Frequently Asked Questions
What age is this class for?
Year 1 in the standard pace is best suited for students ages 5-7. The material is conceptually rich, so curious older beginners can also thrive. There is no lower or upper age cutoff because you know your student best.
Is this easier than the accelerated version?
The content is identical; both formats cover the same 43 lessons. The primary difference is the pacing. This accelerated class covers in each session what the standard class covers in an entire week. Because the accelerated track typically attracts older students, you may also find that class discussions are more advanced.
Does my child need any science background?
None at all. The curriculum starts from foundational principles and builds systematically.
How should I choose between this and the accelerated class?
If your child is over 8 or would benefit from deeper discussion and a faster pace, the accelerated class might be a better fit. If your child is younger, has no science background, or likes a more gentle pace, the standard track is designed for you. I do not set strict age minimums or maximums; you know your child best. If you find you need to switch tracks mid-semester, please reach out so we can discuss the best path forward.
Will we cover everything in volume 1?
Yes. All 43 lessons from book 1 are fully covered over six semesters. Nothing is skipped.
What comes after this course?
Building Foundations of Scientific Understanding (BFSU) continues in Volumes 2 and 3, which explore the same four science threads in greater depth. Students who complete Volume 1 will be well-prepared to continue their journey.
Is this class secular and inclusive?
Yes, absolutely. My curriculum is strictly secular and based on scientific inquiry. I aim to create an inclusive space that respects all backgrounds, identities, and learning styles. I believe that science belongs to everyone, and I take great care to ensure my materials, examples, and language are globally inclusive, representing a diverse range of voices and perspectives.
My classroom is a safe, supportive, and anti-racist space. I believe that Black lives matter, that human rights are non-negotiable, and that LGBTQ+ rights are human rights. I am committed to fostering a community where every learner, regardless of their race, religion, gender identity, sexual orientation, or background, feels seen, valued, and safe to explore, question, and learn.
Please note that as a science-based curriculum, we will be openly and directly discussing topics such as evolution, the geological age of the Earth, natural selection, and related scientific theories as established by the global scientific community. If questions of faith or belief emerge during our discussions, I maintain a focus on scientific evidence while acknowledging that science is an evolving process; there are always phenomena we are still working to understand, and I encourage learners to continue asking hard, curious questions.
How do you handle historical figures or events?
While I use Building Foundations of Scientific Understanding (BFSU) as a structural framework, I actively curate all content to ensure it aligns with my values of inclusivity, historical accuracy, and social justice. For example, the mention of Christopher Columbus in Nebel's book is excluded from my lessons.
Instead, I approach all historical contexts with a focus on a globally inclusive, nuanced, and accurate perspective that respects the lived experiences of all people. Whenever possible, I integrate information that highlights the diverse, global influences that historically underrepresented groups have contributed to science. My goal is to foster a safe, anti-racist environment wher
Do caregivers need to read the BFSU text?
To support the author's work and ensure all families have access to the curriculum's foundation, I require that all participating families own a copy of the Building Foundations of Scientific Understanding (BFSU) text. While you do not need to assign the book as independent reading for your child (as it is written for instructors) I highly recommend that you read along. Simply glancing at the upcoming lesson provides you with the context needed to support your learner and spark meaningful follow-up conversations at home.
What if we miss a class?
Because the lessons build sequentially, consistency is key. If a session is missed, a self-paced recording will be available. I highly recommend watching the recording together and having a follow-up discussion with your student to ensure they feel confident in the material.
Will this align with state science standards?
BFSU covers the core content areas of NGSS (Next Generation Science Standards) and most state standards, though the order of topics may vary. Our approach often delves deeper into conceptual understanding than many standards-based programs.
Can my child join mid-year or in a later semester?
It depends on the student. Because the lessons build on one another, your child must have the necessary background knowledge to be successful. Please contact me directly to discuss your learner’s specific situation.
How are the hands-on experiments and demonstrations handled in a virtual class?
I provide a week-by-week supply list well in advance so you can prepare for any hands on portions. During class, we often perform experiments together in real-time, where I guide students through the process, the inquiry-based questioning, and the observation phase. I do understand that life happens. If you don't have the materials on hand for a specific session, your learner is more than welcome to observe the demonstration during class and complete the experiment on their own time. Please note that not every lesson features a hands-on component; some sessions are focused on analysis and discussion to ensure we fully grasp the "why" behind the science.
Is this course exactly the same as Nebel’s Building Foundations of Scientific Understanding?
This course is deeply inspired by Dr. Bernard J. Nebel’s work. However, while I use the BFSU framework as our foundation, the curriculum is my own unique adaptation. I have refined the pacing, integrated some of my own hands-on activities, and added some of my own elements to make the concepts more accessible and engaging for learners. You are getting the classic, high-quality logic of BFSU enhanced with my specific instructional design and teaching style.
Copyright and Trademark Notice
Please note that I am an independent educator and am not affiliated with, endorsed by, or sponsored by Dr. Bernard J. Nebel or the Building Foundations of Scientific Understanding (BFSU) program. I do not own the rights to the BFSU curriculum or its associated materials. All intellectual property related to BFSU belongs solely to the original author. My courses are original works that use the BFSU framework as a pedagogical inspiration, and all supplementary materials (including my lesson plans, slide decks, and lab guides) are my own original creations.