STEM

Term Project Week: Hands on Learning and Discovering Passions Through Multidisciplinary Projects

June 25, 2026 by emilyhughes Leave a Comment

Term Project Week is a special tradition across all BASIS Independent Schools. At BASIS Independent Bellevue, Project Week is a much anticipated time on campus by teachers and students alike. After a year of learning, studying, and exams, the teachers are eager to create projects around their passions and share them with students. Term Project Week provides a space for students to discover new passions through multidisciplinary projects.

When walking around campus during Project Week you might see students learning how to line dance, while other students are building volcanoes as they learn about Pompeii, and some students may even be designing and building their own race cars. The excitement of Project Week isn’t limited to projects on campus, but expands into the community as well. This year we had students who got to learn about the intertidal zone and explore three different beaches in the Puget Sound. Beyond that we have groups of students who will be traveling to Alaska, France, and Norway for their Project Week.

Take a look at some of the projects we had this year and see what happens when students have the opportunity to explore passions and delve into creative projects.

Wearable Art Studio: Become a Fashion Designer

This project was led by Ms. Tseng and Ms. Haugen for students in grades 3–5. Students got to create custom totes bags, hats, and bandanas using printmaking, fabric paint, and tie-dye techniques. Their project culminated with a runway showcase where the designers got to debut their one-of-a-kind creations!

Chinese Cooking Camp

Ms. Pan and Ms. Chen, two of our Subject Expert Teachers in Mandarin, took students in grades 3–4 on a fun and flavorful journey into the world of Chinese cooking. During this project students used their team work skills to prepare vegetables, meat, and other ingredients. All of the students had a blast growing their confidence in the kitchen. But the best part of this project — trying and sharing the delicious food they created with friends!

Splish Splash

Ms. E-E and Ms. Rieger left campus behind for Project Week and took a group of grade 6–8 students to explore different forms of outdoor exercise, including hiking, kayaking, and paddleboarding. This group of students loved immersing themselves in nature for the week and admiring the beauty of the lakes and forests that are in their own backyard. A highlight of this project was getting to see a turtle in its natural habitat!

Rome 3-D Model Lab

In this project students in grade 7–10 became Roman architects and city planners for the week, as they reconstructed the monuments of the ancient world. Students learned how the Romans designed their cities and the engineering and architectural techniques that made Rome famous. Students then worked in teams to create detailed models of famous Roman monuments, using physical materials and digital tools.

Fiber Arts

Many students in grades 5–10 chose to explore the colorful world of weaving, led by Ms. Dreskin. Students got to explore texture and pattern as they built their own unique woven pieces with yarn and other creative fibers. Artists got to learn weaving techniques, as wells as knotting, fringe, and mixed-material details.

Erupting History: Build a Volcano and Discover Pompeii

Another group of grade 3–5 students explored the history and science behind the eruption of Mount Vesuvius. Students analyzed archaeological evidence and created their very own working volcano models of Mount Vesuvius. Getting to make the volcanoes erupt was a highlight for all!

Term Project Week is a cherished tradition at BASIS Independent Bellevue that highlights the joyful learning culture we nurture on our campus. We are grateful for our teachers who work hard to create engaging projects and our students who consistently bring their passion, innovation, and creativity into each project.

From Apollo to Artemis: How Kindergarten Engineers are Mapping the Future of Space Flight

June 11, 2026 by christineklayman Leave a Comment

While the world watched the successful splashdown of the Artemis II mission, the Kindergarteners at BASIS Independent Manhattan were already deep into their own lunar preparations. In engineering class, a simple pile of LEGO bricks became a lesson in the high-stakes world of aerospace, where our early learning students discovered a fundamental truth: in engineering, every single detail matters.

five students stand in front of a white board that says "We are going back to the moon" and they are holding their straw rockets.

An Interdisciplinary Preview

At BASIS Independent Manhattan, we often speak about our “spiraling curriculum.” For this lesson, that spiral started early. Before picking up a single block, students discussed the meaning behind the name Artemis.

This served as a fascinating interdisciplinary bridge to grade 5 Classics, where students dive deep into Greek mythology and history. By connecting a modern NASA mission to ancient stories, our students could understand how science, history, and culture are never truly separate.

a boy student holds up a design of a space launching system with the rocket and parts labeled in front of a LEGO model.

Mastering Propulsion and Design

The classroom was a hub of “focused fun” as students deconstructed the complexities of a Space Launch System (SLS).

Structural Integrity: Using LEGO, Kindergarteners designed launch systems that required balance and strength to stand tall for “liftoff.”
The Science of Flight: Through “straw rockets,” students experimented with the mechanics of propulsion, learning how force and direction dictate a successful trajectory.

A Facebook post from NASA History that shows the Apollo 12 astronauts with the helicopter flying over to recover them.

A Living Connection to History

The lesson took a personal turn thanks to our Kindergarten Teaching Fellow, Ms. Kelly. She shared a remarkable piece of her own family legacy: her father was a Navy pilot who flew the recovery helicopters for the original Apollo missions.

Students looked at archival photos of these recovery missions, realizing that the “splashdown” they were watching on TV – that the world was watching – connected directly to members of their own school community who were part of this carefully constructed operation’s evolution. This use of primary sources and personal narratives is a hallmark of the inquiry-based learning in our Lower School.

female student sits at a table and smiles with LEGO structures that look like a space launch system in front of her.

“We Will Follow Her There”

Perhaps the most powerful moment came during a discussion about the first female astronaut to journey toward the moon on the Artemis mission. The representation on screen sparked an immediate reaction from several of our students.

“We’re going to follow her there one day so we can explore the moon, too,” they remarked.

What our teachers marveled at most wasn’t that the students learned the mechanics of a rocket, but that they gained the confidence to believe in themselves to accomplish a feat like that in their future. We provide the tools, the content, and the encouragement for them to aim for the stars—literally.

teacher holds a straw rocket with a student standing in front of her pointing up at it like he is asking a question. They are standing in front of a white board that says "We are going back to the moon."

Join Our Next Mission

Our classrooms are spaces where curiosity meets high-level inquiry every day. If you’re ready to see how our Subject Expert Teachers inspire the next generation of engineers and explorers, we invite you to visit our campus or connect directly with our admissions team at manhattan-admissions@basisindependent.com.

BASIS Independent Manhattan is a PreK–grade 12 private school with campuses in the Upper West Side and Chelsea. Our mission is to educate students to the highest international levels through a spiraling liberal arts and sciences curriculum. We are committed to a joyful learning culture where hard work is celebrated, and our Subject Expert Teachers inspire extraordinary outcomes.

Making Science Come to Life: Every Spring, Our Cubs Watch Life Change Before Their Eyes

June 5, 2026 by jogoldfarb Leave a Comment

There’s a moment that happens every spring in our Lower School classrooms when a hush falls over a group of young Cubs as they peer into a glass container and watch, with wide eyes, as something that was once a tiny egg or a wriggling larva becomes something entirely different. It’s the kind of moment no worksheet or video can replicate.

That’s exactly why, for several weeks each spring, our Lower School dedicates itself to one of science’s most wondrous stories: the life cycle.

“In an urban environment where kids don’t get as much exposure on a day-to-day basis to nature, anything we can do to bring the natural world to life for students is really important,” commented Head of the Lower School Ms. Miller-Sims. “When you can put a living creature in front of them and observe the life cycle from the beginning, you just see it light up in their eyes in a completely different way than learning about it on a screen, or learning about it in a textbook, or talking about it through a discussion in class. Those moments are just so pivotal, because it is what the children will remember and constantly go back to, even as they age, remembering these foundational experiences.”

Engaging, Experiential Learning

From PreK through Grade 2, our students don’t just read about how living things grow and change; they witness it. Each year, our campus becomes a living science lab as we welcome a carefully chosen cast of creatures: caterpillars that spin themselves into chrysalises, tadpoles paddling in tanks, ladybug larvae inching along leaves, and eggs nestled in a warm incubator, waiting to hatch.

The goal isn’t just to teach biology. It’s to give children a visceral, unforgettable understanding of transformation, and allow them to see that living things change, grow, and become something new, right in front of their eyes.

“When students see something happening in real time, they really learn the best that way,” stated Grade 2 Math and Science Subject Expert Teacher Ms. Witherspoon. “When we have our eggs in our incubator, they can see how they are growing inside. Yes, we have a chart where they can see inside the egg. It’s different when you see it day by day. Once the chicks hatch, they can see how fast they may grow, or that not all chicks are yellow, learning about different colors and different breeds. The joy on their faces when they learn something and see it in person is just really unforgettable.”

Students observing the growth of tadpoles in Kindergarten

Why Hands-On Learning Matters

Young children learn best when they can touch, observe, and wonder. Watching a tadpole sprout tiny legs over the course of a week is a lesson in patience, curiosity, and scientific observation all at once. Checking on a tray of eggs each morning teaches children to look closely for details, to notice small changes, and to ask questions. When a chrysalis finally opens, the room fills with a kind of collective awe that’s impossible to manufacture and impossible to forget.

“The whole school gets involved by the time our chicks are hatching,” said Ms. Witherspoon. “I get parents, all the time, sharing that they are learning just as much as their children are learning. It’s great just to see from our littlest ones in the PreK classrooms to our oldest ones in Grade 2 how they are all just curious at the end of the day.”

These experiences also build a foundation for scientific thinking that will serve our Cubs for years to come. They begin to understand that nature operates on its own timeline, that change is a process, and that the world is full of living things undergoing their own remarkable journeys.

The Lineup This Spring

Each creature we bring to campus represents a different kind of life cycle story:

Caterpillars to chrysalises to butterflies: Students observe the transformation from larva to winged insect, learning about metamorphosis up close.

Tadpoles: The classic frog life cycle unfolds in a classroom tank, day by day.

Ladybug larvae: These spotted favorites go through a dramatic transformation that surprises even the adults in the room.

Chick eggs: Perhaps the most anticipated of all, children gather around the incubator and wait (and wait and wait) for the first signs of hatching. “Chick watch” is the term we use, and this year, Ms. Witherspoon helped welcome the great-grand chicks of the first chicks hatched in her classroom three years ago!

A Tradition Worth Protecting

In an age of screens and simulations, there’s something quietly radical about putting a living creature in a child’s classroom and saying: watch what happens. Our Lower School’s life cycle unit is one of those rare school experiences that students carry with them long after the school year ends- the spring they saw a chick hatch, the morning they noticed the tadpole had legs.

We’re proud to offer our Cubs this window into the natural world, and we are committed to nurturing their curiosity in such engaging ways for years to come.

Students in PreK marvel at butterfly larve

The Evolution of Lab Sciences: From Exploration in Primary Years to Advanced Laboratory Experiences in High School

May 22, 2026 by emilyhughes Leave a Comment

At BASIS Independent Bellevue, science comes to life through hands-on experiments, collaborative projects, and engaging investigations that encourage students to think critically and creatively. Across every division, from Primary School to High School, students are actively exploring the world around them in a variety of capacities.

Primary School: Building Curiosity Through Exploration

In Primary School, students are introduced to the wonders of science and engineering through engaging, project-based learning experiences. Throughout the primary years students deepen their knowledge of essential science concepts while teachers inspire a sense of wonder and excitement about the natural world, encouraging them to see themselves as young scientists ready to explore and discover.

In engineering classes, students explored various aspects of STEAM through units on civil and aerospace engineering. During the civil engineering unit, students worked collaboratively to design free-standing paper skyscrapers and environmentally informed cities centered around green spaces. In aerospace engineering, students designed rockets inspired by the Artemis II launch. During presentations, the BASIS Aeronautics Space Administration (B.A.S.A.) voted on the most innovative rocket design, with one winning all-girls team, impressing classmates by designing a rocket capable of cooking s’mores for astronauts during takeoff.

Students also participated in several exciting scientific investigations throughout the year. During a month-long moon phase project, students observed and documented the moon each night in moon journals before reenacting the positions of the Earth, moon, and sun to better understand lunar phases. Students also explored light energy through learning centers focused on how light travels and reflects off surfaces. Another favorite activity came during the measurement unit, where students practiced measuring liquids and following detailed lab instructions. If completed correctly, the experiment resulted in a colorful rainbow, making science both educational and exciting.

Middle School: Applying Science Through Hands-on Learning

Middle School students take scientific exploration to the next level through challenging labs, engineering projects, and interactive investigations. From grade 6–grade 8 students take three separate, concurrent science classes, biology, chemistry, and physics.

In physics classes, students participated in the “Egg War,” where they applied concepts such as Newton’s Laws, momentum, impulse, and kinematics to design vehicles capable of protecting an egg during a head-on collision. Students also explored electricity by building a variety of circuits using batteries, wires, and light bulbs, gaining firsthand experience with electrical systems and experimentation.

Engineering electives have also provided students with opportunities to collaborate and innovate. In grade 6 Introduction to Engineering, students worked together to build and code robots capable of competing in friendly robot battles. Through this project, students strengthened their skills in coding, construction, teamwork, and problem-solving.

Middle School chemistry students recently completed a stoichiometry lab involving a single replacement reaction between Copper (II) Sulfate and Aluminum. Students calculated theoretical yields, conducted the reaction, and analyzed their percent yield based on the copper produced. Biology students have also immersed themselves in the study of anatomy and life sciences through a variety of dissections, including cow hearts, cow eyes, frogs, and owl pellets. In addition, students explored the microscopic world by using microscopes to observe tissues, organisms, and cellular structures.

High School: Connecting Theory to Real-World Science

In high school science courses, students deepen their understanding of scientific concepts through advanced laboratory experiences and independent inquiry. In AP Physics 2, students conducted a capacitance lab in which they built parallel-plate capacitors using aluminum foil and textbooks. By testing how effectively paper functioned as a dielectric material, students were able to apply classroom equations to real-world experimentation and engineering design. In AP Physics 1, students got to build model trebuchets, a medieval siege engine powered by a counterweight. They explored the forces and torques acting on the system and how their design choices affected the range and accuracy of their models.

Honors and AP Chemistry students have also engaged in a wide variety of labs throughout the year, including titrations, acids and bases investigations, and experimental procedure design. Students are often challenged to create their own methods for achieving a scientific goal using only a provided set of materials, encouraging creativity and critical thinking in the lab. But what is the fun in chemistry without some fire? One particularly memorable experiment involved testing metals in flames to demonstrate properties of matter. By combining alcohol with different salts, students produced brilliantly colored flames that brought chemistry concepts vividly to life!

From designing rockets and building robots to conducting advanced chemistry and physics experiments, students across all grade levels are discovering that science is more than just a subject. It is an opportunity to explore, create, and innovate. Through these engaging lab experiences, our students continue to develop the problem-solving skills that will assist them in their future endeavors.

Sparking Imagination Across Campus: Creativity Challenges with Ms. Bhatnagar

March 21, 2026 by ezekielbracamonte Leave a Comment

Fostering innovative thinkers is at the heart of our mission, and Ms. Bhatnagar’s Creativity Challenges give everyone on campus—students of all grades and even staff—the opportunity to explore, imagine, and solve problems in bold new ways. These challenges encourage participants to take intellectual risks, think creatively, and approach problems with curiosity and confidence.

Creativity and problem-solving are essential skills for future STEM careers, and regularly participating in these challenges helps students and staff exercise their “creative muscles.” As Ms. Bhatnagar explains, “By implementing these challenges on a regular basis, students are able to build these skills for all academic subjects.”

What Are Creativity Challenges?

These short, high-impact exercises encourage divergent thinking, helping participants generate multiple unique ideas rather than searching for a single “right” answer. Typically lasting 5–20 minutes, they serve as warm-ups for larger STEM projects and foster creativity through the four key components: fluency, flexibility, originality, and elaboration.

Challenges are adapted for all ages. Younger students benefit from collaborative brainstorming and extra time, while older students are encouraged to develop multiple alternative ideas before finalizing their solutions. Read-aloud stories like Beautiful Oops by Barney Saltzberg help participants see mistakes as opportunities for growth—a lesson many have applied to their projects throughout the year.

The Monthly Creativity Challenge Contest

The Monthly Creativity Challenge Contest allows students and staff to showcase their creative problem-solving. Winning ideas are displayed to inspire future entries. One example of a creativity challenge was the “It’s Not a Heart!” activity, where participants were given what looked like the outline of half a heart and invited to transform it into something entirely different. Students and staff used their imagination to build creative drawings around the shape—anything but a heart. The results were impressive, with many truly inventive and thoughtful entries! Ms. Bhatnagar shares, “Last week, a couple of my Grade 4 students came to me during lunch break asking for more challenge sheets since they had a brand-new idea they hadn’t thought about before.”

Creating a Culture of Risk-Taking

Ms. Bhatnagar fosters a safe and supportive environment where mistakes are seen as part of learning. Through the Engineering Design Process, open-ended challenges, and student choice in materials, participants are encouraged to experiment and iterate. Collaborative learning and class norms emphasizing respectful curiosity create a judgment-free space where everyone feels comfortable sharing ideas. By valuing the thinking process as much as the final product, Ms. Bhatnagar empowers participants to take risks, try bold ideas, and grow as confident, creative problem-solvers.

Growth, Confidence, and Collaboration

Over the years, participants grow from shy, hesitant creators to confident innovators, developing critical thinking, collaboration skills, and the courage to embrace challenges. Creativity has spread beyond the classroom, sparking spontaneous conversations across campus and turning displays of student work into catalysts for curiosity and inspiration. This reflects Ms. Bhatnagar’s mission: to make creativity a normalized, daily conversation.

Long-Term Takeaways

Academically, creativity challenges strengthen problem-solving skills for all subjects and prepare our students for STEM careers. Personally, they cultivate creative confidence and adaptable thinking, helping participants approach challenges beyond the classroom with curiosity and courage. Success is measured not just by the final product but by exploration, experimentation, and the willingness to take intellectual risks.

Through Creativity Challenges, Ms. Bhatnagar is helping everyone on campus see that imagination grows with practice—and that every “oops” can become an opportunity to create something extraordinary.

BASIS Independent Silicon Valley is a TK–Grade 12 private school, offering an internationally benchmarked liberal arts and sciences curriculum, with advanced STEM offerings. Considering joining the Bobcat community? To join our interest list for the next school year and receive admissions updates and more, please click here.

Summer Buzz: What to Expect for BASIS Independent Bellevue Summer 2026!

February 6, 2026 by emilyhughes Leave a Comment

As sunshine stretches a little longer into each day, excitement starts to bubble up across our Mountaineer community—summer is almost here! Once the school year comes to a close in June, students may say goodbye to regular classes until August, but the fun and learning doesn’t have to stop on campus. All summer long, BASIS Independent Bellevue will be buzzing with energy as we host a variety of engaging summer programs.

Designed by our Auxiliary Department, Summer 2026 is packed with opportunities for students to explore passions, try something new, and make memories with friends along the way. Summer is the perfect season for creativity, curiosity, and discovery, and our programs are built to embrace all three. Whether students are creating, coding, collaborating, or staying active, our summer offerings reflect the vibrant interests of our community and promise something exciting for every camper.

Day Camp

Day camps offer students an exciting blend of learning and play through flexible, theme-based programming. To reflect the wide range of interests within our community, the Auxiliary Department has designed a rotating schedule of weekly themes that bring each camp experience to life.

Campers will explore different eras in Time Travel Trek, blast off to different planets in Space Explorers, connect with nature in Wild World Adventures, or tap into their superpowers in Superhero Academy. Each day features activities aligned with the weekly theme, balanced with both indoor and outdoor fun. Every session wraps up with a celebratory Fun Friday, often highlighted by special guest experiences tied to the theme. Families are welcome to enroll campers in multiple weeks, giving students the chance to enjoy every adventure our campus has in store.

Specialty Camps

Our specialty summer programs offer students a dynamic space to build friendships, explore new interests, and challenge themselves. From creative, hands-on activities to athletic options like Archery and Sports Menagerie, these camps reflect the diverse passions of the Mountaineer Community. Beyond summer fun, families can expect programs that support learning, social growth, and essential life skills, all while encouraging curiosity, confidence, and exploration at BASIS Independent Bellevue.

Specialty Camp Focus

While our summer day camp is highlighted by fun explorative learning, we’d be remiss if we did not mention some of the other areas BASIS Independent Bellevue Summer Camps shine! We know while the school year may contain multitudes of differing subjects, BLV Summer strives to offer campers a wide range of intellectually stimulating courses. For example, our Latin Immersion Course and Latin Boot camp offer not only an introduction to the language, but also opportunities to further build upon information already learned.

Children can also explore their creative side with one of our art focused specialty courses. Such as; DJ Camp that introduces campers to professional remixing software, helping them craft their own mixes while learning about audio editing and beat production. Jazz Camp offers instrumentalists the chance to refine their technique, explore improvisation, and collaborate in ensemble settings. Creative Writing Camp gives campers the opportunity to expand their writing skills and creative story telling. Or perhaps your child is interested in theatre then, Play Creation Theater Adventure could be the right camp for them, here campers get to explore the process of scription, designing, and preforming their own play!

Sign Up Today!

Spanning a wide range of interests, our summer programs keep the campus energized and engaged long after the school year ends. These experiences encourage students to explore new interests while developing valuable skills. To learn more, view our complete Summer 2026 Camp Brochure here and register below! For additional questions you can contact the organizing team at blv.summercamp@basisindependent.com.

Summer Camp Sign Ups

Leadership Spotlight: Director of Auxiliary Programs, Ms. Murphy

January 23, 2026 by emilyhughes Leave a Comment

Ms. Murphy is our wonderful Director of Auxiliary Programs. Families often wonder what extracurricular opportunities are available at BASIS Independent Bellevue, so we met with Ms. Murphy to learn more about the valuable work she does to provide robust opportunities for our students outside the classroom.

Background & Career Path

Can you share a bit about your professional background and what led you to your current role as Director of Auxiliary Programs?

My background is in Theatre Education! My entire career has been in alternate education thus far. I worked as a freelance teaching artist for several years doing after school programs and summer camp. I have always loved having the opportunity to help students express their creativity and provide a safe place for students to explore new things. I knew that I wanted a career in extracurriculars, and the opening for Summer Programs Coordinator at BASIS Independent Bellevue popped up at the perfect time! I am so grateful for the experience that BLV has given me to progress from coordinator, to manager, and now the Director of Auxiliary Programs.

What originally drew you to working in education and student enrichment programs?

I have always loved working with kids and when I graduated college, I was exploring what I could do with my Theatre degree. I started working with kids in theatre which is where I caught the education bug. It was in this role that I found a place for myself in alternate education and the work with the kids continues to bring me back.

Roles and Responsibilities

How would you describe the role of Auxiliary Programs within our school community?

I like to describe my role of Auxiliary Programs as the person who gets to bring the fun to school. I plan all extracurriculars, field trips, and various events for the students. These programs help kids explore opportunities they wouldn’t normally have access to, from advanced coding and science competitions to art classes and speech and debate.

What does a typical day look like for you in this role?

In a typical day I am doing extensive behind the scenes work with registration, budget and logistics. In addition to this I am also meeting with teachers and organizations to ensure they have an understanding of our policies and procedures. This role involves a lot of collaboration with other people, as the programs I am planning involve teachers and other staff to make them run. In the afternoons I am typically interacting with students and getting to see the programs I plan in action.

Program Planning and Innovation

How do you identify and develop clubs and programs that truly excite and engage students?

I love hearing suggestions from parents, students, and teachers for clubs! I’d say that about 80% of our programs came about because someone reached out to me and said they’d like to see that program at our school. For example, a current club we have is Physics Forum, which has been led by a current grade 10 student for the past two years. This student completely leads the lessons, and plans and executes the activities. The club culminates with F=MA, a physics exam for grade 7–10 students. Beyond recommendations from our school community, my career has helped me build connections with a wide range of organizations and individuals across the greater Seattle area, whom I work with to bring engaging extracurricular opportunities to our school.

Physics Forum Club ran by Gordon B. in grade 10

Can you walk us through your process for planning a new club or summer program from idea to launch?

In general, a new club or summer program starts with a proposal from a teacher, student or parent. Once the proposal is submitted; it is reviewed to ensure it fits with our schedule and aligns with our overall program needs. I then meet with the individual to confirm the schedule and logistics for the program. From there I collaborate with the club leader for supply needs, and registration. Once a club is up and running, it typically runs for 8–10 weeks.

What has been one of your most rewarding programs, and why?

The first summer I did a performance intensive summer camp, that has easily been one of my most rewarding programs to witness. This week-long program had campers attending daily and working toward a culminating performance of The Jungle Book at the end of the week. Throughout the week the campers put together costumes, created the set, and worked on lines. The culminating performance was a wonderful way for all campers and families to see all of the campers’ hard work. This program was especially fun for me because I love the creative outlet of theatre. Seeing the joy and pride in the students performing at the end of week has stuck with me over the years.

Impact on Students and Community

How do clubs and summer programs enhance the overall student experience?

Clubs and summer programs can not only help students advance in a subject they are already passionate about, but can also give an opportunity to experience new things and discover new passions. The safe environment we create for students to try something new, often ignites new passions. Seeing students discover new passions through clubs and extracurriculars is a special part about my job.

Clubs and Summer Programs can also grow students’ leadership opportunities. For example, our National Science Bowl Team were two-time national champs in the middle school division. The students who were on this team are now in high school and are helping to lead the middle school team. Beyond this, students can also build friendships outside of their class and grade level through various clubs.

How do you ensure programs are inclusive and accessible to a wide range of interests and abilities?

Our Head of School, Dr. Thies, is intentional about creating a holistic learning environment, where we are not just focused on STEM, but also providing equal space and opportunity in the fine arts. While STEM programs are important, fine arts opportunities are equally valuable. When I am planning the programs each year I work to establish balanced offerings for interests. In terms of ensuring our programs are accessible for a wide range of abilities, almost all of our programs are open to all students and only a few programs require try outs. For example, currently our sports teams don’t require a try out, as we want all students to have the opportunity to play. Over the course of this year, we will have around ninety different clubs and extracurricular opportunities, spanning from History Sketching, to Archery, to Intro to Robotics.

Looking Ahead

What exciting summer programs are you most looking forward to?

I am eager to be welcoming kindergarten programs as we welcome younger learners onto our campus for the 2026-2027 school year. One program we will have this summer for our early learners is called, Mini Lemonade Stand. In this summer program students will learn business tactics and create their own lemonade stand, complete with flyers and a mock sale day. We will also have a summer program called DJ Mixing, led by our current music teacher, Mr. Escobar. This program provides a unique opportunity for students to develop a skill they likely wouldn’t have the chance to explore otherwise.

What goals or dreams do you have for expanding student opportunities?

One of my goals is to continue encouraging students to take ownership of programs and develop their leadership skills by running programs for their peers or younger students. I would also love to see us expand our involvement in national organizations like DECA and speech and debate competitions.

Beyond the Job

What do you enjoy most about working with students outside the traditional classroom setting?

I absolutely love witnessing an “ah-hah” moment with a student. Often, I see a student working on something, look up with a spark in their eye, and say, “This is really fun.” Those moments are my favorite thing in the world. I also love walking into a club and seeing everyone actively engaged and connecting with their peers. The classroom may look slightly chaotic, but to me, it’s controlled chaos—a reflection of the passion and excitement students are bringing to the club.

What inspires your creativity and passion outside of work?

Outside of work I love to create in many different avenues. I enjoy theater and the arts and perform in local productions. I also love to bake, crochet, dance and explore the outdoors.

Real Questions, Real Investigations: How BASIS Independent Fremont Students Develop Scientific Thinking Skills

January 22, 2026 by sarahpeterson Leave a Comment

Real scientists don’t start with textbooks. They start with questions about the world around them. At BASIS Independent Fremont (BIF), our Lower School students learn the same way: by investigating real phenomena, testing their ideas, and using evidence to support their conclusions. From engineering solutions to ancient problems to exploring why oil and vinegar refuse to mix, BIF students practice thinking like the scientists and engineers they may one day become.

Learning Through Real-World Investigation

At BIF, science education is phenomena-based, meaning students begin with observable events and real-world questions rather than memorization. Our approach develops three essential skills: active investigation (students doing, not just watching), scientific communication (reading, writing, and discussing like scientists do), and evidence-based reasoning (supporting conclusions with data).

This matters because these skills extend far beyond the science classroom. Whatever our students choose to become in life, they need to ask thoughtful questions, analyze information, and solve complex problems. Science at BIF is preparation for thinking critically about the world.

What Scientific Thinking Looks Like at BASIS Independent Fremont

Students Observe and Question

In Dr. Luo’s grade 4 science class, students recently tackled a deceptively simple question: why do oil and vinegar sometimes mix instead of separating into layers? “We started at the observable scale by having students mix oil and vinegar and notice that they don’t mix and instead form layers,” Dr. Luo explains. From that initial observation, students generated their own questions about what was happening at a molecular level—questions that would drive their entire investigation.

Similarly, in Mr. Kasper’s engineering class, the students face a historical challenge: How did ancient Rome transport fresh water to support its growing population? “Students are guided to ask essential questions such as: Why is this a problem? Who is being affected? What are the possible causes of the water shortage?” Mr. Kasper notes. “Students are encouraged to ask additional questions of their own, deepening their understanding of the challenge.”

Students Investigate and Test

Scientific thinking requires more than curiosity—it demands action. Dr. Luo’s students moved from observation to experimentation, testing various substances to see what would help oil and vinegar combine. “Students experimented with adding lecithin, flour, and cornstarch to oil and vinegar. They discovered that lecithin helps oil and vinegar mix by acting as an emulsifier.”

In engineering, Mr. Kasper’s students design and build prototypes of aqueducts, working within budgets and material constraints just as real engineers do. “During construction, they test their structures for strength and for their ability to successfully transport water,” he explains. “Testing is an ongoing process, and students carefully record not only how their prototypes perform, but also the results of each test and the improvements they believe will fix any issues.”

Students Read, Write, and Communicate Like Scientists

Scientific literacy is just as important as hands-on experimentation. Dr. Luo’s students didn’t just conduct experiments—they read scientific texts to deepen their understanding. “Students built their own online models and read texts like Handbook of Food Science and Solving Dissolving to learn about molecular structure and how molecules attract themselves and other molecules,” she shares.

Throughout their investigations, students document their findings in science journals, write lab reports, and present their conclusions to classmates. This mirrors how real scientists communicate their discoveries to the broader scientific community.

Students Use Evidence to Support Their Ideas

Perhaps most importantly, BIF students learn that good ideas must be backed by evidence. When Dr. Luo’s students concluded that lecithin acts as an emulsifier, they could point to specific experimental results and molecular models that supported their claim. They learned about emulsifiers’ special structure—one that can attach to both oil and vinegar molecules—through both reading and hands-on observation.

Mr. Kasper’s engineering students practice the same evidence-based thinking. “Each idea is discussed and evaluated based on the identified constraints and goals, such as efficiency, cost, available materials, and the ability to successfully transport water,” he explains. “Through this process, students learn that engineering is not about choosing the first idea, but about carefully comparing options to determine the best possible solution.”

Building Skills That Last

The sophistication of scientific thinking grows as students do. By grades 4 and 5, students are working with complex concepts like molecular structure and engineering design processes, but the foundation begins much earlier—with kindergarteners observing how materials change and grade 1 students exploring the natural world.

These investigations teach students to approach problems with confidence. They learn that failure is part of the process, that questions are more valuable than quick answers, and that evidence matters more than opinions. As Mr. Kasper notes, “This reflection reinforces the idea that engineering is iterative and that failure is an important part of learning and improvement.”

By the time BIF students reach Upper School, they’ve spent years practicing how to think, not just what to think. They carry forward skills they’ll use for life: asking thoughtful questions, designing investigations, using evidence to support ideas, and communicating findings clearly.

Science as a Way of Thinking

At BASIS Independent Fremont, science isn’t a subject students study. It’s a way of thinking to practice every day. From our youngest Bumblebees to our grade 5 students preparing for middle school, students learn to approach problems like scientists and engineers: with curiosity, creativity, and evidence.

Want to see scientific thinking in action? Schedule a campus tour to visit our Lower School classrooms and discover how BIF students are learning to investigate, question, and solve the problems that matter.

BASIS Independent Fremont is a TK – Grade 12 private school, providing students with an internationally benchmarked liberal arts and sciences curriculum, with advanced STEM offerings. Considering joining the BASIS Independent Fremont community? To join our interest list for the next school year and receive admissions updates and more, please click here.

Build the Future at Our Senior Robotics Camp

December 31, 2025 by jogoldfarb Leave a Comment

This summer, we’re opening the doors to innovation at BASIS Independent Brooklyn with our Senior Robotics Camp—an intensive, hands-on experience designed for students in grades 6–12 who are eager to explore the cutting edge of technology.

From June 29 to July 3, aspiring engineers and problem-solvers will spend their afternoons (12:00–4:00 p.m.) immersed in the fundamentals of robotics at our Upper School campus in Red Hook. Students will master mechanical design, dive into coding, explore circuitry, and learn sensor integration—all while building and programming their own robots from the ground up.

What Makes This Camp Special?

This program isn’t just about following instructions. Campers will tackle real-world challenges, from navigating complex obstacle courses to programming robots to complete automated tasks. Working both independently and collaboratively, students will develop critical STEM skills, including:

Critical thinking and analytical reasoning
Teamwork and communication
Creative problem-solving under pressure
Technical proficiency in coding and engineering

Whether your student is taking their first steps into robotics or looking to level up their existing skills, our supportive environment encourages experimentation, iteration, and bold thinking.

BASIS Independent Brooklyn’s Robotics Coach Nicholas will oversee the camp, and he shared: “I’m really excited about the Robotics Summer Camp, where students get hands-on experience building and programming robots using Arduino and other electronics.”

Coach Nicholas continued: “Whether students are new to robotics or have prior experience, this camp is a great opportunity to explore, problem-solve, and build something awesome together.”

Details at a Glance

Grades: 6–12
Dates: June 29 – July 3
Time: 12:00–4:00 p.m.
Investment: $850

Allow your teen to turn curiosity into capability. Space is limited—registration opens on January 6, 2026. Watch them build the future, one robot at a time. See our Summer 2026 website for more information.

Coach Nicholas and his high school robotics team prepare for their FIRST Competition demonstration.

Student Spotlight: Hera L-Y—Researching Forever Chemicals in Our Water

December 6, 2025 by aixuanwang Leave a Comment

Hera L-Y, a senior at BIM, conducted a series of water-quality analyses on samples collected from several local areas during her free time. After testing samples from Falls Church, Loudoun County, Washington, D.C., Montgomery County (MD), and Alexandria, VA, she discovered a significant discrepancy between Alexandria’s results and those of the other regions. Dr. Hight recently interviewed her about her process and findings.

Hera, I know you’ve been doing your own research on Polyfluoroalkyl substances (PFAS) in our water, and it was recently written about in the Alexandria Times. How did you get started looking into forever chemicals?

In the summer after my sophomore year, I did an internship in a chemistry lab in China, and the professor who was mentoring me introduced me to PFAS and gave me a project to work on with the help of some graduate students. I learned a bunch of different simulation software and then simulated the interactions between PFAS and proteins. We used Perfluorooctanoic acid (PFOA), which is really common. We studied its interaction with bovine serum albumin, which is a protein in cows very similar to human serum albumin but a bit less complicated.

We found that the binding energy was really strong, which told us that PFOA was really likely to bind to the protein. And then we calculated how much the protein changed after interaction with PFOA and found it hadn’t changed much at all. We realized that because the interaction was so stable, the body wasn’t recognizing it as a foreign particle. But binding to the protein could still knock it out of service.

Hera presenting on PFAS during her internship.

It harms protein function without triggering any sort of immune response? That doesn’t sound good.

Not good.

So your lab work got you interested in PFAS. How did you get from there to testing local water?

After that summer, I knew that this was something that I wanted to continue looking into. I built my own website about PFAS, trying to, like, educate people as much as possible about products that contain them. And then in March or April of 2024, I started this project. What sparked the whole thing was that I found these filters online that let you test your own tap water’s PFAS level. So I bought two and tested my tap water, and then also tested boiled water, because my family drinks a lot of tea.

Then I wondered if the concentration in my home would be different from my friends’ homes. So I tested in a bunch of different towns: Arlington, Alexandria, Loudoun, and Falls Church. The average was around 9-10 PPT, but there were two outliers. Loudoun was really low, around 3.5 PPT. And I actually expected that to happen because they advertised that they are implementing things to filter out PFAS. So I knew Loudoun was going to be lower than the rest, but then I found that my first result for Alexandria was 22 PPT, more than twice the average. At first, I thought it might have been an experimental error, so I tested again at a different location in Alexandria. That one came back 17 PPT, so less, but still way more than average.

Hera collecting water samples with young campers during the Environmental Science summer camp she led.

So what was going on with Alexandria’s water?

What I did was look into the water sources for all the counties. So I tested the Potomac River and the Occoquan Reservoir, because those are the two main sources of water in Northern Virginia. Both were in double digits. The Potomac was around 15 PPT, and the Occoquan was 21 PPT, both of which are lower than the first Alexandria reading, which was a little confusing. But concentrations do vary with rainfall.

I reached out to a few newspapers because I’ve never seen this covered before, and I got connected with the journalist who wrote the article. We did some research and found an article from 2023 that talked about how Alexandria had an actionable level of PFAS. The mayor at the time was talking about how they were going to do something to stop it, but their levels are actually higher now. So clearly, they didn’t really do anything.

What’s next with this project?

It’s kind of on pause right now for college applications, but I definitely want to continue it in college. Because we know PFAS are bad for us, but we don’t know the extent of how bad. There’s a strong correlation between the concentration of PFAS in someone’s body and liver cancer. I do know that the liver is the main thing that detoxes your body. Because PFAS are so non-degradable, they kind of build up in your liver over time. I’m curious about the biochemistry there.

Sounds fascinating. I look forward to hearing more about it in the future. Thanks, Hera!

You can also read about Hera’s findings in the Alexandria Times.

BASIS Independent McLean is an Age 2–Grade 12 private school, providing students with an internationally benchmarked liberal arts and sciences curriculum, with advanced STEM offerings. Considering joining the Red-Tailed Hawks community? To join our interest list for the next school year and receive admissions updates and more, please click here.