The Students will move around the facilities at BAMZ making observations of the different animals. Students will discuss similarities and differences of shapes, sizes and colors during the journey.

Students will solve the porblem of picking a new pet. They will explore the differences between animals that are pets and those that are wild. They will learn how to tell the difference between the two, as well as how to act with the different types. They will discuss pet safety and how to be safe and interact with nonpets while exploring the exhibits. They will engage in categorical card sorts, role playing, and practice with some real life animals at the Zoo!

 It’s never too early to start learning about and taking action to save the planet. Students will engage in activities that highlight why it is important to take “green” actions and leave with steps that can be introduced into their daily routine.

Sand! It's all around us on Bermuda. The first thing we do when we go to the beach is play in the sand! Let's explore how it's made and why it's different from soil. Students will create sand and use microscopes to have a deeper look.

Not So Creepy Crawlers

Is a class dedicated to changing the stigma of scary bugs. Through-out the lesson students will explore the world of insects and discover what makes them unique.

Come, smell the roses and more! Students will learn everything about how to care for the earth they touch and what can grow out of it. They will make our facility prettier by leaving their mark behind. Please bring items with your class to decorate your garden space.   

This lesson highlights the importance of how we interact with our environment to learn and survive. In nature, different senses come in handy! Students will pick the correct sense to navigate and learn.

Hmm…I wonder about that tree and all the trees around me. This is the opportunity to get the answers to all your questions about tree’s. Students will participate in the steps of an investigation, finding the truth behind tree’s.

What can water do? Let’s explore water in all its forms and put it to the test! Students will also be given an opportunity to identify how they can interact with water. This lesson does involve students getting in the water but does not require students knowing how to swim.

BPSS Grade Level and Term: P1 - Term 1

Cambridge Standards:

• 1Bs.03 Recognise and name the major external parts of the body (for this lesson only as related to hearing)
• 1Bs.02 Identify the senses (limited to sigh, hearing, taste, smell and touch) and what they detect, linking each to the correct body part.
• 1Ps.01 Identify different sources of sound
• 1Ps.02 Explore that as sound travels from a source it becomes quieter.
• 1Bp.04 Describe humans are similar to and different from each other (for this lesson only as related to senses and their body parts)

Summary:

In this engineering design activity students will explore animal senses especially the hearing. Students will begin by observing the ears of animals known for their hearing abilities. Students will then design and test their own ears using the engineering design process that includes ideating, prototyping, testing, and then optimizing their designs. The trip concludes with a trip around the zoo for final observations of our animals and their ears.

Other notes:

• BPSS P1 teachers will be sent a registration link using Sign Up Genius at the beginning of the year with a reminder 2 weeks before lesson. For those that do not sign up at the beginning of the year, there will be another opportunity to register using Sign Up Genius 3 weeks prior to the lesson.
• All lessons follow the 5 E Learning Cycle structure.
• All lessons use a student centered, constructivist learning approach and are aligned with Cambridge, NGSS, and other standards.
• Prelesson will be provided 2 weeks in advance of the lesson with the opportunity for teacher support from Dr Toro, PhD in Science Curriculum and Instruction.
• Post lesson options will be sent immediately after the lesson.

BPSS Grade Level and Term: P1 - Term 3

Cambridge Standards:

• 1Bp.01 Identify living things and things that have never been alive.
• 1Bp.02 Know that animals, including humans, need air, water and suitable food to survive.
• 1Bp.03 Know that plants need light and water to survive.

Summary:

In this lesson students will visit BZS at BAMZ to learn about living things. The lesson begins with a prelesson before the trip to discover the survival needs of living things through card sorts and other activities. At BAMZ with their BZS educator they will learn some criteria for identifying living things: grow, move, make babies, need food and water. They will then visit the Tale of 2 Island Exhibit and explore items (living, nonliving, and once alive) in order to classify with their living and non-living paddles.

Other notes:

• BPSS P1 teachers will be sent a registration link using Sign Up Genius at the beginning of the year with a reminder 2 weeks before lesson. For those that do not sign up at the beginning of the year, there will be another opportunity to register using Sign Up Genius 3 weeks prior to the lesson.
• All lessons follow the 5 E Learning Cycle structure.
• All lessons use a student centered, constructivist learning approach and are aligned with Cambridge, NGSS, and other standards.
• Prelesson will be provided 2 weeks in advance of the lesson with the opportunity for teacher support from Dr Toro, PhD in Science Curriculum and Instruction.
• Post lesson options will be sent immediately after the lesson.

BPSS Grade Level and Term: P2 - Polar Explorer Unit in Term 3

Cambridge Standards:

• 2Be.01 Know that an environment in which a plant of animal naturally lives is its habitat
• 2Be.03 Identify similarities and diferences between local environments in terms of hot cold, dry, wet, many plants, few plants, many animals, and few animals.
• 2Bs.01 Compare how animals, including humans are similar and different in their external body parts and skin covering.
• 2Cp.03 Know that materials can bet ested to determine their properties.
• 2Cp.02 Explain why materials are chose for specific purposes on the basis of their properties.

Summary:

In this engineering design lesson students will observe and perform several demosntrations to understand how different animals use animal coverings to keep themselves warm in cold habitats. They will then use what they have learned to design their own creature. After students finish their designs, they will observe some example animals in the zoo to apply what they have learned.

Other notes:

• BPSS P2 teachers will be sent a registration link from BEN's Horizons Programme.
• All lessons follow the 5 E Learning Cycle structure.
• All lessons use a student centered, constructivist learning approach and are aligned with Cambridge, NGSS, and other standards.
• Prelesson will be provided 2 weeks in advance of the lesson with the opportunity for teacher support from Dr Toro, PhD in Science Curriculum and Instruction.
• Post lesson options will be sent immediately after the lesson.

BPSS Grade Level and Term: P2 - Term 1

Cambridge Standards:

• 2Esp.02 Know rocks are extracted from teh Earth in different ways, including from quarries, mines, and riverbeds.
• 2Esp.01 Describe and compare different types of rock.
• 2Cp.01 Describe a property as a characteristic f a material and understand that materials can have more than one property.
• 2Cp.03 Know that materials can be tested to detemrine their properties.

Summary:

IN DEVELOPMENT FOR 2024-2025 SCHOOL YEAR

Other notes:

• BPSS P2 teachers will be sent a registration link using Sign Up Genius at the beginning of the year with a reminder 2 weeks before lesson. For those that do not sign up at the beginning of the year, there will be another opportunity to register using Sign Up Genius 3 weeks prior to the lesson.
• All lessons follow the 5 E Learning Cycle structure.
• All lessons use a student centered, constructivist learning approach and are aligned with Cambridge, NGSS, and other standards.
• Prelesson will be provided 2 weeks in advance of the lesson with the opportunity for teacher support from Dr Toro, PhD in Science Curriculum and Instruction.
• Post lesson options will be sent immediately after the lesson.

BPSS Grade Level and Term: P3 - Term 1

Cambridge Standards:

• 3Bp.01 Describe differences between things that are living, that were once alive and that have never lived.
• 3Bp.02 Know that life processes common to plants and animals include nutrition, growth, movement, and reproduction.
• 3Bp.03 Know that plants need appropriate conditions, including temperature, light, adn water to be healthy.
• 3Esp.02 Know that fossils are impressions, or remains of things that were once alive.

Summary:

This is a student centered/constructivist learning lesson in which the students use inductive learning to develop a key of the characteristics of living things by analysing different examples and non-examples. Students also learn about the once living and learn how fossils are created. Eventually, students determine that all living things have the following characteristics: movement, growth, nutrition, and reproduction. Students then explore BAMZ using their keys to identify objects as living things, non-living things, or fossils/once living. There is a post lesson in which students use their creativity to design their own creature and they apply their characteristics for living things.

Other notes:

• BPSS P3 teachers will be sent a registration link using Sign Up Genius at the beginning of the year with a reminder 2 weeks before lesson. For those that do not sign up at the beginning of the year, there will be another opportunity to register using Sign Up Genius 3 weeks prior to the lesson.
• All lessons follow the 5 E Learning Cycle structure.
• All lessons use a student centered, constructivist learning approach and are aligned with Cambridge, NGSS, and other standards.
• Prelesson will be provided 2 weeks in advance of the lesson with the opportunity for teacher support from Dr Toro, PhD in Science Curriculum and Instruction.
• Post lesson options will be sent immediately after the lesson.

BPSS Grade Level and Term: P4 - Term 1

Cambridge Standards:

• 4Bs.01 Identify some of the important bones in the human body (limited to skull, jaw, rib cage, hip, spine, leg bones and arm bones).
• 4Bs.02 Know that bones move because pairs of muscles that are attached to them contract and relax.
• 4Bs.03 Describe some of the important functions of skeletons (limited to protecting and supporting organs, enabling movement and giving shape to the body).
• 4Bs.04 Know that some animals have an exoskeleton.
• 4Bs.05 Identify vertebrates as animals with a backbone and invertebrates as animals without a backbone

Summary:

In this field trip students will use engineering design to create movement similar to muscles working pairs for movement of our skeletons. They will explore the crosscutting concept in science of “structure and function.” Before the field trip students will learn foundational vocabulary and concepts related to vertebrates and invertebrates and skeletons. They will also begin the “empathy” building phase of engineering design to be able to explain how muscles and skeletons cause movement. At BAMZ students will examine fossils and other specimens to see how a joint creates movement. Students will then be given a design challenge to make a robotic hand with fingers to pick up a ball. Students will engage in ideating, prototyping, testing, and optimizing their designs. Students will end the lesson by exploring organisms in the zoo, observing the movement with their joints. There are possible post lesson lextension ideas. 

Other notes:

• BPSS P4 teachers will be sent a registration link by BEN.
• All lessons follow the 5 E Learning Cycle structure.
• All lessons use a student centered, constructivist learning approach and are aligned with Cambridge, NGSS, and other standards.
• Prelesson will be provided 2 weeks in advance of the lesson with the opportunity for teacher support from Dr Toro, PhD in Science Curriculum and Instruction.
• Post lesson options will be sent immediately after the lesson.

BPSS Grade Level and Term: P4 - Term 1

Cambridge Standards:

• 4ESp.01 Describe the model of the structure of the Earth which includes a core, mantle, and a crust.
• 4ESp.02 Describe the common features of volcanoes and know they are found at breaks in the Earth's crust.
• 4ESp.03 Know that the Earth's crust moves and when parts move suddenly this is called an earthquake.

Summary:

IN DEVELOPMENT FOR SCHOOL YEAR 2024-2025

Other notes:

• BPSS P4 teachers will be sent a registration link using Sign Up Genius at the beginning of the year with a reminder 2 weeks before lesson. For those that do not sign up at the beginning of the year, there will be another opportunity to register using Sign Up Genius 3 weeks prior to the lesson.
• All lessons follow the 5 E Learning Cycle structure.
• All lessons use a student centered, constructivist learning approach and are aligned with Cambridge, NGSS, and other standards.
• Prelesson will be provided 2 weeks in advance of the lesson with the opportunity for teacher support from Dr Toro, PhD in Science Curriculum and Instruction.
• Post lesson options will be sent immediately after the lesson.

BPSS Grade Level and Term: P5 - Term 1

Cambridge Standards:

• 5Bp.03 Describe how flowering plants reproduce by pollination, fruit and seed production, and seed dispersal. *(only as it relates to seed dispersal)
• 5Be.02 Describe how flowering plants are adapted to attract pollinators and promote seed dispersal. *(only as it relates to seed dispersal)
• 5Bs.01 Know that not all plants produce flowers. 
• 5Bp.02 Know the stages in the life cycle of a flowering plant.

Summary:

In this field trip students will use engineering design to test adaptations for seed dispersal. They will explore the crosscutting concept in science of “structure and function.” Before the field trip students will learn foundational vocabulary and concepts related to the life cycles of flowering plants. They will also begin the “empathy” building phase of engineering design to be able to explain why seed dispersal is necessary. At BAMZ students will examin different specimens of seeds and explore the different types of seed dispersal. Students will then be given a challenge and tasked to design a seed. They will engage in ideating, prototyping, testing, and optimizing their designs. There are possible extensions for post lessons.

Other notes:

• BPSS P5 teachers will be sent a registration link through BEN.
• All lessons use a student centered, constructivist learning approach and are aligned with Cambridge, NGSS, and other standards.
• Prelesson will be provided 2 weeks in advance of the lesson with the opportunity for teacher support from Dr Toro, PhD in Science Curriculum and Instruction.
• Post lesson options will be sent immediately after the lesson.

BPSS Grade Level and Term: P5 - Term 1

Cambridge Standards:

• 5Bs.01 Know that not all plants produce flowers.
• 5Bp.02 Know the stages in the life cycle of a flowering plant.
• 5Bp.04 Describe seed germination and know that seeds, in general, require water and an appropriate temperature to germinate.
• 5Bp.03 Describe how flowering plants reproduce by pollination, fruit and seed production, and seed dispersal.
• 5Be.02 Describe how flowering plants are adapted to attract pollinators and promote seed dispersal.

Summary:

This lesson is best done at the school. We will come to you. Let our educators gudie your students to develop their own investigation using our Investigation Design Diagram that teaches students how to select an indpendent variable to test and measure dependent variables to determine the effect of the different variations of their indpendent variable. Students will design experiments to test which factors are most influential for germination. They will let their seeeds growth and then our BZS educator willr eturn to help them analyse their data.

Other notes:

• BPSS P5 teachers will be sent a registration link using Sign Up Genius at the beginning of the year with a reminder 2 weeks before lesson. For those that do not sign up at the beginning of the year, there will be another opportunity to register using Sign Up Genius 3 weeks prior to the lesson.
• All lessons follow the 5 E Learning Cycle structure.
• All lessons use a student centered, constructivist learning approach and are aligned with Cambridge, NGSS, and other standards.
• Prelesson will be provided 2 weeks in advance of the lesson with the opportunity for teacher support from Dr Toro, PhD in Science Curriculum and Instruction.
• Post lesson options will be sent immediately after the lesson.

BPSS Grade Level and Term: P6 - Term 3

Cambridge Standards:

• 6Be.01 Interpret food webs and identify food chains within them.
• 6Be.03 Identify the energy source of a food/web, and describe how energy is transferred through a food chain/web.
• 6Be.02 Know that some substances can be toxic and damage living things, and that these substances can move through a food chain/web.

Summary:

In this lesson students will explore local food chains in Bermuda. They will create their own chains and label the flow of energy from the sun to tertiary consumers. They will also explore case studies of the impacts of either removal or addition of an introduced species on the food chain.

Other notes:

• BPSS P6 teachers will be sent a registration link using Sign Up Genius at the beginning of the year with a reminder 2 weeks before lesson. For those that do not sign up at the beginning of the year, there will be another opportunity to register using Sign Up Genius 3 weeks prior to the lesson.
• All lessons follow the 5 E Learning Cycle structure.
• All lessons use a student centered, constructivist learning approach and are aligned with Cambridge, NGSS, and other standards.
• Prelesson will be provided 2 weeks in advance of the lesson with the opportunity for teacher support from Dr Toro, PhD in Science Curriculum and Instruction.
• Post lesson options will be sent immediately after the lesson.

BPSS Grade Level and Term: M1/P7 - Term 2

Cambridge Standards:

Summary:

Other notes:

BPSS Grade Level and Term: M3 - Term 3

Cambridge Standards:

• 9ESp.01 Explain the mvoement of tectonic plates in terms of convection currents.
• 9ESp.02 Explain why teh jigsaw appearance of continental coasts, location of volcanoes, and earthquakes, fossil record and alignment of magnetic materials in the Earth's crust are all evidence for tectonic plants.

Summary:

IN DEVELOPMENT FOR TERM 3

Other notes:

• BPSS M3/S1 teachers will be sent a registration link using Sign Up Genius at the beginning of the year with a reminder 2 weeks before lesson. For those that do not sign up at the beginning of the year, there will be another opportunity to register using Sign Up Genius 3 weeks prior to the lesson.
• All lessons follow the 5 E Learning Cycle structure.
• All lessons use a student centered, constructivist learning approach and are aligned with Cambridge, NGSS, and other standards.
• Prelesson will be provided 2 weeks in advance of the lesson with the opportunity for teacher support from Dr Toro, PhD in Science Curriculum and Instruction.
• Post lesson options will be sent immediately after the lesson.

Summary:

Other notes:

S1 Fall Semester Course with STEM Signature Animal/Vet Pathway and Environmental Science Pathway

Course Description

This course is intended to introduce students to science and engineering. Students will master the basic skills and thinking they need to participate in authentic science and engineering learning environments and possibly future research opportunities. The emphasis is on helping the student acquire the necessary skills to begin their study program within the Signature School Structure, with an emphasis on those described core science and engineering practices.

Course Goal

This course aims to equip students early in their STEM program with scientific, critical and ethical thinking that allows them to work in interdisciplinary teams, where they have the ability to pose, model and solve scientific and engineering problems. Students will gain an understanding of what is science and what is engineering and the relationship between the two to ensure future abilities to work in an interdisciplinary approach. Students will be able to demonstrate the core science and engineering practices that they will use throughout their STEM program. After completion, students will have the foundation to engage in more specific methodologies such as field work, experimental lab work, or an engineering approach testing prototypes.

Core Science and Engineering Practices

SEP 1. Asking questions and defining problems

SEP 2. Developing and using models

SEP 3. Planning and conducting investigations

SEP 4. Analysing and interpreting data

SEP 5. Using mathematics and computational thinking

SEP 6. Strategic use of technology

SEP 7. Constructing explanations and designing solutions

SEP 8. Engaging in argument from evidence

SEP 9. Obtaining, evaluating and communicating information

SEP 10. Collaborating as a STEM team

ADD GRAPHIC

Course Objectives/Competencies (each module, as well as lesson will have more specific learning objectives, but this are the transversal competencies also known as outcomes) 

Students will be able to….

• Explain the characteristics of science and engineering

• Analyse data using methods appropriate for the specific research questions with an awareness for misrepresentation and potential bias in presenting and interpreting data

• Determine credible resources, as well as determine if resources are considered academic or popular sources, and be able to read and synthesise the key findings

• Distinguish between different types of methodologies and the advantages, disadvantages, purpose, and limitations of each

• Explain the differences between science and engineering and their approaches as well as distinguish how the two affect each other and are related

• Demonstrate the core scientific and engineering practices.

Modules

• What is Science? What is Engineering?

• What are credible sources? How to find credible and academic background literture?

• What is data? How can we design investigtion and collect dat?

• What can data tell us? How to analyse data and form conclusions?