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1st Grade Science

This course is designed to enhance students’ curiosity about the natural world.
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Multiple Literacies In Project-Based Learning (ML-PBL)

In order to adequately support elementary students in their pursuit of scientific knowledge, teachers need an interdisciplinary approach that integrates science, literacy, and mathematics. An interdisciplinary approach aids students in developing knowledge they can use, perceiving science as important to their lives, and building confidence that they have the skills to do science.

With the goal of meeting this need, an interdisciplinary team from Michigan State University designed and tested rigorous project-based learning units for the upper elementary grades that engage students in sense-making using language literacy and mathematical tools to develop usable science knowledge.

Multiple Literacies in Project-Based Learning (ML-PBL) resources focus on science teaching and learning to build literacy and mathematical capabilities in students, and to create access for diverse learners. ML-PBL integrates academic and social and emotional (SEL) learning goals related to the Next Generation Science Standards (NGSS) as well as the Common Core State Standards (CCSS) for Literacy and Mathematics to support student learning. These materials reflect a significant interdisciplinary approach by integrating science, literacy, and mathematics.

This work is supported by Educurious. The materials are available as Creative Commons, open educational resources, not for commercial profit resources. You can visit the CREATE for STEM website to learn more about the Multiple Literacies in Project-Based learning curriculum.

Learn More About PBL

For more information on project-based learning, please visit this section of our site.

Unit Summaries

U1.1 Survival in the Wild

In this unit, students are asking the question "How are animals and first graders alike?". For their final artifact students will design a solution that mimics the way an animal uses an external structure to help it meet its needs and survive.

Survival in the Wild Table of Contents

U1.2 Light and Sound

In this unit,  students are asking the question "How can we tell a story with lights and sounds?". The final artifact is a story retold by students in a shadow puppet show using a variety of lights and sound effects to convey events.

Light and Sound Table of Contents

U1.3 The Changing Sky

In this unit, students will apply the following ideas to explain phenomena and to design solutions to problems they experience in their environment: The sun is visible during the day, while the stars are visible at night. The moon can be seen both during the day and night and is a rock illuminated by the sun. Objects that are visible in the sky are at different positions in the sky at different times of the day or night, appearing to rise in one part of the sky and appearing to set in another part of the sky. There are more hours of daylight during different times of the year. 

The Changing Sky Table of Contents

ML-PBL Research Results

ML-PBL researchers carefully measured the effects of ML-PBL implementation by designing a cluster randomized trial of the Grade 3 ML-PBL science units in Michigan. The study included 23 treatment schools and 23 control schools with 2,019 students. We randomized and balanced treatment and control schools based on state administrative data. The treatment consisted of the ML-PBL program, while the control condition received professional development on the NGSS only and continued science "business-as-usual." The schools represent different regions of the state and over sample low income and minority students.

To measure the impact we completed observations, videos, interviews, assessments and social and emotional learning surveys. Following the guidelines of the What Works Clearinghouse (IES, 2017), we administered a summative assessment using items developed by the State of Michigan that aligned with the Next Generation Science Standards for 3rd grade. Standard statistical procedures show a positive substantial main effect for the treatment. Students in ML-PBL classrooms received test scores significantly higher than those in control classrooms with the main effect not differing by socioeconomic status, race or gender. Students in the treatment group also showed significant positive changes with respect to growth in social and emotional learning, in ownership, self-responsibility and collaboration.

What Practitioners and Students are Saying about ML-PBL

After one year with ML-PBL, I feel like a science teacher again. - Grade 3 teacher in Michigan (teaches all subjects)
Science is when we learn the most, more than other times because we want to learn about the animals we don't know a lot about. - Grade 3 Student, Wisconsin
Sometimes other people say things, scientists, like that the dinosaurs died because the meteor hit and they say that it was a volcano and they argue about things. I like the unit because it teaches me more about how to do the same kind of arguing. Using evidence and reasoning to back up my claims. Like scientists, they argue using evidence, reasoning and they back up what they say. - Grade 3 Student, Wisconsin

There's no going back.

It's changed the way I have taught throughout the day, it just makes me a better teacher.

The kids just get so much more excited about it… My administrators … can tell I am more excited about my job in general.

The units are so relatable; it's empowering for me as a teacher.

- Grade 3 teacher in Michigan
Science is when we learn the most, more than other times because we want to learn about the animals we don't know a lot about. - Grade 3 Student, Wisconsin