By mastering the BHDS middle school science curriculum, students develop their knowledge of the world around them. 

They learn how to ask important questions and answer them. Such questions may be related to a specific scientific problem, or they may be larger questions about how an individual and/or society connects with the environment.

Students see science as a way to organize and understand their world, and additionally, as a tool to use in caring for it.

Study units begin with "essential questions," so that they approach topics with the big picture in mind, and form enduring understandings about their topic by the time they are finished. Students' work is presented in a wide array of formats, such as oral and written reports, map work, models, and debates. 

MS Science News

  • Seventh Graders Explore the Effect of Hay Infusion Systems on Aquatic Life Forms

    Posted September 10, 2014

    In an investigation using water samples they had collected from nearby Lake Merced, seventh grade students learned how to create a wet mount slide, to view and explore the different types of microscopic organisms that live in various sources of water. Students used their reasoning skills to figure out if hay infusion systems help increase the diversity of aquatic life forms, and if so, what type of life forms.

  • Seventh Graders Dissect Cow Eyes

    Posted April 21, 2014

    As a conclusion piece to studying the nervous system and how visual stimuli are processed and sent to the brain, 7th grade science students studied the anatomy and physiology of, and then dissected, cow eyes! This hands-on dissection reinforced to the seventh graderes how to collaboratively work with their lab partner in using new tools/instruments, while exploring important eye structures - iris, lens, retina - that are utilized in processing visual stimuli.


  • Presenting the prototype and soliciting feedback from teachers

    Sixth Graders Design Submersibles for NOAA Contest

    Posted February 12, 2014

    In response to a simulation challenge issued to middle school students, sixth graders have designed prototypes of submersibles according to the National Oceanographic and Atmospheric Administration’s (NOAA) specifications. The devices are designed to measure the flow and direction of ocean currents at various depths, to take salinity and temperature measurements, send data back to scientists, survive under high pressure and salt water, be inexpensive, use little energy, and be environmentally friendly...


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  • Pretzel Project Gives Seventh Graders a New Twist on Fermentation

    Posted February 12, 2014

    Seventh graders have been exploring the process of fermentation. Within this two-part lab, the students first worked with yeast to create dough, and then created their own pretzels. Data collected was part written, part edible.


  • Plant study in 7th grade science lab

    Seventh Graders Study Plant Anatomy

    Posted January 14, 2014

    This week, 7th grade science students investigated different features/characteristics of plants to see how a diversity of plant life exists in the world. They analyzed the anatomical and physiological components of stems, leaves, roots, flowers, and seeds. The students have learned the concept of mutualism—how plants benefit humans and vice versa. This rotational lab introduced new equipment, dissecting microscopes, which allowed the students to take a closer look at their photosynthesizing counterparts (our mutual friends, the plants).


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  • Seventh Graders Test Antibiotics' Effect on Bacteria

    Posted November 18, 2013

    Seventh grade science students were responsible for testing the efficacy of two antibiotics (streptomycin or erythromycin) with two strains of bacteria (E. coli or Bacillus sub.) They proceeded to measure the zone of inhibition for the different antibiotics exposed to the two species of bacteria. Finally, after performing a Gram stain—a staining technique developed by the Danish physician Hans Gram (1853–1938)—on the samples and measuring the zones of inhibition, the students were required to suggest the “best” antibiotic for each species of bacteria.