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

  • Eighth Graders Explore Characteristic Properties of Substances

    Posted November 18, 2014

    In recent physics labs, students recorded and observed the melting point of unknown liquids using a new technology piece (Lab Quest). They then analyzed their data to determine if the temperature at which a pure sample boils is a characteristic property of the substance.

  • Seventh Graders Find Bacteriology Infectious

    Posted November 5, 2014

    The seventh graders have been immersed in bacteriology the past couple of weeks. “So far,” said science teacher Matthew Lowe, “they have inoculated their nutrient agar petri dish, created a ‘wild plate’ of bacteria, and now are attempting to isolate a pure culture.” This week, they conducted a quadrant streak—a technique for microbial inoculation in which a single colony is isolated on a culture plate divided into four sections—in hopes of isolating a species of bacteria in preparation for gram staining microscope slides. MORE PHOTOS

  • Plant and Animal Cells Make a Colorful—If Not Edible—Project

    Posted October 23, 2014

    Seventh graders recently engaged in a project called "The Incredible Edible Cell." Using all shapes and sorts of candies immersed in gelatin, students worked in teams to replicate the cellular structures of both plant and animal cells. They then had to justify their choices for using various shapes to represent each cellular component. Inspite of the title and their eye-appeal, the projects were not consumed upon completion! MORE PHOTOS

  • Eighth Graders Apply Design Thinking to Science Experiments

    Posted September 30, 2014

    Through a “design thinking” lens, eighth grade students designed lab experiments to answer the question “Does mass change in a closed system?” Working in teams, they collected quantitative and qualitative data that they used to answer the question and then, using Prezi or PowerPoint, created electronic presentations to reveal their hypotheses and findings to their class community. MORE PHOTOS

  • Eighth Graders Experiment with Copper and Sulfur

    Posted September 17, 2014

    Eighth graders were hard at work in the science lab this week learning about reactants and products by conducting an experiment in which they heated copper and sulfur and observed the changes. This experiment tasked our students with calculating the change in mass of the reactant and the product, visualizing their data in a histogram, and drawing conclusions from their findings. What a sight it was in the lab when the reactants (copper and sulfur) were heated to create a yellow swirl of smoke in a test tube! MORE PHOTOS

  • 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.