Length: 1 hr
Students will be introduced to the marvelous world of invertebrates and learn that all are animals even though some look more like plants. Students will view various invertebrate skeletons and venture to the touch pool where they can carefully examine sea urchins, sea stars, sea puddings and conchs.

Cambridge framework points covered:

• Know that animals or plants are living things.(1Bp1)
• Explore ways that different animals and plants inhabit local environments.(1Bp3)

Length: 1 hr
Most young children can recognise living things but don’t understand the life processes shared by all living things. This class introduces students to four life processes; movement, nutrition, growth and reproduction. Students will also view and distinguish things that were never alive. A scavenger hunt around the facility provides a fun way for students to solidify their knowledge.

Cambridge framework points covered:

• Know that animals and plants are living things (1Bp1)

• Know that there are living things and things that have never been alive. (1Bp2)

Length: 1 hr
Matching animal mothers and their babies introduces the children to the various names we have for baby animals of different species. Students will also learn that some animal babies are born live while others hatch from eggs. A tour to look at how some of the BAMZ animals reproduce completes this fun class. Can be combined with Animal Life Cycles.

Cambridge framework points covered:

• Know that humans and other animals produce offspring which grow into adults. (1Bh5)

Length: 1 hr
From chick to chicken, caterpillars to butterflies and tadpoles to frogs, this class explores the life cycles in different types of animals using live animals when available. A tour of the aquarium and/or zoo to look at animals with different life cycles is included.

Cambridge framework points covered:

• Know that humans and other animals produce offspring which grow into adults. (1Bh5)

Length: 1 hr
Students will be introduced to how important providing a healthy diet is for our zoo animals. While some eat only fruits and vegetables, others eat only meat and insects, and a few have a more varied diet of both – like humans. They’ll also learn that over-feeding our zoo animals will shorten their lifespan.

Cambridge framework points covered:

• Know about the need for a healthy diet including the right types of food and water. (1Bh3)

Length: 1 hr
A habitat is a home for an organism and so much more. Students will learn what a habitat provides and visit the museum to see dioramas of Bermuda’s different habitats. Students will also view different habitats of plants and animals at BAMZ.

Cambridge framework points covered:

• Explore ways that different animals and plants inhabit local environments. (1Bp3)

Length: 1 hr
This class introduces students to a variety of Bermuda’s important plant and animal species using live and preserved specimens. Man’s positive and negative impact on plants and animals, particularly protected species, will be explored at an appropriate age level.

Cambridge framework points covered:

• Can identify similarities and differences between local environments and know about some of the ways in which these affect the animals and plants found there. (2Be1)

• Understand ways to care for the environment. Secondary sources can be used. (2Be2)

Length: 1 hr
Students will observe and explore how different land and aquatic animals are adapted to their habitat. Invertebrate and fish species in the aquarium provide many examples of animal adaptations that will capture students’ imaginations.

Cambridge framework points covered:

• Can identify similarities and differences between local environments and know about some of the ways in which these affect animals and plants that are found there. (2Be1)

Length: 1 hr
The wonderful world of trees, particularly those on the BAMZ facility, will be explored. Students will learn about Bermuda’s endemic, native and introduced trees and their importance. You can discuss plant adaptations too! Spines, waxy leaves, protected and unprotected fruit. Mangrove root features.

Cambridge framework points covered:

• Can identify similarities and differences between local environments and know about some of the ways in which these affect the animals and plants found there. (2Be1)

• Understand ways to care for the environment. Secondary sources can be used. (2Be2)

Length: 1 - 1.25 hr
This class expands on the class taught for P1 aged children with a further look at life processes. Students will also learn about non-living things that were once alive and things, like seeds, that are dormant but still alive. A scavenger hunt around the facility completes this class.

Cambridge curriculum points covered:

• Can describe differences between living and non-living things using knowledge of life processes. (3Bh2)

Length: 1 - 1.25 hr
Students will be introduced to the concept of classifying vertebrates based on characteristics they have in common. Hands-on grouping activities and a visit to the zoo/aquarium to ‘classify’ living animals help to bring the theory to life.

Cambridge curriculum points covered:

• Can sort living things into groups, using simple features and describe rationale for groupings. (3Bh6)

Length: 1 hr
Students will be introduced to the fascinating world of insects and spiders while also learning how they are divided into groups based on certain characteristics.

Cambridge curriculum points covered:

• Can sort living things into groups, using simple features and describe rationale for groupings. (3Bh6)

Students learn how scientists do science by reviewing or performing age appropriate structured inquiries.

For the following classes, please see the corresponding descriptions for preschool classes. Class material will be scaled to the appropriate year level.

• Amphibians

• Animals of Cold Lands

• Bermuda’s Beginnings

• Our Feathered Friends

• Rainforest

• Reptilemania

• The Cahow

• The Sea Around Us

• Turtles

• Whales

• Paget Marsh (Field Trip)

• Spittal Pond (Field Trip)

Length: 1.25 – 1.5 hrs
This class explores the functions of animal skeletons and muscles. Students view a number of vertebrate skeletons to see similarities and differences between our skeletons and other vertebrates. A variety of invertebrate skeletons and live invertebrates are also observed. Students will see how muscles and tendons work in dissected chicken and/or turkey wings, and a fun, structured inquiry on muscle fatigue completes this class.

Cambridge curriculum points covered:

• Know that humans (and some animals) have bony skeletons inside their bodies. (4Bh1)

• Know how skeletons grow as humans grow and support and protect the body. Activities – look at some invertebrates; compare them to our bodies. (4Bh2)

• Know that animals with skeletons have muscles attached to the bones. (4Bh3)

​Length: 1.25 hrs without field trip; time varies depending on field trip site
After a brief review of habitats, adaptations and important abiotic factors, students will view and answer questions about our exceptional museum habitat dioramas. They will also construct pond/marsh/hillside habitats and place plants in the correct habitat. A guided field trip to Spittal Pond or Trunk Island, where various habitats are observed and assessed, is recommended and can either be done on the same day or on another day.

Cambridge curriculum points covered:

• Investigate how different animals are found in different habitats AND know how different animals are suited to the environment in which they are found. (4Be1)

Length: 1 - 1.25 hrs
Following a brief review of adaptations, students will view and assess a variety of bird beak and feet adaptations found in our Zoo and museum collection. Also appropriate for P6 students.

Cambridge curriculum points covered:

• Investigate how different animals are found in different habitats AND know how different animals are suited to the environment in which they are found. (4Be1)

Length: 1 hr
Learn how whales are marvelously adapted to their marine habitat. View footage of our local humpback whales and hear the latest theories of why they gather in Bermuda’s waters each spring.

Cambridge curriculum points covered:

• Investigate how different animals are found in different habitats AND know how different animals are suited to the environment in which they are found. (4Be1)

Length: 1 hr
Introduces students to a number of Bermuda’s endangered animals including Bermuda’s endemic skinks and cahows and describes how human activities have either negatively or positively affected their numbers. Also appropriate for P6 students.

Cambridge curriculum points covered:

• Can recognise ways that human activity affects the environment. (4Be3)

Length: 1 hr
Students will be introduced to how to use simple spider and numbered keys. Activities include hands on games and completing keys utilising our zoo animals.

Cambridge curriculum points covered:

• Can use simple identification keys. (4Be2)

Length: 1.25 - 1.5 hrs
In this class, students review pollination, learn about different pollinators, examine how animal and wind pollinated flowers differ and work in groups to identify how mystery seeds are dispersed. Students also complete a fun structured inquiry testing which type of wind dispersed seed flies the furthest using a controlled experiment.

Cambridge curriculum points covered:

• Observe how seeds can be dispersed in a variety of ways. (5Bp3)

• Know that insects pollinate some flowers. (5Bp5)

Length: 2 hrs if just lab; all day with snorkel
The theme of this all day class is water. In the classroom, students review the water cycle, conduct an experiment on condensation and are lead to think about the ways we disrupt the water cycle and how we can find solutions for sustainable water use. The other half of the day is spent snorkelling to enjoy another facet of water. The theme can be adapted for P6 students. This session is conducted in collaboration with the Bermuda National Gallery Student Art Competition when the competition’s theme is related.

Cambridge curriculum points covered:

• Know that evaporation occurs when a liquid turns into a gas (5Cs1)

• Know that condensation occurs when a gas turns into a liquid and is the reverse of evaporation. (5Cs2)

Length: 1.25 - 1.5 hrs without field trip, 2.5 – 3 hrs with field trip
After a review of the theory, students construct their own food chains in groups using animals from the Spittal Pond area. Teachers can then opt for a field trip to Trunk Island or elsewhere to examine food chains or students can complete a scavenger hunt to identify whether specific aquarium and zoo animals are herbivores, omnivores or carnivores.

Cambridge curriculum points covered:

• Know how food chains can be used to represent feeding relationships in a habitat and present these in text and diagrams (6Be3)

• Know that food chains begin with a plant (the producer), which uses energy from the Sun. (6Be4)

• Know and understand the terms ‘producer’, ‘consumer’, ‘predator’, and ‘prey’. (6Be5)

• Explore and construct food chains in a particular habitat. (6Be6)

Length: 1 hr
Introduces students to a number of Bermuda’s endangered animals including Bermuda’s endemic skinks and cahows and describes how human activities have either negatively or positively affected their numbers. Also applicable for P4 curriculum (information scaled to be age appropriate).

Cambridge curriculum points covered:

• Explore how humans have positive and negative effects on the environment. (6Be1)

Length: 2 – 2.5 hrs
Students learn about how native plants are adapted to Bermuda’s sand dune and beach habitats and how they are threatened by encroaching invasive species. Field trip includes viewing casuarinas on the beach at Southlands and the plant community at Chaplin Bay. Culling of invasive wedelia and napauka can be included.

Cambridge curriculum points covered:

• Explore how humans have positive and negative effects on the environment (6Be1)

• Explore a number of ways of caring for the environment. (6Be2)

* Class includes a guided field trip to a specific habitat.

Length: 1 – 1.25 hrs
Pollution has caused severe effects in Bermuda’s toads – some of the worst ever reported. Students will meet live deformed toads (and tadpoles and toadlets, if available) and learn how pollution is affecting toads and other species. They will also see how we are trying to remediate pond sediments to make the ponds healthier. Class can be done at your school if PowerPoint is available.

Cambridge framework points covered:

• Explore how humans have positive and negative effects on the environment, e.g. loss of species, protection of habitats. (6Be1)

* Class includes a guided field trip to a specific habitat.

Students learn how scientists do science through doing one or more structured and/or guided inquiries.

Using various exhibits in our museum, students answer questions about what settlers ate, how plants were used, when laws were enacted to protect plant and animal species, and when certain plants and animals were introduced. They then construct a time line which shows how Bermuda has changed since the Plough arrived in 1612.

Bermuda is the only land mass in this Sea that got its name from the Sargassum seaweed that graces it shores. Students will dabble in freshly collected seaweed when available to look for the inhabitants of this golden rainforest of the ocean. They will also learn why Bermuda should continue to lead the efforts to protect the Sargasso Sea – and will study the Bermuda Youth Declaration for the Protection of the Sargasso Sea created during the BZS Environmental Youth Conference 2014.

Explore this amazing nature reserve through forests, mangroves and caves. Also see some of the oldest rocks on Bermuda formed over a million years ago.

Explore the rocky coast, salt marsh, ponds, forest and coastal upland habitats and the adaptations of the plants and animals found along the way.