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Discovery Canyon Campus
Earth-Sky Plaza features educational learning opportunities
related to space, astronomy, and physics. Stretching across the
Plaza is the Solar System. In the far southeastern corner of the
plaza is a large, round, yellow ceramic disc representing the
On October 7, 2004, the Academy District 20 Board of
Education approved the name, “Discovery Canyon Campus”sun. Triangular plaques identifying each planet (Mercury,
for the Pre K-12 Science and Mathematics Campus. The Venus, Earth, Mars, Jupiter) is found at a proportionally
accurate mathematical distance from the “Sun”. Each plaque
colors for the Campus were identified as Purple
(Representing the highest level of electromagnetic radiationincludes the name of the planet, its interplanetary symbol, a
different color ceramic disc, and factual data/information about
as well as the “…purple mountains majesty…” that served as
the planet. The remaining planets (Saturn, Uranus, Neptune,
a motivation for Katherine Lee Bates, “America the
Beautiful”), Silver (an element on the Periodic Table and theand the non-planet Pluto) are found elsewhere on the campus,
importance of the mining industry to Colorado), and Black at the correct proportional mathematical distance from the
(represent the darkness and vastness of space). In addition, “Sun”. The planets light up for evening viewing. A dark
rectangular patch of cement near the center of the Plaza points
“Thunder” was selected as the Campus Mascot (representing
to Pikes Peak. A bench for student seating is found near the 9the power of the forces of nature and the
12 Commons. The bench is in the shape of the Constellation –
science/mathematics of our planet).
Ursa Major - the Big Dipper. The bench is oriented
In November, 2004, the Academy District Board of
appropriately so as to point to Polaris, with white lights
Education appointed the initial “Planning Cadre” to assist embedded in the bench representing the stars of the
Dr. Batsell in completing the task of preparing for the
Constellation. These lights also illuminate for evening
opening of the Campus in August, 2005. The initial
viewing. The Sun Dial on the Plaza is located at the
Planning Cadre members were Shell Acker, Deanie Allen, intersection of due North and Magnetic North, demonstrated
Mary Beth Blake, Barb Linnenbrink, Christa Lundberg,
by the triangular sections of dark gray cement. The sun dial
Marilyn Montoya, Genevieve Price, Margie Sayler, and
accurately tells the time of the day in both summer and winter
Larry Tate.
time periods. Each hour of daylight is divided into four (15
minute) increments. The shadow of the sun dial tells you the
correct “Solar” time. To adjust for chronological time, one
must find the date on the adjustment chart at the base of the
The bronze sculpture of the boy flying on the
sun dial, follow the intersection of the date and adjustment
paper airplane is entitled “Journeys of the
curve to either the right or left, and then add or subtract the
Imagination”. The piece represents the freedom
corresponding value. In addition, at “Solar Noon”, the shadow
and the joy for life that so many of us lose sight of
of the Earth globe will be direct over the month/day of the year
in our busy and responsible life. The mail-order
on the lunar calendar found on the north side of the sun dial.
glider, paper airplanes, and pogo sticks are symbols
Finally, two markers are found on the sun dial that indicate the
of our dreams and aspiration. The sculpture is
earliest the sun will rise, and the latest it will set during the
placed at the end the last plaza to symbolize the
summer/winter time periods. To tell the time during the winter
culmination of the Pre K-12 educational experience
months, the south face of the sundial is used.
at Discovery Canyon Campus and the unlimited
possibilities ahead on the next phase of the
educational journey. The sculpture is mounted on a
four (4) sided concrete obelisk. Each graduating
12th grade class will permanently place an etched
plaque on one side of the obelisk that contains
significant accomplishments, achievements, and
contributions the students of the graduating class
have made to the Campus, to the community, and to
the world.
Discovery Plaza is located in Phase I.
The plaza is
surrounded by the original four Discovery classes at DCC. Those
original four Discovery classes were: Art, P.E. L.M.C. and Music.
The Concrete benches were created with Phipps Construction and
Art teacher Shell Acker. The benches are at the base of the steps
and surround the “story tree”. The Greenhouse was purchased
with a D-20 grant written by original librarian Barb Linnenbrink
and Shell Acker. The original greenhouse was replaced by H.S.
principal James Bailey and his high school science team in 2013.
The interior design, color scheme, and features of
the Campus are designed to inspire inquiry,
questioning, and discovery of scientific and
mathematical themes and ideas.
 The Lower Campus (grades PK-5) facility is
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divided into the five naturally occurring biomes
of the earth. Each biome (Ocean, Forest,
Tundra, Desert, and Grasslands) is defined by a
dark/light representative color scheme (Ocean blues, Forest – brown/purple, Tundra –
white/grey, Desert – orange/dark brown, and
Grasslands - green) in the paint, tile, carpeting,
and baseboards. Additionally, each biome
features a custom laminate of one of its
dominant features (Ocean – water, Forest – tree
bark, Tundra – ice/snow, Desert – river rock,
and Grasslands – grass) to give younger
students the “feeling” of being “in” the
particular biome.
The Middle Campus (grades 6-8) hallways
feature the colors of electro-magnetic radiation
– or the visible spectrum of light. The rainbow
of representative colors begins with oranges
and reds of the low energy end of the spectrum
and progresses throughout the structure to the
yellow, green, blue, and violet (purple) of the
high energy colors.
The Upper Campus (grades 9-12) color
scheme is designed to represent the academic
nature of upper level studies. Earth tones of
browns, grays, and beiges, along with polished
concrete floors are representative of the types of
features indicative in Earth Science studies.
A Foucault Pendulum is housed in the
lower level the Green LMC. The a 226 lb.
brass pendulum bob is suspended from the
upper floor (Green III) and stretches to the
lower floor (Green II) on a 22 ½ ft. steel cable.
A pendulum pit of sand allows the motion of
the pendulum to be “tracked”. Students learn
the basic principles of the rotation of the earth
on its axis at a very young age with older
student utilizing the pendulum principles for
more sophisticated mathematical calculations
related to the speed of the rotation of the earth
and more.
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r Campus Opened:
Phase I - August 31, 2005
Phase II – August14, 2006
Phase III – August 13, 2007
Phase IV – August 14, 2008
Executive Principal: Dr. Gary A. Batsell
Grade 9-12 Principal: Mr. James E. Bailey
Spiral Plaza is the center point for the Lower
Campus facilities. A story board in the plaza
demonstrates the Spiral that occurs in nature
(Nautilus Snail, Pine Cones, Pineapples,
Sunflower seed patterns, the hair on your head,
etc.) calculated by connecting the vertices of
square units defined by a Fibonacci number
series (1+1 = 2, 1 + 2 = 3, 2 + 3 = 5, 3 + 5 = 8, 5
+ 8 = 13, 8 + 13 = 21, 13 + 21 = 34, ……) with a
French Curve. The Spiral leaves the story board
and is etched in the cement, continuing within
the phase one facility defining color changes
within biomes or specific biome changes
throughout the building. A cement obelisk is
used as a “sun dial” for younger students to help
explain and promote understanding of the
Earth’s movement around the Sun as well as the
Earth’s rotation on its axis. The cement obelisk
is also used to use the relationship of the ratio of
the height of the obelisk to the length of its
shadow to calculate the height of nonmeasurable object (flag poles, parking lot lights,
trees) applying the same ratio to the length of the
object’s shadow. Markers are found on the
concrete deck where the tip of the shadow of the
obelisk was each hour of daylight during both
the winter and summer solstice. Each set of
markers forms a hyperbola with the pair forming
a parabola. A thirty (30) foot black wall found
in the plaza is a chalkboard. The surface has a
special finish allowing teachers/students to write
on the wall with chalk while students sit on the
large boulders to participate in a lesson of
instruction in an outdoor classroom setting.
Proto-Plaza features scientific and mathematical concepts and
The Silver Culvert Tunnel Entrance to the
Lower Campus provides viewing portals on the
ceiling for identifying astronomical phenomena
(milky way, constellations, planets, etc.) depending
upon the season of the year/time of the evening as
well as a permanently fixed viewing telescope
directed at the "Winter Solstice". Holes along the
side of the culvert produce sun spots on the cement
walkway. The movement of the sun spots allow for
understanding concepts of Earth's orbit around the
Sun as well as Earth's rotation on its axis for younger
students. Older students can utilize the data
associated with the movement of the sunspots to
graphically and mathematically calculate the speed of
the Earth's orbit and rotational speed.
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Fibonacci Plaza is found above Spiral Plaza,
adjacent to the exterior of Forest II (LMC). The
dark tiles on the Plaza are laid out in yet another
Fibonacci number series. The eastern most
pattern represents the genetic breeding pattern of
bees. The western most represents the genetic
breeding pattern for rabbits. Embedded within
the east wall adjoining the LMC, are viewing
portals. The portals are “kid” height and
students are encouraged to use the portals to
discover something they can identify on the
Front Range (AFA Chapel, AFA stadium, Pike’s
Peak, the Scar, Garden of the Gods, etc.)
River Eddy Plaza is the first plaza associated
with the Upper Campus. The features of the
Plaza include trees and rocks/formations that are
found in a typical river eddy. In addition,
grasses and river rock indigenous to a river eddy
are spread throughout the Plaza. Intersecting
sidewalks running north/south and east/west,
with compass points etched in the concrete serve
as pathways for student, staff, and public foot
traffic. The River Eddy Plaza is complimented
by an instructional/learning area complete with a
teaching wall and a mini-amphitheater.
applications related to earth science, biology, physics, and
chemistry. A beautiful mosaic wall entitled, “Cosmic Evolution:
Space, Time, Energy, Matter, and Life”, represents one theory of
the origin of the earth. Mosaic by Juanita Cansoneri. On the right
hand side the gray and white tiles represent the coming together
of a critical mass prior to a major explosion resulting in the
formation of the Milky Way Galaxy and planets. One such
planet, the third from the sun, earth, is represented on the mosaic.
A wall coming out of the mosaic represents the sedimentary
layers of the earth as it cooled over millions of years. The blue
colored concrete depicts the ocean and early life forms (trilobites)
are etched into the concrete. The molecules of sodium and
chlorine are found in the ocean, giving rise to the “saltiness” of
the water. The large rocks surrounding the ocean are from actual
sedimentary layers so that students can study the rock formations
and compare and contrast their similarities and differences. The
etched footprints of the chronological appearance of other species,
as evidenced by fossilized remains, continue across the plaza.
Dinosaur, bear, wolf, hoofed, ape, and eventually human prints
are found as one crosses the plaza. DaVinci’s “Vitruvian Man”
represents the powerful mental and spiritual attributes of
mankind. The last etched footprints are representative of Neil
Armstrong’s footsteps on the moon as well as the tracks of the
Moon Rover, and lead us to the next plaza. Proto Plaza also
demonstrates the building blocks of life through a DNA Double
Helix with gene strands showing possible combinations of
Adenine, Thymine, Guanine, and Cytosine. One final opportunity
exists through a plexi-glass window where students view root
structures of native grasses and plants and the impact different
climatic conditions have on growth.
The entrance to Perma-Culture Orchard, the final
Campus Plaza, is gained by climbing a fourteen (14) step
staircase, each step representing one of the 14 “Learning
Steps” (grades Pre K-12) of Discovery Canyon Campus.
Perma-Culture Orchard is a simple, yet powerful reference
to the scientific principles of vortex formation. Vortices are
caused by the fluid mechanics of air moving around objects.
Atmospheric Vortices are caused by cloud banks moving
over warm land masses at sea. The same fluid mechanics
causes “wing tip” Vortices from an airplane. It is about
movement and time; about actions and consequence. The
paths through the orchard should have reason beyond
simply random and chaotic. The study of math and science
has taught us that we can overcome, we can reach our goals,
if we apply the knowledge we have gained. It would be a
shame if we were to suggest that this far through the
educational journey, we are still faced with a game of
chance.