Final Project Integration

Overview

In the final lesson of “Exploring Science and Design,” students work in teams to combine investigation thinking with engineering design to solve a real-world problem. They will plan, test, and present evidence-based conclusions, then reflect on how real science investigations do not always follow a fixed sequence.

Learning intentions

• Students will collaborate to define a science problem and an engineering design challenge using evidence from their unit work.
• Students will use appropriate reference materials to support claims with testable reasoning.
• Students will plan and carry out an investigation by identifying variables and collecting organized data.
• Students will communicate conclusions by linking explanations to evidence from observations and results.
• Students will explain that scientific investigations often differ from a simple “step-by-step” scientific method.

Success criteria

• I can state a clear question/problem and identify independent, dependent, and controlled variables.
• I can collect data in an organized table or chart and use it to support my conclusion.
• I can design and build a prototype that addresses the real-world problem and explain how my test results informed improvements.
• I can present findings using evidence-based reasoning and reflect on what changed during our investigation.

Curriculum links

• The Practice of Science: planning and carrying out scientific investigations; collecting/organizing data; interpreting data; analyzing information; making predictions; defending conclusions.
• The Practice of Science: recognizing that authentic investigations may not match the steps of “the scientific method.”
• Forms of Energy: investigating and describing basic forms of energy (light, heat, sound, electrical, chemical, mechanical) as they relate to our problem.
• Energy Transfer and Transformations: classifying materials that conduct electricity and materials that do not when relevant to designs.
• The Characteristics of Scientific Knowledge: explaining that science is grounded in empirical, testable observations and that explanations link to evidence.

Lesson structure (45 minutes total)

1. 0–5 min · Hook + Team roles. Teacher displays the introduction slides and asks teams to answer: “What evidence will prove our design works?” Students quickly assign roles (materials manager, recorder, variable checker, presenter) and jot one evidence type they will gather (data, observation, prototype test).

2. 5–12 min · Mini-brief: from question to test. Teacher continues through the introduction slides emphasizing: define the problem, state variables, choose measurements, and plan improvements using results. Students use team discussion to confirm their problem statement and identify which part of their design they will test.

3. 12–20 min · Design + investigation planning check. Teacher pauses the deck to model a “fair test” reminder and variable language (independent, dependent, controlled). Students complete a rapid planning check using the final project planning and evidence worksheet with their: test question, variable statements, method outline, and a results table sketch; teacher circulates for quick feedback.

4. 20–33 min · Build, test, collect evidence. Teacher runs the class through the build/testing steps shown in the introduction slides (safe materials, timing, and how to record trial data). Students build prototypes, run tests, and record results in their organized table; teacher prompts teams to note at least one unexpected observation.

5. 33–40 min · Analyze results + write evidence-based conclusion. Teacher directs students back to the introduction slides where students see sentence frames: “Our data show… therefore… because…” Students analyze patterns in their results, revise claims if data contradicts ideas, and draft a short conclusion and “design change we would make next” statement.

6. 40–45 min · Gallery share + reflection. Teacher uses the introduction slides to frame 1-minute team presentations: claim, evidence, and one reflection about how the process changed. Students present or share posters/prototypes (depending on space), then write one sentence: “Our investigation did/did not follow the same steps because…”

Resources

• the introduction slides (used for hook, planning reminders, build/testing prompts, analysis frames, presentation directions, and closing reflection)
• the final project planning and evidence worksheet (final project planning + evidence/variables/data table + conclusion prompts)
• Team prototype materials (teacher-chosen based on unit; enough for 30 students in groups)
• Safety supplies (goggles if needed; teacher-managed hot glue/scissors if used)
• Data recording sheets or clipboards (if worksheet is not enough space)
• Timers for trials
• Reference materials students already collected (unit notes, class science vocabulary charts, or teacher-provided printed references)
• Classroom rubric or checklist (teacher-made, based on success criteria)

Assessment

• Teacher formative checks during planning: variable accuracy and whether the method matches the question (quick verbal feedback to each team).
• Teacher monitors data collection during trials: organized table entries (units, repeated trials where feasible, clear dependent measurement).
• Short summative check in the final 1-minute presentation: claim linked to evidence plus a reflection about changes in the investigation process.

Differentiation

• Provide sentence starters and variable frames on the board (e.g., “Our independent variable is…”, “We measured…”, “The evidence shows…”).
• Assign structured roles so each student contributes (recorder, variable checker, evidence spotter, materials manager).
• Support teams who need it with a checklist that they turn their method into a fair test before building.
• Extension for advanced teams: add an additional trial or test a second variable change while keeping controlled variables constant, then compare results.