Frequently Asked Questions
What is FIS Built On?
FIS is built on inquiry-based learning and systematic learning progressions, meaning concepts build on each other in a logical sequence from simple to complex. The curriculum is grounded in the same foundational science education principles outlined in A Framework for K-12 Science Education and aligns with Next Generation Science Standards.
Is this the same as BFSU (Building Foundations of Scientific Understanding)?
No! This curriculum is independently developed and is not affiliated with or endorsed by BFSU. We do have a correlation chart as a reference to show conceptual alignment, but these are original lessons. If you love what we do here, we highly recommend picking up the BFSU books by Bernard Nebel as a wonderful companion resource!
What age is this class for?
Semester 1 in the standard pace is generally a great fit for learners around ages 5–7, though curious older beginners are absolutely welcome. Because every learner develops differently, there is no strict age minimum or maximum. You know your child best.
Does my child need prior science experience?
Not at all. This course begins with foundational ideas and builds gradually through observation, questioning, discussion, and experimentation.
How should I choose between the standard and accelerated class?
Both classes explore the same core concepts. The main difference is pacing.
The standard class moves slowly and intentionally, with plenty of time for repetition, discussion, and more hands-on exploration.
The accelerated class moves more quickly and often includes deeper or faster-paced discussion.
In general:
- Standard is often a good fit for younger learners, beginners, or students who prefer a gentler pace.
- Accelerated may be a better fit for older learners or students ready for longer discussions and quicker pacing.
What topics will we study?
Across the course, students explore concepts from:
- chemistry
- life science
- physics
- earth science
A Note on Lesson Sequencing
The lessons in this curriculum are intentionally interleaved across content subjects rather than taught one subject at a time. This structure allows students to build connections between concepts as they develop, reinforcing ideas from multiple angles before moving deeper into any single topic. Concepts introduced early are revisited and expanded upon in later lessons, creating a spiral of understanding that grows stronger over time.
What comes after this course?
Semester 1 is the beginning of a multi-year science sequence. Future semesters continue developing the same science strands in increasing depth and complexity, with concepts revisited and expanded over time.
Is this class secular and inclusive?
Yes.
This course is fully secular and grounded in scientific inquiry, observation, experimentation, and evidence-based reasoning.
I work intentionally to create a classroom that is welcoming, respectful, and inclusive of learners from all backgrounds, identities, and lived experiences. My goal is for every student to feel safe asking questions, thinking critically, and participating fully.
Science belongs to everyone.
Topics such as evolution, natural selection, geology, and the age of the Earth are taught through the lens of modern scientific understanding and evidence-based inquiry.
How do you approach history and scientific context?
When historical examples or scientific discoveries come up in class, I thoughtfully curate material with attention to inclusivity, historical accuracy, and global perspective. Whenever possible, lessons highlight the diverse contributions people across cultures and communities have made to scientific understanding.
Do caregivers need any materials?
Families should plan to have access to the listed weekly experiment supplies, which are shared ahead of time. Some families also choose to keep a personal copy of Building Foundations of Scientific. Understanding as a helpful parent reference, though it is not required reading for students.
What if we miss a class?
Because concepts build over time, regular attendance is encouraged.
If a learner misses a session, a recording will be available so they can catch up at home. Watching the recording and discussing the lesson together can be very helpful before the next class.
Will this align with science standards?
This course covers core concepts commonly found across elementary science standards, including NGSS-aligned topic areas. Because the sequence is concept-based, the order may look different from traditional textbook or school science programs. The emphasis is on building deep understanding over time.
Can my child join a live class mid-year?
Sometimes. Because concepts build on one another, placement depends on a student’s previous experience and comfort with the material. Families are welcome to reach out to discuss whether a later-semester placement would be a good fit.
How do hands-on experiments work in an online class?
A supply list is shared ahead of time so families can prepare. During live sessions, students may complete investigations alongside me, observe demonstrations, record observations, and participate in discussion and reasoning together. If you do not have materials ready for a particular class, your learner is always welcome to observe and complete the activity later if desired.
Not every lesson includes a hands-on experiment. Some sessions focus more on observation, analysis, discussion, and building conceptual understanding.