Unit Plan 36 (Grade 5 Science): Cumulative Synthesis & Exhibition

Focus: Show what you know across matter, ecosystems, water/Earth systems, and space patterns through integrated models, data displays, and explanations.

Grade Level: 5

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

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

I. Introduction

In this final unit, students become science communicators and systems thinkers. They synthesize their learning about matter and reactions, energy and food webs, Earth systems and water, and space patterns (stars, shadows, seasons) into a Cumulative Synthesis & Exhibition. Working in teams, students curate their best models, graphs, and investigations from the year and build a new, integrated “Science Story of Our Planet” project that shows how different science ideas connect. The week ends with a class or family science exhibition.

Essential Questions

• How do matter and energy move through systems in ecosystems, Earth systems, and space-related patterns?
• How are plants, animals, decomposers, water, land, air, and the sun all connected in supporting life on Earth?
• How can models, graphs, and arguments with evidence help us explain what we’ve learned in science this year?
• What does it mean to think like an engineer when solving problems about resources, ecosystems, or Earth systems?
• How can we share our science learning clearly with authentic audiences (classmates, families, community)?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Select and refine key models, graphs, and explanations from units on matter, ecosystems, water/Earth systems, and space.
2. Explain and connect concepts such as conservation of matter, energy from the sun, food webs, water distribution, and space patterns in a unified story.
3. Use evidence from investigations (data tables, graphs, models) to support claims about how systems work and how humans can protect resources.
4. Apply engineering thinking (criteria, constraints, testing, improvement) to at least one design element in their exhibition project.
5. Present a coherent, visually clear Cumulative Science Exhibition piece and explain it to visitors using accurate vocabulary and reasoning.

Standards Alignment — 5th Grade (NGSS-Aligned)

Full-year spiral across: 5-PS1, 5-PS2, 5-PS3, 5-LS1–2, 5-ESS1–3, 3-5-ETS1

• 5-PS1-1–4 — Develop models of particles too small to see, provide evidence for conservation of matter, and identify materials based on properties and changes.
• 5-PS2-1 — Support an argument that the gravitational force exerted by Earth on objects is directed down.
• 5-PS3-1 — Use models to describe that energy in animals’ food originally came from the sun.
• 5-LS1-1 — Support an argument that plants get materials for growth chiefly from air and water.
• 5-LS2-1 — Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
• 5-ESS1-1–2 — Support arguments about apparent brightness of the sun vs. other stars and represent data on shadow and seasonal star patterns.
• 5-ESS2-1–2 — Develop models of interacting Earth systems (geosphere, hydrosphere, biosphere, atmosphere) and describe/graph water distribution.
• 5-ESS3-1 — Obtain and combine information about how communities use science ideas to protect resources and the environment.
• 3-5-ETS1-1–3 — Define simple design problems, generate/compare solutions, and plan fair tests to improve models or prototypes.

Success Criteria — Student Language

• I can choose and improve my best science work to show our ideas about matter, ecosystems, water/Earth systems, and space.
• I can explain connections between different science topics, not just talk about them separately.
• I can use data, graphs, and models as evidence when I explain science ideas.
• I can describe at least one way humans can protect resources or ecosystems, using science ideas.
• I can speak clearly and use key vocabulary when presenting our project to others.