Voyager Academy Project Exhibition Day, April 6, 2023
Voyager Academy High School 4302 Ben Franklin Blvd.
Durham, NC 27704
Home of the Vikings
WELCOME!
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 a printable version)
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Things Fall Apart Podcast Project
Rm: A150
English II, Ken Snyder
Driving question(s)
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.
Description
Student groups used the Anchor App to create a podcast episode approximately 12-20 minutes in length. In their episodes, groups discussed their responses to the Things Fall Apart essential questions–using their understanding and interpretations of the text as their primary source. Ultimately, instead of having a discussion in front of class, students used Anchor to record their discussion as a podcast episode in order to share it with the world! This allowed students to edit their discussions for clarity, script out their talking points ahead of time, and use the various Anchor features to make their discussion as compelling as possible.
Fiction Writing (1. Flash Fiction: scenes of conflict; 2. Character Portraits)
Rm: A150
Creative Writing, Ken Snyder
Driving question(s)
1. How can we create a narrative focused on a scene of conflict?
2. How can we create dynamic characters within a narrative?
Description
1. Students wrote a 500-1000 word story that depicts a scene of conflict. Within their story, students needed to include these five elements of narrative: plot; setting; characterization; point-of-view; conflict.
Their stories could be about anything. However, the focus of their stories needed to be a scene of conflict, and they needed to ensure that their stories possessed all of the five elements of narrative mentioned above.
2. Students wrote a 500-1200 word character portrait that developed & revealed a character arc of a single character. Students created a composition focused on a character that went through some sort of change or evolution during the course of the composition. This change or development of the character could be in response to a conflict they face, different events or experiences they undergo, or as a result of interactions or relationships with other characters. Note, students did not need to write a complete story for this assignment. Rather, view these pieces as developing a portrait or picture of a character. Through the character portraits, the reader should be able to track the changes the character undergoes from the beginning of the composition to the end.
Poetry Writing (1. Love Poems; 2. Sonnet Writing)
Rm: A-150
Creative Writing , Ken Snyder
Driving question(s)
1. How can we create poetry that conveys a sense of love about a person or thing?
2. How can we utilize the sonnet structure to create a poem that conveys a clear theme around a selected concept?
Description
1. Students were asked to write two small poems (10-15 lines) or one larger poem (20-30 lines) about someone or something they love. Their poem(s) needed to convey why this person or thing is important to them. Essentially, the reader should come to understand WHY the students love this person or thing. The poem(s) could be of any style or structure that students chose: i.e. they chose how many stanzas the poem has, the line lengths and breaks, the organization of their ideas. Their poem(s) did not need to rhyme, but they could include rhyme if they wished. However, their poem(s) needed to include at least two examples of figurative language: metaphors, similes, personification, hyperbole, or allusions. Additionally, their poem(s) needed to include at least two examples of detailed language creating imagery (language meant to activate the reader’s senses: touch, taste, sight, smell, or sound).
2. Students were tasked with writing an original Shakespearean (English) OR Petrarchan (Italian) sonnet. Their sonnets could be about anything they desired, however, their sonnets needed to follow the structural rules/patterns of whichever type of sonnet they chose. While their poems could be about anything they desired, students needed to convey a clear theme/meaning around the topic or concept they chose to write about.
Project #1: Living Legacies Project #2: African Culture Spotlight
Rm: A151
African American Literature, Evan Greaves
Driving question(s)
Project #1: How can we ensure that the experiences of others endure?
Project #2: How can we showcase African cultures?
Description
Project #1: Students chose someone who they felt had an interesting story worth telling and worth hearing. Then, they drafted interview questions and conducted a recorded interview to share their interviewee's story. You will see and/or hear recordings of these interviews.
Project #2: Students, working in groups or independently, chose an African culture or country to spotlight. They conducted research and created a presentation showcasing their chosen culture or country. You may see art from the culture, learn a few words of a new language, and more.
Code-Switcheroo
Rm: A152
English I, Amy Scott
Driving question(s)
How do you say it?
Description
Students wrote formal literary analytical essays and rewrote Romeo and Juliet in textspeak to illustrate that different styles of writing are appropriate for different purposes and audiences.
How to Find Life in the Universe
Rm: B118
Astronomy, Joy Batty
Driving question(s)
How can we as Astrobiologists, find extraterrestrial life?
Description
"The year is 2084, and humans have destroyed Earth. You are the world’s leading Astrobiologist, and you have been given the task of finding a new planet for humanity."
Astrobiology is a multidisciplinary field. Students learned about adaptations, biological molecules, extremophiles, Earth analogs, doppler effect, and much more through the lens of an Astrobiologist.
Death by Unit Circle
Rm: B119
Honors PreCalculus, Ken Boyer
Driving question(s)
Can I make the Unit Circle more memorable and master the math involved by creatively extending it onto Voyager's campus using writing, acting, technology, and construction adhesive?
Description
The class designed and implemented its own project to re-interpret the Unit Circle in ways the class hopes will make the math unforgettable.
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!
Is It A Linear or Exponential Growth?
Rm: B131
Math 1, Yen Nguyen
Driving question(s)
How tall is my plant in 60 days?
Description
Students planted a bulb and measure the plant's height as it was growing. Using the data collected, students will write an equation that can be used to predict the plant's height in 60 days.
Quadratic Project - Can you graph it?
Rm: B133
Math 2 and Honors Math 2, Tricia Higdon
Driving question(s)
Where can I find quadratics and can I apply my knowledge of quadratics to it?
Description
Students explore the real world to find or create a quadratic model. Then students will apply their knowledge of quadratics to write equations for their image and analyze key features of their quadratic function. Come see their creations and let them explain their knowledge of quadratics.
How the Marble Rolls!
Rm: C113
Physical Science, Lori Fortkort
Driving question(s)
How do we as Roller Coaster designers convert between Potential Energy and Kinetic Energy?
Description
Vikingville has been hearing from its customers that their roller coasters are boring. The public is threatening that if the amusement park does not build a new, more exciting roller coaster they will stop going to the amusement park.
Students are part of a team of engineers that has just been asked to submit a new roller coaster design to the amusement park. Using the concepts of forces, motion, and energy, they will design and build a model of a workable roller coaster that could be built in Vikingville.
Crime on Campus
Rm: C113/C115
Forensics, Christine/Lorraine Huntingon/Fortkot
Driving question(s)
How do we use forensics to solve a crime?
Description
In AP US History, a student’s final grade after the final exam is 89.49%. The student asks the teacher if she would round his grade up to an “A.” The teacher refuses. The student requests that she give him one minor extra credit assignment to tip him over the threshold. She still refuses. The student fears what will happen if his parents see a “B” on his report card. The student leaves the classroom, and the teacher finishes entering all the final grades for her students and heads home. Early the following day, the teacher gets her daily bottle of Diet Coke out of the fridge, but she takes a trip to the restroom before taking a sip. After class Monday she grabbed her bottle and went to the faculty meeting in C113. A few minutes later, she dropped the Diet Coke bottle. It is lying on the floor next to her body. An ambulance was called, and it was later determined that the cause of death was acute cyanide poisoning.
Save The Wetlands
Rm: C115
Earth and Environmental, Christine Huntington
Driving question(s)
How does human development impact the wetlands?
Description
Students created informational booklets about their chosen wetlands and how we can protect them. Then they created a diorama of the plants and animals found in that wetland.
Itty Bitty Footprint
Rm: C116
AP Environmental Science, Dalila Lilly
Driving question(s)
How Can a City be Designed with Sustainability in Mind?
Description
After viewing a special message from the Assistant Town Manager of Wake Forest, Candace Davis, students were tasked with the role of being a City Planner for a newly developed area. Their goal was to accommodate at least 1000 people in the city and to also incorporate the principles we have learned about Smart Design and Urban Growth. We hope you enjoy their creations:)
Most Important Organelle-
Rm: C116
Honors Biology, Dalila Lilly
Driving question(s)
Which Organelle is Most Crucial to Cell Survival?
Description
After learning about cell structures and cell differentiation. Students were tasked with doing a "deep dive" into one organelle in particular. Students researched the organelle and created a campaign to promote the organelle in the upcoming election for the city of Eukarya. They also designed posters to show why some of the other organelles are not fit for the job. Be sure to vote!!
Making homeless kits
Rm: C117
ECS , Stacy Harris
Driving question(s)
What does it look like to be homeless.
Description
We are buying and making homeless kits to give out to the homeless in Durham.
Koste Show Choir
Rm: Chorus room
Chorus, Nathan Maras
Driving question(s)
How to perform to an audience with energy.
Description
Students have worked hard all year for our show choir package, and are excited to show you all via video from the Koste Classic
Empire Autopsy
Rm: D121
Honors World History , Lauren Morris
Driving question(s)
Who were the gunpowder empires? What was their significance in world history?
Description
Students researched the rise and fall of either the Ottoman, Safavid, or Mughal Empire. They then created an autopsy report of their empire.
The Spirit of Hayti.
Rm: D122
Civics, Steven Gatlin
Driving question(s)
What is lost when I history is forgotten? - What makes public policy good or bad?
Description
Students are examining Durham's historical Hayti neighborhood that has largely disapeared due to "redevelopment."
Cuentos Infantiles: Spanish Language Children's Books
Rm: D126
Spanish I , Nuria Vicens
Driving question(s)
Can I write a children’s book in Spanish with the vocabulary I’ve learned?
Description
Students created assorted children’s book using the vocabulary they have
learned in class.
Las Estaciones / Seasons
Rm: D126
Spanish II, Nuria Vicens
Driving question(s)
Can I create a lesson plan that teaches elementary aged children about the seasons?
Description
Students created a PowerPoint Spanish lesson for Kindergarten students. The lesson is designed to teach the kids about the different seasons. The lesson must cover the months, weather, activities and holidays enjoyed during each season. The lesson must also incorporate a learning activity and a way to test the kindergartener's on the material taught.
Antojitos Hispanos / Hispanic Treats
Rm: D126
Spanish I & II, Nuria Vicens
Driving question(s)
Can I research and create a Hispanic Treat?
Description
Students were asked to research Hispanic Treats and create them.
Country/Food Project
Rm: E135
World History, James Mills
Driving question(s)
How is the United States like and unlike a foreign country.
Description
Students researched the climate/topography, Education System, Political System, Culture, Religion, Flag and Food of another country. They have written papers about it and have a better understanding of what they like about this country due to what they have learned.
A Musician's Many Hats
Rm: E136 (performing in the front lobby)
Year 2 Band, Max Puhala
Driving question(s)
How does my role as a musician shift from performance to performance?
Description
Students were tasked with learning a small part of a song with a partner. Once they performed together, an additional classmate was added at random, shifting the nature of the performance and increasing the length of the piece. We continued adding students until the entire class was involved on each number. On some songs, a student may be a leader, taking on solos or main melodies. On others, they may sit back and let their peers shine. These shifting roles are all a part of the musician experience.
Soy experto en el país de.../I'm an expert on the country of...
Rm: E141
Span 2 & Span 4, Stewart Bankhead
Driving question(s)
What are the key factors that led to the development of _____ into the country that it is today?
Description
The students determine the current social, political, geographical, and cultural parameters prevalent in a Hispanic country. (What is it like now?) They have done a historical analysis of social, political, geographical, and cultural events that led to the current situation, and They will explain how these events led to the current state of affairs.
The Power of Sports to Change the World
Rm: D124
Sports & Culture, Mike Huff
Driving question(s)
Can sports be an agent of social/political change?
Description
Sports, particularly in our country, are one of the most popular forms of entertainment. For example, think about the recently completed NCAA Final Four! In this project, students discovered how sports can be far more than entertainment and can actually bring about change in the lives of individuals, groups, communities, and countries. Come and see their presentations of these stories.
Health/P.E. - Self Defense: Living without Fear Strength Training - Build your Skills and your Confidence
Rm: Gymnasium
Health/P.E. and Strength Training , Alexandra Kehoe
Driving question(s)
Health/P.E. - What grounding techniques can one use to defend themselves in a dangerous situation?
Strength Training - What exercises can an athlete do to improve one of the skill related fitness components?
Description
Health/P.E. - Two students will demonstrate 2 self defense grounding techniques. You will also see QR codes showing student led videos of other self defense grounding techniques.
Strength Training - Multiple students will demonstrate one exercise that improves one of the skill related fitness components. Those include speed, agility, power, balance, coordination and reaction time.