Voyager Academy Project Exhibition Day Nov. 29, 2022
Voyager Academy High School 4302 Ben Franklin Blvd.
Durham, NC 27704
Home of the Vikings
WELCOME!
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What to ask... To help guide you through exhibits, and to be a participant in the learning process, please feel free to ask students any of the following questions:
What was the driving question for the project?
What prior knowledge did you need to complete the project?
What was the entry event for the project/how did the teacher present the idea of the project to you?
How long did you have to complete the project?
How did the project relate to a real world issue/topic?
How would you change the project for future classes?
(click here for printable copy) -------------------------------------
Let's Plan a Trip
Rm: A148
Economics and Personal Finance, Dennis Baker
Driving question(s)
Where can I Travel with how much money?
Description
Students will be presenting on their "Family Vacation Budget/Plan"
they created using certain parameters (family size, available funds, etc.).
Come and see where you could possibly go for certain dollar amounts! Students
will be presenting on the following schedule:
2:00pm--Williamsburg, VA (Osaretin & Mina)
2:15pm--Disney, FL (Angel, Abi, & Amaris) 2:30pm--Wilmington, NC (Taylor E.)
2:45pm--FL Cruise (Mia, Gaby P., & Jacobi)
Feel free to come and go as you like between presentations--come
watch a particular student's presentation, come back or stay for another that
interests you, or go and enjoy other exhibitions around the school :)
How I Got Into College
Rm: A149
English 4 Honors, Anna Todd
Driving question(s)
How did we become the person we are today? Where will we go after Voyager and how do we get there?
Description
This project allows students to research, explore, learn, and prepare for life after high school. We begin with a reflection on our past experiences and future goals. From there students research colleges, majors, and future careers. As we work, students consider their goals and their experiences in relation to their future. Students speak with admissions counselors, visit college campuses, and prepare college application essays. The end product for the student is the successful completion of a college application.
YEARBOOK
Rm: A149
Yearbook, Anna Todd
Driving question(s)
How do we build a yearbook?
Description
Staff will be available to answer any and all questions about yearbook. Topics will include:
1. Yearbook cost and purchase: a laptop will be available for you to use to purchase a book
2. Senior Ads
3. Student picture questions
4. Yearbook distribution dates
5. Deadlines and why they are important
Things Fall Apart Podcast Project
Rm: A150
English II, Ken Snyder
Driving question(s)
How can we be content creators and use multimedia technology to convey our complex understandings of Things Fall Apart?
Description
Students used the Anchor App to create a podcast episode approximately 25-35 minutes in length. In their episodes, student groups discussed their responses to the Things Fall Apart essential questions–using their understanding and interpretations of the text as their primary resource:
How does one’s family, community, and culture affect the way one sees the world?
How does one’s family, community, and culture impact one’s values?
How does one’s values influence them, their relationships, and their decisions/actions?
What happens to our values when our community/culture/society changes?
How can these changes be seen as positive or negative?
Why should students continue to read and study Things Fall Apart? Discuss its value to contemporary American high school students.
Julius Caesar Research Essays
Rm: A150
English II, Ken Snyder
Driving question(s)
1. How do politicians use language/media to persuade, influence, or manipulate their people?
2. How do politicians hold onto or take power through their language and actions?
3. How does the political tension and conflict depicted in Julius Caesar relate to the political world of today?
Description
Students were asked to write a four-paragraph research paper in which they responded to a prompt asking them to make comparisons and draw parallels between Shakespeare’s play Julius Caesar and contemporary (meaning current, within the last ten years) American politics. Because this is a research paper, students included one-two non-fiction sources that they drew text evidence from in addition to using the play Julius Caesar. Ultimately, they used their research and knowledge of the play to develop an argument that highlights comparisons, similarities, and parallels between the political tension & conflict seen within the play and those seen in today’s world. Students chose one of the following current issues in American politics to examine in their research essay:
Spreading misinformation on social media
Using social media to attack political opponents
Political attack ads on TV and the internet
Using social media to lie or mislead the public
The January 6th attack on the Capital
False campaign promises
Op-Eds
Rm: A151
AP Language and Composition, Evan Greaves
Driving question(s)
What is an issue/topic/subject that you think deserves more attention than it receives?
What is an issue that affects your community that you think deserves more attention than it receives?
Description
Student work will respond to one of the two driving questions above. Throughout this project, students have taken on the role of op-ed writers, researching, planning, drafting, and publishing their argumentative writing in response to both driving questions above. Students have chosen which piece of writing to showcase. They are excited to discuss their writing and research with you!
Feedback Wanted!
Rm: A151
English 3, Honors English 3, Evan Greaves
Driving question(s)
How can I use my research and writing skills to investigate something important to me?
Description
Students in English 3/3H are in the process of conducting self-directed inquiry into topics that they find stimulating. While the project is still in-progress, they would love for you to leave feedback and/or suggestions on their thesis statements. Please feel free to leave constructive feedback on their work, which is displayed on the wall. Feedback slips are provided.
Sing in me, Muse, and through me tell the story...
Rm: A152
English I, Amy Scott
Driving question(s)
How can you reframe for a modern audience a story that's 3,000 years old?
Description
Students will create a project that explores and analyzes The Odyssey. Through the project, they will show that they deeply understand an element or elements of the story (plot, characters, theme, setting, tone, mood, conflict, etc.).
More than CSI
Rm: B118
Forensic Science, Dalila Lilly
Driving question(s)
How does evidence help forensic scientists solve mysteries?
Description
Students have created documentaries about either an unsolved case (or a twisted fairytale they have created) to show how evidence is collected, analyzed, and used to reconstruct the crime scene.
Deconstructing the importance of DNA
Rm: B118
Biology, Dalila Lilly
Driving question(s)
Why is DNA Replication so Important for life?
Description
Students will be creating peer tutorial videos to help teach the concepts of DNA Replication and Cell Division.
How Do I Get There From Here?
Rm: B119
Math 4, Ken Boyer
Driving question(s)
How do I use trigonometry to navigate?
Description
It was supposed to be a tornado drill, but something went wrong. Somewhere between B119 and D124, Mr. Boyer’s Math 4 class was swept up by the wind, transported through space, time, and reality, and deposited in the wilderness of Ugabu. From there they must use trigonometry to navigate to the Emerald City in hopes of finding a way home. Along the way, they must avoid water (I’M MELTING!), negotiate mountain passes (Autumnal Electromagnetic Interference), and pass through each of the four countries in the Land of Oz. Soon to be a binge-worthy miniseries. Join us in B119 for a live trailer.
Stretching and Shrinking Your Curves to Find (or Fit) the Truth
Rm: B119
Honors PreCalculus, Ken Boyer
Driving question(s)
How do I transform sinusoidal graphs?
Description
Do you love fake news, half-truths, and pseudoscience? B119 will indulge your frailties. Come de-educate yourself with the history and mathematics of biorhythms, see what the biorhythms of VAHS predict about December exams and EOCs, and ask to have your own December biorhythms calculated so you can pseudoscientifically schedule your upcoming major life events. A trained pseudoscientist will be on hand to stretch and shrink your sinusoidal curves (all true) that make up your December fate (all false). You will leave with some totally half-baked ideas. All sales final; buyer beware.
What's the Equation? Desmos Art Project
Rm: B130
Math 3, Christian Gloade
Driving question(s)
How can I use functions to create a work of art?
Description
Students will use the online graphing calculator Desmos to recreate a work of art using various piecewise functions to model a picture. Students must use a minimum of 50 equations and 5 different families of functions in their artwork. Come check out the amazing final projects and have students show you how it's done!
Are You Smarter Than A Ninth Grader?
Rm: B131
Foundations of Math 1, Yen Nguyen
Driving question(s)
Can you win a game integer operations?
Description
Students created board games that they can use to practice their fluency in integer operations.
Quadratic Project - Can you graph it?
Rm: B133
Math 2 and Honors Math 2, Tricia Higdon
Driving question(s)
Can I create a quadratic motion and apply my knowledge of quadratics to it?
Description
Students record a quadratic motion and turn it into a time-lapse photo. Then students will apply their knowledge of quadratics to write an equation of their image and analyze key features of their quadratic function. Come see their creations and let them explain their knowledge of quadratics.
Desmos Graphing Project
Rm: B133
Math I, Tricia Higdon
Driving question(s)
How can I create digital art from linear equations?
Description
Students draw an image using diagonal, vertical and horizontal lines. Students write and enter linear equations into Desmos.com to recreate their image digitally. Come check out their amazing creations.
Graffiti Project
Rm: B133
Math 2 and Honors Math 2, Tricia Higdon
Driving question(s)
How are transformations and graffiti related?
Description
Students will design their own appropriate graffiti on graph paper. The artwork must include examples of transformations: translations, reflections, rotations, and dilations. Come check out their impressive pictures.
What If I Can't Get That Compound Anymore?
Rm: C 113
Honors Chemistry, Lori Fortkort
Driving question(s)
How can we as chemical manufacturers handle the loss of a vital chemical?
Description
Chemists sometimes have to improvise and use a substitute chemical. Students research a chemical compound of their choice and discover what they could use instead if there is a shortage or supply problem for this compound.
Don't Sweat It!
Rm: C 113
AP Chemistry, Lori Fortkort
Driving question(s)
How do we as chemists decide which fabrics are best to keep you cool and dry?
Description
Chemists make use of physical and chemical properties of materials when they plan to make items for a particular purpose. When clothes are made specifically to keep an athlete dry and wick away sweat, they must consider intermolecular forces which we study in AP Chemistry.
Performing Arts Choir Program
Rm: C114
3rd and 4th , Nathan Maras
Driving question(s)
How can we understand the interacting elements to respond to music and music performances?
How do we understand global, interdisciplinary, and 21st century connections with music.
Apply the elements of music and musical techniques in order to sing and play music with
accuracy and expression.
Description
Throughout the year, we have practiced many pieces and styles of music, and we are excited to present to you one of the pieces we will be performing for our winter concert. Make sure to check us out December 13th at South Granville High School.
Biology Honors- Solving World Hunger
Rm: C115
Biology Honors , Christine Huntington
Driving question(s)
How can we design, research, and create a nutritious, scientifically based nutrient-rich bar containing 3 of the 4 macromolecules to assist in addressing world hunger?
Description
Students were to create a nutrient bar per FDA guidelines that used at least 3 of the macromolecules learned in class. They also had to research the needs of a particular country and use foods grown in that country to create their bar. The cost to produce the bar had to be calculated as well.
Anatomy of Movement
Rm: C115
Anatomy, Christine Huntington
Driving question(s)
How do muscles help us complete different tasks in our daily life?
Description
The students worked on creating a documentary called Anatomy of Movement, in which they recorded someone performing a movement and then described all the muscles involved in that movement and how they work together to create that action.
Medical Periodic Table
Rm: C115
Anatomy, Christine Huntington
Driving question(s)
Can we understand the medical world using a common tool like the periodic table?
Description
The students studied how chemistry and medicine come together by creating their very own periodic table of medical terms.
Environmental Justice - Hog Farms
Rm: C116
Earth & Environmental , Joy Batty
Driving question(s)
How can we, as environmental activists, spread awareness about North Carolina’s biggest environmental justice issue?
Description
Students learned about air, surface, and groundwater pollution through their investigation into hog farms in North Carolina. They also learned about the impact hog farms have on local communities. They then reached out to the scientific community and experts to conduct an interview. Finally, students compiled their findings and created a Public Service Announcement.
How to do Laundry
Rm: C117
ECS, stacy harris
Driving question(s)
What are the steps in doing the laundry?
Description
We will break down the steps of doing the laundry from start to finish.
How to do laundry from start to finish!
Rm: C117
Ecs , Stacy Harris
Driving question(s)
What does it look like to complete the laundry ?
Description
We will dive into laundry and the process it takes to do the laundry.
My place in a political world
Rm: D 122
Civics, Steven Gatlin
Driving question(s)
What's my political identity?
Description
Students in Voyager Civics classes have taken on several real-world issues in the realm of
American Politics. In an effort of self reflection and thought exploration we have plotted our
identities on a political compass, The spectrum shows our liberal, conservative, authoritarian, and libertarian policy prefrences in relation to each other.
Durham's History
Rm: D121
American History 2, Lauren Morris
Driving question(s)
How does Durham fit into the larger American story?
Description
Students researched Durham during a time period (example, Roaring 20s, Great Depression, Civil Rights Movement) that we studied in class. They created either a documentary or a walking tour.
Psychology: Who Am I? History: Durham's Historical Significance
Rm: D123
American History & Honors Psychology , Leah Reed
Driving question(s)
Psychology: How can I understand my identity through psychological concepts? History: How has the history of Durham impacted American history?
Description
My psychology class had to make a physical representation of what they feel their identity is based in psychological concepts and terminology. They applied such concepts to various aspects of their development. Students are required to make a physical representation of who they think they are based on their identity.
My history class had to choose 3 historical sites and 3 historical figures that impacted the history of Durham. Students were asked to visit one of the 3 chosen sites and take pictures upon their visit. They also shared with their class what they were able to learn from their historical site.
Charlotte's Web
Rm: D124
Musical Theatre, Intermediate Theatre Arts, Honors Proficient Theatre Arts, Honors Advanced Theatre Arts, Technical Theatre, Molly Paradis
Driving question(s)
What does it take to produce a show?
Description
Performance students auditioned, were cast, and have been rehearsing to film this semester's production of Charlotte's Web. Come visit for a meet and greet with the cast of characters and to interview the Technical Theatre students on their work with set/paint design, costumes, props, and publicity.
About Me project
Rm: D125
OCS, Robert Drakeford
Driving question(s)
Presentation about individualized goals, career objectives based on personal interest
Description
Student slide presentation
Jobs Presentation
Rm: D125
OCS, Robert Drakeford
Driving question(s)
What jobs would you like to have
Description
Students will present jobs they like
All About Me
Rm: D125
OCS English 3 and 4, Dan Middleman
Driving question(s)
How Can I Summarize My Life Up to This Point?
Description
It’s important to know yourself and the best way to learn is by writing about it. Students will research their own lives by finding pictures of themselves and writing stories that represent their personal and family history.
Países Hispanos y Cuentos Infantiles
Rm: D126
Spanish I, Nuria Vicéns
Driving question(s)
Can I write a Spanish language children's book with the vocabulary I have learned in class?
Can I research a Spanish speaking country and its cuisine and then write and present my findings in Spanish?
Description
Some students will showcase the Spanish children's books they wrote, while others showcase a Spanish speaking country they researched along with a highlighted local dish.
VAVA VOOM! (Voyager Academy Visual Arts)
Rm: E124 and all hallways
Art 1, 2, 3, 4 and AP Art, Tanya ClarkStover
Driving question(s)
How do artists determine what resources & criteria are needed to formulate artistic investigations? How do artists & designers create works of art or design that effectively communicate? Where & how do we encounter images in our world? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through art-making?
Description
Welcome to the art in our halls and classroom. This is a compilation of work from students in Art 1, 2, 3, 4, and AP art. The show has a final selection of over 500 works, representing 65 Voyager High School Students from the fall semester, which collectively highlight the talent, creativity, and promise of the upcoming generation of artists.
Country/Food Project
Rm: E135
World History, James Mills
Driving question(s)
How are countries around the globe like and not like the US?
Description
Students researched a country chosen at random and found out about their Climate/Topography, Education System, Political System, Culture (Minority and Majority), Religions (Minority and Majority), Flag, and their Food! They then attempted to make one of the dishes that were found in the culture of the country they picked. Bon Appetit!
The grey area of musical plagiarism
Rm: E136
Bull City Sound, Max Puhala
Driving question(s)
Where is the line between musical influence and stealing?
Description
Students analyzed controversial songs accused of being "too similar" to past works to determine whether legal action is justified. Students will perform snippets of each song and describe the similarities and differences between the two pieces.
Storybook Project
Rm: E140
English 4, Darryl Patterson
Driving question(s)
How can I create a storybook with real or imagined experiences that produces a clear theme?
Description
Students created a story book where a plot was developed and a theme produced. They will read their books to elementary school students.
Advertisement Research Poster
Rm: E140
Media Studies, Darryl Patterson
Driving question(s)
How can we analyze a negative advertisement and create a positive ad that is inclusive?
Description
Students created an end product that analyzed how media uses negative and positive characteristics to sell products. Students also created an inclusive product that appeals to different types of people.
Work/Trabajo
Rm: E141
Spanish 2 & 3, Stewart Bankhead
Driving question(s)
How does the job you have chosen in the United States compare with its equivalent in the Spanish-speaking country you have chosen?
Description
The student will interview an adult in the community who is employed in a job the student is interested in. Then the student will research that job in depth in the United States and in a Hispanic-speaking country of his/her choice. The student will then devise a bilingual presentation of his/her findings comparing and contrasting the job here from the job there. The student will ultimately present his/her findings in the workplace of the person interviewed or another place the student and the interview subject decide is an appropriate venue. That presentation will also be presented at VAHS during Exhibition Day.
Self Defense 101
Rm: Gym
Health/PE, Alexandra Kehoe
Driving question(s)
How do you defend yourself when your life is in danger?
Description
A Jiu Jitsu instructor came to VAHS to teach students basic self defense tactics. Students then created their own video demonstrating 2 of the tactics they learned. When you arrive you will see QR codes in which you can watch the videos through. Students will also be demonstrating these self defense tactics for you to learn.
Who Needs Muscle?
Rm: Gym
Strength Training, Mike Huff
Driving question(s)
How can strength training benefit different populations (ages, medical conditions?)
Description
Every athlete knows that being stronger helps them become a better athlete. We talk far less about how strength training can impact the young, the elderly, and those with different medical conditions. Students produced educational handouts and videos/presentations on the impact of strength training on these different conditions.
Why are Sports Important to .....?
Rm: Gym
Combo Sports, Mike Huff
Driving question(s)
Why are sports important to different groups of people around the world?
Description
Sports are very popular around the world, and we place great emphasis on sports in our country. We play, cheer for, and bet on sports. However, for some populations the importance of sports is bigger than something they do for fun. Students first produced a poster describing why sports are important to them as an individual. They followed that up with researching and producing a presentation on the impact of sports on the lives of different populations.
Interpreting a jazz standard
Rm: Lobby
Year 2 Band, Max Puhala
Driving question(s)
How can I solo overtop of a chord progression?
Description
Students learned classic jazz standards and analyzed the major and minor scales of the songs. Students practiced soloing overtop of chords and worked on improvising with intent.