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8th Grade  Project 4 weeks

Delta Dive Finder

Marie S
Updated
6-8.AF.3.1
MS-ETS1-3
6-8.AF.1.1
MS-ESS3-3
MS-ESS3-3
+ 5 more
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Purpose

Students investigate how light waves interact with different materials to design a safe underwater scope that locates a lost phone in murky Delta water without disturbing the ecosystem. Beginning with “The Case of the Vanished Phone,” teams plan controlled investigations, build and test prototypes, analyze comparative data, and use peer critique to revise their designs. Students demonstrate their knowledge of waves through multiple-choice and written-response questions, then reflect on the most important thing they learned about how light interacts with different materials. With no community partner currently identified, teams present their evidence-based scopes and design decisions to district staff.

Learning goals

Students will explain how light waves reflect, transmit, refract, scatter, and are absorbed by different materials in murky water. They will collaboratively plan controlled investigations, identify variables and tools, collect sufficient measurements, and use evidence to compare underwater-scope designs. Students will build, critique, test, and revise a safe prototype that locates a simulated lost phone while minimizing ecosystem disturbance. They will demonstrate wave knowledge through selected-response and written questions, reflect on their most important learning about light-material interactions, and present evidence-based design decisions to district staff.

Standards
  • [Next Generation Science Standards] 6-8.AF.3.1 - Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim.
  • [Next Generation Science Standards] MS-ETS1-3 - Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
  • [Next Generation Science Standards] 6-8.AF.1.1 - Ask questions (a) that arise from careful observation of phenomena, models, or unexpected results, to clarify and/or seek additional information. (b) to identify and/or clarify evidence and/or the premise(s) of an argument. (c) to determine relationships between independent and dependent variables and relationships in models. (d) to clarify and/or refine a model, an explanation, or an engineering problem. (e) that require sufficient and appropriate empirical evidence to answer. (f) that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilities with available resources and, when appropriate, frame a hypothesis based on observations and scientific principles. (g) that challenge the premise(s) of an argument or the interpretation of a data set.
  • [Next Generation Science Standards] MS-ESS3-3 - Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
  • [Next Generation Science Standards] MS-ESS3-3 - Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
Competencies
  • Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
  • Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.
  • Collaboration - Students co-design projects with peers, exercise shared-decision making, strengthen relational agency, resolve conflict, and assume leadership roles.
  • Content Expertise - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.
  • Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.

Products

Teams will create annotated scope sketches, investigation plans identifying variables and controls, and data tables comparing how light interacts with different materials in simulated murky water. They will use peer critique and test results to revise their designs and document changes in an engineering log. Each team will build a safe underwater-scope prototype that can locate a simulated lost phone while minimizing disturbance to the environment. Final products will include a district-staff presentation, evidence-based design recommendations, a written assessment on light waves, and an individual reflection on how light interacts with materials.

Launch

Stage “The Case of the Vanished Phone” using sealed tubs of simulated murky delta water with a model phone hidden inside. Teams inspect evidence cards, observe how light passes through or reflects from safe materials, and compare sample scope features without reaching into the water. Students record questions, identify search constraints—including ecosystem protection—and sketch an initial scope design. Close with teams sharing hypotheses about which features will make the phone most visible and defining evidence they will need to test their ideas.

Exhibition

Teams will host a “Delta Search Challenge” for district staff, demonstrating their underwater scopes in safe, simulated murky-water tubs to locate a model phone. Students will present design decisions, wave and light evidence, test data, revisions, and features that minimize ecosystem disturbance. District staff will ask questions and provide feedback using criteria for accuracy, ease of use, reliability, and environmental safety, followed by a brief celebration of each team’s strongest innovation.