K4 students were presented with a problem: “It’s cold outside, and Bear doesn’t have a cozy den to keep him warm and to hibernate in." The students began by exploring the problem and possible solutions. Using scaffolding and modeling, the teacher assisted the students, creating clear specifications on how to solve the problem: build/create a den. Students had explored and built background knowledge throughout the week of key vocabulary required, including den (lair, cave) and hibernate. 

Students were then able to collaborate and think/pair/share on what makes a good den. Answers included: dark, quiet, cozy, and strong. Teacher modeling helped students include an opening big enough for the bear, and the students researched as a group to add needing covered walls. After the pre-planning and brainstorm stages, students began to explore the first three steps of the Engineering Design Process: 1. Plan 2. Create 3. Test

Students were shown their materials for creating and constructing their dens. They were also reminded of the answers they had given when asked, “What makes a good den?” Students got creative and worked collaboratively in small groups to construct a den with the teacher. Lastly, the teacher tested to see if the dens could last through the winter (if they were strong) and also if the bear could get in/out of the opening. Students were provided time to reflect on what they had learned and given the opportunity to assess their work.  

During their study of energy, fourth graders were intrigued by the connection between kinetic and potential energy, especially as related to the up and down movement of cars on a roller coaster ride. The students began to explore more about roller coasters, and this led them to search, view, and analyze the design of roller coasters found across the world. 

Before the students began to work on their STEM roller coaster challenge, they were divided into STEM teams consisting of four or five students. Once the students were placed in their groups and given their designated workspace, students were given the objectives, materials, and time constraints for the STEM roller coaster project. Before students began the actual building of their coaster, students sketched their coaster on paper. Once they had created their initial sketch, students began the building process.

Students utilized scissors, paper towel rolls, toilet paper rolls, wrapping paper rolls, paper plates, paper track templates, and masking tape to build their tracks with hills, tunnels, and curves. The students used marbles to represent the cars on a roller coaster. Throughout the building process, the students tested their tracks to see if the marble would stay on the track and travel to the end of the coaster. With trial and error, there was a tremendous amount of rebuilding and improving of their coaster design. Following the completion of the roller coaster projects we took time to reflect on what we had accomplished and learned from this experience. 

Davidson Academy's elementary school was awarded a $5,000 grant from the Tennessee Valley Association for planning, planting, and maintaining cool-season lettuce beds in the existing school garden. The project provided students the opportunity to learn about plant and soil science, technology and tools needed to successfully grow edibles, the construction and engineering of protective structures, and the math to make reliable plans, measurements, and predictions.

With the funding, cold frames were purchased, assembled, and placed in the prayer garden. Soil tests were done, then each grade was given the opportunity to plant a section of lettuce seeds. Students learned the proper planting technique and discussed germination rates for lettuce. Once the seeds germinated, students kept a record of the height of the lettuce from germination to harvest. Once it was time for harvest, students were able to enjoy the fruits of their labor as the lettuce was washed and served on the salad bar for students and faculty to enjoy!

In the STEAM instructional environment, active engagement of learners is ensured through a variety of strategies designed to stimulate curiosity and foster hands-on learning experiences. Students are encouraged to explore, question, and experiment, allowing them to actively participate in their own learning journey. In 8th grade STEAM classes, students engage in a comprehensive boat design project that integrates research, collaboration, and hands-on construction. Beginning with research, students explore various boat shapes and their purposes, analyzing the advantages of each design. They then embark on the design process, sketching their ideas and selecting a preferred design. Utilizing recycled materials within size parameters, students construct a prototype of their chosen design, emphasizing structural integrity and buoyancy. Testing their models in water, students observe how weight affects the boat's performance and make necessary adjustments to improve design efficiency. Throughout each stage, students document their processes, noting both successes and failures in their notebooks. Once a final design plan is determined, students commence construction on their full-scale boats, using materials such as cardboard, recycled containers, and duct tape. The ultimate goal is to create a functional boat capable of supporting a team member's weight and traversing a pool without taking on water. This project not only reinforces STEAM principles but also fosters critical thinking, problem-solving, and communication skills as students navigate the iterative design process.

Sixth grade students at Davidson Academy participate in data acquisition and analysis while conducting research for their persuasive topic papers. Individuals identify a topic of interest to them that could be debated and researched. As part of their research process, students create a survey to be sent out to their classmates. As part of the data collection process, students must use technology to create the surveys using Google Forms. Once others have taken the survey, students must then be able to understand and utilize the data in its differing formats. Students receive their data through bar graphs, short responses, and pie charts with percentages. Using their understanding of mathematics, students analyze the information to use as evidence to support their thesis statement. Students are given teacher support through the creation of their survey and through interpreting their data. 

In the sixth grade art elective, students explore various artists and art mediums. One such artist is Alexander Calder, the founder of mobile and stabile sculptures. His structures were known to be three-dimensional, kinetic, and expressionistic. During their study of Alexander Calder's models, students explore the scientific principles of balance, kinetic energy, and center of gravity. Students were then tasked with creating their own model utilizing cardboard and wire. Students had to draw a simple layout of their mobile. They then began working on creating the bottom tier of their mobile using a piece of wire and two organic shapes. During this process, students had to find the center of mass and create a loop in the wire (fulcrum) and move shapes up and down the wire to find the balancing point. As students progressed, they had to utilize cardboard of various sizes and color in order to create physical and color balance. Through trial and error, students made micro adjustments by augmenting their organic shapes to move with airflow and be free from hitting another tier.

Programming is a collaborative and creative process that brings ideas to life through the development of software. In the "Create" performance task, AP Computer Science students design and implement a program that might solve a problem, enable innovation, explore personal interests, or express creativity. Students are given the freedom to design a program that sparks their interest. The example to the left is a student who is a cross country and track runner. Using his interest in running and his skills from AP Computer Science, he designed a code to calculate a two-mile pace. Each student's code and a video of the running program is added to their digital portfolio to be graded as a portion of their AP exam.

Within Davidson Academy's English II class, students complete an independent novel unit. Students are tasked with reading a novel outside of class and determining the main idea, theme, and significant elements of the text. In addition, students analyze the text's plot structure, characterization, setting, theme, word choice, and point of view. For the presentation of their novel analysis, students design and publish a working website with a cohesive theme and interactive elements. 

In AP Human Geography, students study the internal structure of cities. Students learn that the most efficient cities are carefully planned; they should be places where people can coexist peacefully, navigate easily, and serve the needs of all. As a culminating project for this unit, students are tasked with designing the best city possible that has the following components: a central business district, industrial zone, at least one major transportation route, and housing for low, medium, and high incomes. In addition, students can also include informal housing, a secondary business district, a market zone, a market gardening zone, or a port. Upon completion of their models, students reflect on their design and compare it to other classmates' models to determine what adjustments would need to be made to make their city more efficient.

In their study of triangles and circles, Davidson Academy's ninth-grade geometry students engage in two creative projects to demonstrate their understanding. During the unit on triangles, students artistically represent the seven classifications of triangles by designing a stained-glass window. They are given creative freedom in crafting their design and must include a key that identifies and explains each classification within their artwork. In the circles unit, students complete a Conic Circles project using Desmos, applying their knowledge of circles in a dynamic and interactive way. Students are able to showcase their creativity through constructing a design using at minimum ten circles. With each circle, students must identify the center, the radius, and write an equation in standard form.