Discovery Studio (ages 6-8)

• This studio is the second stage after Spark (ages 4–6) at Acton Lakeside. Acton Academy Lakeside+1
  
• Learners begin taking greater ownership of their education: they work at their own pace, set goals, and manage their progress in foundational skills (reading, writing, math) while engaging in meaningful projects. Acton Academy Lakeside
  
• Instead of traditional lectures or tests, the learning is “guided, not taught” — adults act as guides who prompt thinking, facilitate discussions, and help learners refine their paths. Acton Academy Lakeside
  
• Project-based learning is central: students engage in hands-on real-world projects that integrate science, art, technology, history, and more. Acton Academy Lakeside
  
• The environment is built around character and community: learners practice self-governance, collaboration, responsibility, and a growth mindset. Acton Academy Lakeside+1
  

Here’s an example of a sample daily schedule and project examples you might see in the Discovery Studio (ages 6–8) at Acton Academy Lakeside — adapted from common practices in Acton studios and comparable Discovery-level programs. Note: these are illustrative, not guaranteed for Lakeside’s exact implementation.

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Sample Daily Schedule (Discovery Studio)

Time	Activity
Drop-off / Arrival & Free Time	Students arrive, settle in, choose a quiet or playful activity to ease into the day
Morning Socratic Launch	A short guided discussion around a “big question” or dilemma, designed to spark thinking and connection
Core Skills Block(s)	Students work on foundational skills (reading, writing, math) via self-paced, mastery-based tools and small-group work
Brain Break / Movement	Stretching, physical play, or movement break
Continued Core Skills / Practice	Students keep advancing in their core skills, with individual pacing
Lunch / Free Time	Unstructured time to eat, socialize, recharge
Quest / Project Time	A block dedicated to the studio’s “Quest” (project-based learning) — students collaborate, plan, research, build, or experiment
Passions / Play / Reading Time (on certain days)	Time for students to explore interests, play board games, read (e.g. D.E.A.R. — Drop Everything And Read)
Studio Maintenance / Cleanup	Students take responsibility for tidiness of their learning space
Closing Reflection / Discussion	Learners reflect on what went well, challenges faced, and set intentions or goals for tomorrow
Pickup / Transition	Students depart or transition to after-care

This sample schedule is consistent with how other Acton Discovery or elementary studios structure a “day in the life” — combining goal-driven work, Socratic discussion, project time, and reflection. Acton Academy East Valley –

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Example Projects (“Quests”) & Activities

Here are some types of projects and learning experiences typical in Discovery-level studios (and likely similar at Lakeside):

• Entrepreneurship / Business Quest
  Learners form teams, develop product ideas, prototype, set up marketing, and present or “sell” their products in a children’s business fair.
  
• Community Garden / Ecology Quest
  Study plant biology, soil, composting, sustainability, and design a garden. Students plant, tend, and measure growth.
  
• Detective Science / Forensics Quest
  Learners explore fingerprint analysis, chromatography, forensic techniques, and design a mystery for peers or parents to solve.
  
• Architecture / Design Quest
  Students learn about structures, blueprints, load-bearing, then design models or mini-buildings and present their designs.
  
• Civics / Community Problem Quest
  Learners identify a local issue (e.g. littering, traffic safety, public art), interview stakeholders, brainstorm solutions, and propose or prototype interventions.
  
• Nature / Biology Exploration
  Studying local ecosystems, insects, habitats; field walks, data observation, constructing habitat models or reports.
  
• Maker / Technology Builds
  Robotics, simple circuits, coding challenges, designing games or gadgets, 3D printing, or creating mechanical devices.
  
• Exhibitions / Public Presentations
  At the end of a session or unit, students publicly exhibit their work (to parents, peers, community) — telling the story of their learning journey.
  

Alongside Quests, learners still build fluency in reading, writing, and math through “Core Skills” work, supported by adaptive tools and guided by mentors (Guides). The Quests integrate multiple domains (science, art, social studies) to help students see connections across subject areas.