Project-MOONSHOT ACADEMY

Start-up Game Studio Experience

Disciplines/Subjects: Computer Science, Art Key Themes: Game Development, Unity Game Engine, 3D Modeling, Blender, Game Design This project aims to provide a comprehensive start-up game studio experience by integrating computer science and art. Students will begin with the history and theory of game design, gradually mastering key skills such as 3D modeling and map design, and ultimately apply their knowledge in a simulated game studio environment to develop a 2D anti-war-themed game called "Dark Forest." The game tells the story of a kitten traversing a nuclear radiation-contaminated forest in a desolate world after a nuclear explosion, searching for its dog companion and seeking refuge. Through this game, students will learn how to combine programming techniques with creative design, solve technical challenges, and maintain the uniqueness of the game while meeting market demands. Throughout the project, students will experience the entire game development process, from concept to completion, which not only hone their project management and teamwork skills but also deepen their understanding of game design and development in practice. "Dark Forest," with its profound social significance and engaging storyline, becomes a medium for students to convey messages of peace and anti-war, while also exercising their ability to balance creative expression with technical implementation. Ultimately, students will emerge with a complete game project and a range of transferable skills, preparing them for future careers or entrepreneurial paths. This project is not only an educational innovation but also a transformation that combines technology, art, and social responsibility, aiming to cultivate the next generation of game developers and improve education and social awareness through technology.

AI-Controlled Tabletop Greenhouse

Disciplines/Subjects: Computer Science, Environmental Science, Agriculture, Robotics Key Themes: Artificial Intelligence, Large Language Models, Model Design, Sustainable Technology In this innovative final project, students will design and build an AI-controlled tabletop greenhouse that integrates modern technology with sustainable agriculture. The project begins with students brainstorming and sketching potential designs, considering functionality, aesthetics, and structural integrity. Using CAD software, they will create precise digital blueprints of their greenhouse. These designs will then be brought to life using a laser cutter to fabricate the structure’s components. Once cut, students will assemble the pieces, ensuring the greenhouse is sturdy and waterproof, which may involve sealing edges with silicon or other waterproofing materials. The interior of the greenhouse will be filled with soil and planted with real vegetation. The heart of the project lies in integrating an AI-controlled environment to optimize plant growth. Students will install a series of sensors, including a soil moisture sensor to monitor water content. If the soil becomes too dry, a microcontroller, such as a Micro: bit, will automatically activate a watering system. To ensure plants receive adequate light, LED grow lights will be programmed to turn on and off based on a preset schedule or environmental feedback. To maintain an optimal temperature, the greenhouse will include fans for cooling and windows that can be opened automatically based on temperature readings. Students will program these systems using the Micro: bit, combining coding with hardware integration. Throughout the project, students will test, refine, and troubleshoot their prototypes to achieve an efficient, self-sustaining system. This project combines design, engineering, and environmental science while fostering skills in CAD, laser cutting, circuitry, coding, and problem-solving. By the end of the project, students will have a functional tabletop greenhouse and a deeper understanding of how AI and technology can contribute to sustainable agriculture. This hands-on experience will prepare them for real-world applications of STEM disciplines.

AIGC at hand

Disciplines/Subjects: User Experience Design, Product Design Key Themes: Interest-driven, Mobile-end products, AIGC, Innovation UX design, as an applied discipline, is constantly evolving due to technological and social developments. The aim of the "AIGC at hand" project is to enable learners to focus on the cutting-edge trends of technological development within a specific period. Through designing AIGC products, while getting to know new technologies, they can deeply understand and learn to apply how technologies serve daily life, achieving an effective connection between knowledge and practice, and cultivating their acute perception and practical ability in technological application. The theme of the project is open but with certain restrictions. During the project implementation, learners can deeply explore user needs in the fields they are passionate about and transform these needs into services of mobile products. The crucial limiting factor is that AIGC technology must be used. Moreover, the integration of technology and product should not be a rigid and forced insertion, but rather a natural and smooth incorporation into the product design, effectively enhancing user experience and product value. For example, the "Journey" product created by learners - specifically serving the particular scenario of multi-person travel among young people, based on the AI large model, helps users jointly customize personalized travel itineraries and plans. Because the product precisely targets user pain points and enables the skillful application of AIGC technology, it has received recognition from enterprises and school experts.

Entering the world of elderly

Disciplines/Subjects: sociology, design thinkings Key Themes: elderly, teenager, empathy The Incubator Track in MSA is a year-long, interdisciplinary program that empowers students to develop and launch social impact projects. Students will first define and understand a social problem, and then initiate an action to promote changes around that problem. Along with a variety of social science research and problem-solving methods, learners will also enhance their project management, leadership, and communication skills. The rapidly developing technology is convenient for citizens’ lives, but trouble has been brought to the elderly at the same time. Due to their dissatisfaction with social and emotional needs, the elderly suffer from loneliness and a series of severe consequences brought by loneliness. Loneliness may cause a variety of dangers that can threaten the health of the elderly. We discovered that providing support for the elderly to express and communicate with others reduces their sense of loneliness. We decided to aim at reducing the loneliness of the elderly by building a connection between them.

AI Unraveled: Delving Into the Debates on Artificial Intelligence

Disciplines/Subjects: Pre-Advanced English - Nonfiction Key Themes: Human Relationship with Technology, Machine Intelligence, Computational Creativity, AI Ethics, Narrative (Media Representation) of AI This project invites students to become thought leaders by exploring the complexities of AI and its connections to intelligence, creativity, and ethics. Tackling controversial topics, they aim to spark curiosity, challenge misconceptions, and inspire critical thinking about AI's impact on the future. Students begin by selecting a contested issue in artificial intelligence to investigate. They gather perspectives through surveys, informal conversations, and real-world examples, using their findings to shape a thesis and driving question. To support their position, students are required to use case examples to illustrate and support their argument. The project culminates in an 800–1200-word essay, complemented by a creative cover page, showcasing their insights and discoveries. Students are also expected to share their views in an engaging presentation that raises awareness about the AI issue and encourages personal reflection on their learning journey. To extend their advocacy, they design a compelling postcard to communicate their message and spark dialogue beyond the classroom. Through this work, students develop expertise, promote informed perspectives, and inspire meaningful conversations about one of the most critical topics of our time.

Adolescent Intervention

Disciplines/Subjects: Pyschology Key Themes: Adolescent, Well-being, peer support Welcome to the revitalization of our school's counseling center, a project spearheaded by a team of learners aimed at transforming an underutilized space into a vibrant hub for student well-being. The project goal is to create an inviting environment that encourages more frequent use by understanding and addressing the needs of our high school peers. Through a comprehensive process that includes needs assessment, design, implementation, promotion, and evaluation, the team will introduce interactive projects, educational posters, relevant books, and stress-relief equipment to make the counseling center a place where learners feel comfortable seeking support and spending time. This initiative not only promises to enhance the physical space but also to foster a sense of community and belonging among our learners, ultimately contributing to their overall mental health and academic success. Learner Task: A product design implemented and feedback gathered from the direct audience. You can choose the format of the final product. However, written or recorded rationale needs to be provided to showcase your thinking process.

The Science behind Well-Being

Disciplines/Subjects: AP Psychology Key Themes: Adolescent development, subjective well-being, family relationship, social-emotional learning Being embedded in the chapter of Developmental Psychology in the AP Psychology class, this project focuses on promoting both learners’ understanding of well-being and their research skills. Currently, in the most formative phase of their lives, learners often find themselves confused by changes in both their bodies and the environment around them. By connecting their subject well-being to one other variable of their own choice, learners are expected to deepen their understanding of their well-being in the context of adolescent social-emotional development through scientific lenses as well as certain psychological research methods.

Finding the Right Location with GIS

Discipline/ Subject：GIS, Design Key Themes: GIS Campus Map, Sign Design Course Background Originally titled "Finding the Right Location with GIS," this onboarding project was designed by Mora Jiang, who structured the research questions, project outcomes, and all the acceptance criteria in advance. The course has been offered at MSA for several years. After examples of how GIS can impact everyday life, Mora would always ask learners: "Do you have any problems you want to solve using geographic thinking? Let’s work on them together. If not, we’ll proceed with my prepared project. Your choice." Problem Identification In the Fall semester of 2024-2025, a group of 9th grader freshmen responded to Mora’s question by venting their frustrations about the school’s confusing layout: "The campus design is disorienting. — I often lose my sense of direction." "There aren’t enough maps or wall signs. Even when I find them, they’re sometimes incorrect." After discussion, they formulated their research question: Why do people in MSA community frequently get lost? Validation & Data Collection Mora challenged them: "Is it possible that only newcomers get lost? What evidence supports the claim that ‘people always get lost’?" She also pointed out that statements like "there aren’t enough maps" lacked data. Students conducted on-site investigations: Documented uneven distribution, obstruction, and inaccuracies in existing maps/signage. Deepening the Inquiry To address whether non-newcomers also struggled, these students designed a survey. Mora advised: "Interview community members first to confirm this is a genuine issue." Interviews with 31 students, teachers, staff, and parents revealed widespread navigation challenges. Key findings from 175 survey responses: 90% admitted struggling to locate rooms. Top issues: missing/incorrect map info and ineffective interior signage. Solution Development When there was sufficient evidence, the learners chose to start with the most popular problem they were capable of solving: dividing themselves into two groups, the map group and the wall sign group. The map group was responsible for correcting the errors in the school map and adding more user-friendly features such as "current location" and the shortest routes. While Wall Sign Team group needed to modify the inner-circle wayfinding system from a design perspective. This definitely required the help of a design teacher. Fortunately, not long after the students sent out their questionnaires, they received support from Design Teacher Guo Xuzheng. Guo Xuzheng not only fully supported the design of the wayfinding system, but also agreed that the final output of this boarding class could be used as the final assignment for the design course. The assignments of the two courses could be combined to reduce the students' burden and enable them to focus more on the project. At the same time, another design teacher, Kyson Zhang, got highly involved. He not only gave detailed suggestions on the students' inner-circle wayfinding system, but also participated in several rehearsals in person. Unexpected Challenge The students originally thought that making the map and redesigning the inner-circle wayfinding system would solve the problem. However, as the project progressed, a major obstacle stood in their way: the classroom numbers in the school were irregular. For example, the room after C102 was not C103, but E102. To quickly locate a room, they had to rearrange the door numbers; otherwise, no matter how many maps and wayfinding systems were placed, people would still get lost. Rearranging the numbers of all the rooms in the school was far beyond their capabilities. How could they drive this change? They had to approach the school leaders. But how could they get the school leaders to agree to such a major change? They carefully planned an on-site presentation and PK competition targeted at the founder of Moon School, the principals of the high school department of Moon School, the person in charge of the logistics department of Moon School, the person in charge of student affairs at Moon School, their grade leaders and coaches. Please watch the VCR.

Project

Real-world projects creating positive impacts for self, others, communities, and the planet.