Unit Plan 36 (Grade 7 Science): Cumulative Synthesis & Exhibition

Focus: Demonstrate mastery of concepts from MS-LS1–LS4 and MS-ETS1 by creating and presenting integrated models, explanations, and data analyses that connect cells & systems, ecosystems, genetics & inheritance, and evolution & adaptations.

Grade Level: 7

Subject Area: Science (Life Science — Cells to Ecosystems & Evolution, Engineering Design)

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

I. Introduction

In this culminating unit, students curate and present a “Living Systems & Change Over Time” Exhibition that showcases what they have learned across LS1 (cells & systems), LS2 (ecosystems), LS3 (inheritance), LS4 (evolution), and ETS1 (engineering design). Working in teams, they choose a driving question (e.g., “How do traits, resources, and environment interact to shape survival?”), then design a multi-part display that includes at least one model, one data analysis, and one written or oral explanation. Students draw on past units, revisiting notebooks and digital work, and use scientific practices—modeling, analyzing data, constructing explanations, and argumentation—to create products for an authentic audience (peers, invited staff, or families).

Essential Questions

• How do cells, systems, organisms, and ecosystems connect into one big picture of how life works?
• How do inheritance, trait variation, and selection explain patterns we see in populations over time?
• In what ways do data, graphs, and mathematical representations strengthen our scientific explanations and design decisions?
• How can we communicate science clearly to others through models, explanations, and exhibits?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Select and synthesize key ideas from LS1–LS4 to answer a driving question about living systems, interactions, inheritance, or evolution.
2. Develop or refine at least one model (e.g., cell/system model, food web, inheritance model, adaptation diagram) that communicates structure–function or cause–effect relationships.
3. Analyze and represent data (tables, graphs, or simulations) to support explanations about resource availability, population changes, trait frequencies, or survival probabilities.
4. Incorporate at least one component of engineering design (problem, criteria/constraints, or design solution) and connect it to life science concepts.
5. Create and present a Cumulative Synthesis Exhibition Display (poster, trifold, slide deck, or interactive station) that integrates models, data, and explanations aligned to LS1–LS4 and ETS1.
6. Reflect on their own growth as scientists, identifying strengths in reasoning, modeling, and collaboration.

Standards Alignment — 7th Grade (NGSS-based custom, full spiral)

• MS-LS1 (Cells & Systems) — Concepts of cells as basic units, tissues, organs, systems, energy in organisms.
• MS-LS2 (Ecosystems) — Resource availability, interactions, matter cycling, energy flow, stability and change, human impacts.
• MS-LS3 (Inheritance & Variation) — Genes, chromosomes, mutations, probability of inheritance, trait variation.
• MS-LS4 (Evolution & Adaptation) — Fossil evidence, anatomical and embryological evidence, natural/artificial selection, trait variation and survival.
• MS-ETS1 (Engineering Design) — Defining problems, criteria/constraints, evaluating solutions, using data for iteration.

Success Criteria — Student Language

• I can explain a big science idea that connects cells, organisms, ecosystems, and evolution.
• I can build or refine a model that shows how parts of a living system work together.
• I can use data, tables, or graphs to support my explanation about populations, traits, or ecosystem changes.
• I can describe or show how design and problem-solving connect to life science (e.g., conservation, health, adaptation-inspired design).
• I can present my work in a way that makes sense to others and uses correct science vocabulary.