and compare multiple design solutions based on criteria and constraints.
• 3-5-ETS1-3 — Plan and carry out fair tests to identify improvements to designs.

Success Criteria — Student Language

• I can name and explain important science ideas from different units this year (energy, waves, structures, Earth, engineering).
• I can create a model, display, or demonstration that is accurate and clearly labeled.
• I can talk about my project so that others understand the science behind it.
• I can show how I tested and improved my project using feedback or results.
• I can explain how I have grown as a scientist and engineer this year.