Academy Teachers Bring STEM Concepts to Life

Students at the Academy learn science, technology, engineering, and math (STEM) through a conceptual, hands-on approach. We do not make foundational the memorization of algorithms or procedures, but rather teach students to develop a strong number sense and pattern recognition in order to make connections and solve problems in the world around them. The goal of STEM education at the Academy is for students to learn to critically think through problems and persevere in solving them through a variety of ways. This approach strengthens their neuroplasticity and effectively prepares them for an unpredictable future. 

At the elementary level, this looks like students being introduced to basic concepts and operations in concrete, tactile ways. Students explore various methods of solving problems that require these concepts and operations. STEM is a fun and creative experience, meant to strengthen their competence and confidence in these foundational skills. 

Students in lower elementary school learn about different structures in their body in their Anatomy classes. They start with bones and muscles, then learn about joints and how those two systems work together. In their upper elementary Anatomy classes, the students re-visit the different systems they've learned about by learning about how their body is organized, cell to organism. Then, they compare this to concepts they've learned in their building classes, that cells are like blocks, tissues are like walls, etc. and how these different structures all work together to build an entire person. They even have the opportunity to create these structures using manipulatives in class which allows them to use spatial, nature, logical, and interpersonal intelligences in their class. (See photos below.)

At the junior high and high school level, students revisit these concepts and discover new ways to approach problems as they begin to handle more abstract thinking. Students’ problem solving and critical thinking skills develop as they encounter new and challenging problems that rely on their ability to make connections to their prior knowledge from elementary school. They are able to formalize processes and procedures because they can make sense of a problem, rather than because they have been taught how to mimic. Problem solving (whatever the context) becomes the emphasis.

In the 9th and 10th grade Biology classes, students have learned more in depth about what constitutes a physical versus a chemical change, concepts they were introduced to in their Junior High Physical Science class. This all led up to "Experiment Day'' where students were given several experiments to do in groups, and then through discussion with their partners decide if an experiment resulted in a physical or chemical change. After deciding, the group then had to explain why it was that change. What characteristics did they see in their results that led them to decide on their answer? This process did not allow them to just give an answer and move on, they had to defend their decision with evidence. The students were also encouraged to ask "what if'' questions and alter experiments to see what would happen. Did their alteration work? Why or why not?

As a high school math teacher at the Academy, I see the fruits of our K-12 STEM program in my high school students daily. Having taught in both the public school system, and at the Academy, I can testify to the fact that our students are more equipped to understand complex concepts, critically work through problems, and develop unique and creative solutions, than students I’ve taught in other settings. These are the kinds of relevant skills that graduates of any high school program need to be successful in navigating today’s world. 

Academy for G.O.D. Ranks in 5 ‘Best of Nashville’ Categories

Since 1988, The Nashville Scene, a free "alternative newsweekly," gathers votes for the "Best of Nashville" contest. Prized certificates can be seen in frames in restaurant lobbies, food trucks, dentist offices, and beauty salons throughout the city. Nashville citizens vote for their favorite businesses in over 250 categories with detailed contest rules and zipped-lip results until the "Best of Nashville Day" in October each year. 

In the Nashville Scene’s Best of Nashville Contest 2021, we are proud to announce that The Academy for G.O.D. placed in five categories: 

1. Best Elementary School - 3rd Place

2. Best Middle School - 2nd Place

3. Best High School - 3rd Place

4. Best Private School - 2nd Place

5. Best Teacher: Robert Muñoz - 2nd Place

Established in 2013 with 22 students, The Academy for G.O.D. offers innovative education for students K-12. Birthed out of the ministry of Global Outreach Developments International, The Academy for G.O.D.'s mission is to “holistically educate children to become responsible, kind, ethical neighbors; competent persons, globally conscious and historically relevant." Today, The Academy is home to 250 students across its campus program in Old Hickory, its hybrid program for homeschool students, and its online program reaching remote learners across the globe. 

Courses are biblically-based with an emphasis on Social-Emotional Learning. Teachers are challenged to recognize and cultivate the Multiple Intelligences each child may be most gifted in (linguistic, mathematic, kinesthetic, musical, interpersonal, interpersonal, and spatial). The Academy has a growing athletic department with a committed fan base (Go Phoenix!) and diverse after-school clubs (chess, yoga, geocaching, etc.). They provide annual STEM fairs and contests, Grandparents Day, Talent Shows, and Student Performance showcases. It is also a nationally recognized farm-to-school program incorporating fresh produce and meats from local sources, featuring produce from G.O.D. International’s Hopewell Farms. Most importantly, the Academy is surrounded by supportive parents who regularly pray for Academy students, teachers, and staff. 

The COVID-19 pandemic accelerated an existing goal to make Academy education available to more students via an online platform. Today, students from Uganda and the Philippines attend live courses via Zoom, bringing a global experience into the classroom. As for the kind and ethical portion, students have Bible courses every day and regularly participate in service opportunities benefitting their Nashville neighbors. (You may find Academy students sharing music with a retirement community, an Academy high schooler teaching a painting class to individuals with special needs, or junior high or high school students serious about learning Spanish for their cross-cultural mission experiences.)

The Academy for G.O.D. is a Category IV non-public school registered with the state of Tennessee and a member of the Association for Christian Schools International (ASCI). Academy teachers and staff have been featured speakers and facilitators for ASCI conferences in South East Asia. 

As for our honored teacher, the late Robert Muñoz, he was simply the best. Robert played a major role in getting the Academy off the ground alongside his best friend, Academy Headmaster Gregg Garner. Over the years, Rob, who had his Master in Public Health, taught Science and Biology to all age groups. He also regularly spoke at weekly chapels, led worship, and gave 200+ kids a positive start to their day through his famous morning announcements. Rob’s latest and most honored position was the Elementary Vice-Principal, which he held from 2018 to 2021. Rob passed away in July of 2021, leaving behind his wife and five amazing kids who all attend The Academy for G.O.D. Rob, who loved to celebrate and be celebrated, would have felt so honored to have received this award. We believe he's cheering as loud as he always did for his Academy family today. 

Thank you, our beloved Academy family and Nashville voters, for cheering on the Academy for G.O.D.! We are happy to continue raising the next generation to be kind, ethical neighbors who consider all people God's family worthy of love and respect. Join in the cheer Mr. Muñoz so often led us in: Phoenix - Rise Up!  

STEM Comes to Life Through Integrated Learning

Written by Ms. Rebekah Davis, M.S.

Spring is officially here and STEM teachers are taking it to the next level with experiments that get students up, active, outside and shooting things off into the sky! 

Every good STEM teacher strives to help their students understand the application of their discipline -- to witness how scientific and mathematical principles don’t exist in a vacuum, but when integrated and applied to the real world, they unlock the potential to create! Teaching STEM in an engaging way is no easy thing. We are so proud of our Jr. High and High School teachers who work hard to make integrated learning happen.
Last week at the High School level, Ms. Castro (Math) and Ms. Hartnell (Physics) collaborated on a rocket ship project which had the students creating and launching bottle rockets across the field. In planning their rockets, each student had to consider drag, lift, thrust, center of gravity and center of pressure when designing a flying craft. They also learned how to calculate velocity and acceleration to build their quadratic equations.

LEFT: Ms. Hartnell guides students through the process of building rockets. Students had to consider drag, lift, thrust, center of gravity and center of pressure when designing a flying craft.

MIDDLE: High School Math teacher Ms. Castro looks for every opportunity to engage young bodies along with their minds. Coming back from Spring Break, she put chalk in the hands of Pre-Algebra students and turned them loose to review linear equations on the basketball courts. Students loved it!

RIGHT: After launching their rockets, students used the time and distance from their flight paths to build quadratic equations which mapped the trajectory in a parabola.

Meanwhile inside with the Jr. High students, Mr. Aaseby was making magic happen with a chemical experiment involving “elephant toothpaste”. Students analyzed the chemical reaction and pinpointed variables of the reaction, then changed those in order to produce a new hypothesis with a new result. 8th grader Blessing Davis says, “I learned how important it is to be really specific in predicting outcomes when the variables change.” 

Jr. High Science teacher Skylar Aaseby is known for ensuring his students truly understand even the most challenging topics. He was inspired to build this wave pool to demonstrate to his students how transverse waves are additive and subtractive when they interact together.

Not only were students applying the scientific method, the experiment also gave significance to the concept of exothermic reactions as the beakers were warm from the produced heat. One student who is reluctant when it comes to science shared, “Mr. Aaseby works so hard to make a difficult thing like science make total sense! I don’t really like science, but I’ve actually really enjoyed his class because he makes it easy for me to understand. He is most definitely a top example of what a teacher should look like.” 

Bravo teachers, here at The Academy and all over our nation this year, who work so hard to provide an engaging learning experience for the students. We appreciate you!

Exploring Solutions for Global Issues

Written by Mrs. Rachel Hartnell, Lead Teacher

Students recorded the particulate matter collected from the air before and after their experiments to identify the effectiveness of their design. Particulate matter is too small to see by the naked eye making it the perfect size for us to breathe in!

This semester, our high school students were challenged to consider current global issues and design solutions for how to address these problems according to the word of God. In the Lab Science class, high school students have learned the process of research, experimental design, and data analysis. Utilizing these universally applicable skills, they were given various case studies on major environmental issues that are affecting their generation. After learning about negative outcomes to people both in the third world and here in the United States, they researched sustainable solutions and designed experiments in groups to prove a solution’s viability. Each lab group produced their own unique solution and competed with the other groups to see who had the most effective outcome. 

The most recent environmental issue they addressed was air quality by looking at how air pollution has contributed to the spread of disease globally. Based on their research, students designed experiments to decrease indoor air particulate matter in order to slow the spread of bacteria and viruses. One group experimented with decreasing possible particulate carriers or emissions. Another group looked into how to make consideration for ventilation using dry ice. Others designed experiments that tested natural methods for air purification and the effects of plant life on reducing air particulates. Each experiment reduced the level of air particulates, and the group testing plant life reduced particulate matter by 100%. 

After each unit, when students analyse and share their success, we celebrate as a class. We take some time to dream of all the ways we as a people of God can come up with biblically rooted, ethical responses to the issues that exist today. Students are inspired and ready to tackle the next issue presented to them!