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We offer Science Sessions in 4 Tiers

  • Tier 1: Grade 1-2
  • Tier 2: Grade 3-5
  • Tier 3: Grade 6-8
  • Tier 4: Grade 9-12

We follow this curriculum and include a hands-on activity in each lesson. Two classes per month are scheduled for each group. We offer to take students to Massachusetts Institute of Technology (MIT) and or other top universities for one class per semester. (Limited seats and subject to eligibility)

Tier 1 Curriculum (All lessons include a hands-on-experiment or activity).

  • Earth’s Place in the Universe: Sun, Moon, and stars to describe that each appears to rise in one part of the sky, appears to move across the sky, and appears to set. Identify relationships among seasonal patterns of change, including relative sunrise and sunset time changes, seasonal temperature and rainfall or snowfall patterns, and seasonal changes to the environment. Examples can include foliage changes, bird migration, and differences in amount of insect activity.

    Investigate and compare the effectiveness of multiple solutions designed to slow or prevent wind or water from changing the shape of the land.Map the shapes and types of landforms and bodies of water in an area. Examples of types of landforms can include hills, valleys, river banks, and dunes. Examples of water bodies can include streams, ponds, bays, and rivers. Use examples obtained from informational sources to explain that water is found in the ocean, rivers and streams, lakes and ponds, and may be solid or liquid. Observe how blowing wind and flowing water can move Earth materials from one place to another and change the shape of a landform. Examples of types of landforms can include hills, valleys, river banks, and dunes.

  • From Molecules to Organisms: Structures and Processes Use evidence to explain that different animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air, and plants have roots, stems, leaves, flowers, and fruits that are used to take in water, air, and other nutrients, and produce food for the plant. Compare ways in which the behavior of different animal parents and their offspring help the offspring to survive. Examples of behaviors could include the signals that offspring make (such as crying, cheeping, and other vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the offspring.
  • Ecosystems: Interactions, Energy, and Dynamics : Develop and use models to compare how plants and animals depend on their surroundings and other living things to meet their needs in the places they live. Animals need food, water, air, shelter, and favorable temperature; plants need sufficient light, water, minerals, favorable temperature, and animals or other mechanisms to disperse seeds.
  • Biological Evolution: Unity and Diversity : Use texts, media, or local environments to observe and compare (a) different kinds of living things in an area, and (b) differences in the kinds of living things living in different types of areas. Examples of areas to compare can include temperate forest, desert, tropical rain forest, grassland, arctic, and aquatic. Specific animal and plant names in specific areas are not expected.
  • Heredity: Inheritance and Variation of Traits Use information from observations (first-hand and from media) to identify similarities and differences among individual plants or animals of the same kind. Examples of observations could include that leaves from the same kind of plant are the same shape but can differ in size. Inheritance, animals that undergo metamorphosis, or hybrids are not expected.
  • Waves and Their Applications in Technologies for Information Transfer Demonstrate that vibrating materials can make sound and that sound can make materials vibrate. Examples of vibrating materials that make sound could include tuning forks, a stretched string or rubber band, and a drum head. Examples of how sound can make materials vibrate could include holding a piece of paper near a speaker making sound and holding an object near a vibrating tuning fork. Conduct an investigation to determine the effect of placing materials that allow light to pass through them, allow only some light through them, block all the light, or redirect light when put in the path of a beam of light. Effects can include some or all light passing through, creation of a shadow, and redirecting light.
  • Matter and Its Interactions: Describe and classify different kinds of materials by observable properties of color, flexibility, hardness, texture, and absorbency. Test different materials and analyze the data obtained to determine which materials have the properties that are best suited for an intended purpose. Examples of properties could include, color, flexibility, hardness, texture, and absorbency. Data should focus on qualitative and relative observations. Analyze a variety of evidence to conclude that when a chunk of material is cut or broken into pieces, each piece is still the same material and, however small each piece is, has weight. Show that the material properties of a small set of pieces do not change when the pieces are used to build larger objects. Materials should be pure substances or microscopic mixtures that appear contiguous at observable scales. Examples of pieces could include blocks, building bricks, and other assorted small objects. Examples of reversible changes could include materials such as water and butter at different temperatures. Examples of irreversible changes could include cooking an egg, freezing a plant leaf, and burning paper.
  • Energy: Design and conduct an experiment to show the effects of friction on the relative temperature and speed of objects that rub against each other. Examples could include an object sliding on rough vs. smooth surfaces. Observations of temperature and speed should be qualitative.
  • Technology & Engineering Design : Ask questions, observe, and gather information about a situation people want to change that can be solved by developing or improving an object or tool. Generate multiple solutions to a design problem and make a drawing (plan) to represent one or more of the solutions.
Tier 2 Curriculum (All lessons include a hands-on-experiment or activity).

  • Earth’s Materials: Identify elements, rocks, soil, and living organisms found on the earth’s surface. Understand that air is a mixture of gases that is all around us and that wind is moving air. (Air takes up space.)
  • The Weather (part 1): Weather changes from day to day and over the seasons. Understand weather charts, wind, and kinds of precipitation.
  • The Sun as a Source of Light and Heat: The sun supplies heat and light to the earth and is necessary for life.
  • Periodic Phenomena: Understand the different seasons of the year, day and night, how and for what thermometers are used for, and weather patterns.
  • Rocks and Their Properties: Learn what a mineral is and characteristics of ore minerals such as magnetite and hematite (two sources of iron). Learn how silica from sand is used to make glass. Discuss physical properties of minerals (hardness, color, luster, cleavage, and streak) and also heaviness, color, texture, crystal shapes, luster, surface patterns, etc. Discuss Moh’s Scale of Hardness. Learn categories of rocks (including metamorphic, igneous, and sedimentary) and their properties.
  • Composition, Formation, and Properties of Soil: The ways in which soil is formed and differences in color, texture, odor, and clumping due to organic components vs. other components. Different properties of soil, including color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants.
  • The Weather (part 2): How air temperature, moisture, wind speed and direction, and precipitation make up the weather in a particular place and time. Discuss classical (not digital) weather instruments, including thermometers, barometers, rain gauges, hygrometers, and anemometers, which demonstrate the physical principles that make them work. (Build weather instruments!).
  • Earth’s History: How the surface of the earth changes from natural events such as erosion, weathering, landslides, volcanic eruptions, and earthquakes.
  • The Earth in the Solar System: Earth is part of a system called the “solar system” that includes the sun (a star), planets, and many moons. The earth revolves around (orbits) the sun in a year’s time and rotates on its axis once approximately every 24 hours.
  • Earth and Space Science: Air temperature, moisture, wind speed and direction, and precipitation make up the weather in a particular place and time. Understand various forms of precipitation (rain, snow, sleet, and hail) and how it relates to climate.
  • Technology/Engineering Learning: Learn about materials commonly used to accomplish design tasks based on a specific property. Identify and explain the appropriate materials and tools to construct a given prototype safely. Identify relevant design features (e.g., size, shape, weight) for building a prototype of a solution to a given problem.
  • Characteristics of Living Things: Learn how plants develop from seeds and discuss plant life cycles. Identify and distinguish living organisms and nonliving things. Discuss groups of animals (e.g., insects, birds, fish, mammals) and their life cycles.
  • Heredity: Understand why plants and animals closely resemble their parents.
  • Evolution and Biodiversity: Fossils provide us with information about living things that inhabited the earth years ago.
  • Living Organisms and Their Environments: People and animals interact with the environment through their senses of sight, hearing, touch, smell, and taste. Plants interact with their environment in ways, as well. Understand ways in which an organism’s habitat provides for the organisms basic needs (plants require air, water, nutrients, and light; animals require food, water, air, and shelter).
  • Characteristics, Structures and Functions of Plants and Animals: Classify plants and animals according to the physical characteristics that they share. Identify the structures in plants (leaves, roots, flowers, stem, bark, wood) that are responsible for food production, support, water transport, reproduction, growth, and protection. Review life cycles of plants and animals.
  • Adaptations of Living Things: Look at physical characteristics of plants or animals that come from widely different environments (e.g., desert vs. tropical plants, aquatic vs. terrestrial animals). Discuss how engineers design things by using their knowledge of the ways that animals move (e.g., birds and wings influence airplane design, tails and fins of aquatic animals influence boat design). Discuss how inherited characteristics may change over time as organisms adapt to changes in the environment to help them survive, e.g., shape of beak or feet, placement of eyes on head, length of neck, shape of teeth, color.
  • Energy and Living Things: Discuss how energy derived from the sun is used by plants to produce sugars (photosynthesis) and is transferred within a food chain from producers (plants) to consumers to decomposers.
  • States of Matter (part 1): Identify objects and materials as solid, liquid, or gas. Recognize that solids have a definite shape and that liquid and gases take the shape of their container.
  • Position and Motion of Objects: How objects can move, such as in a straight line, zigzag, back-and-forth, round- and-round, fast, and slow. The way to change the motion of an object is to apply a force (give it a push or a pull).
  • Objects and Materials: Differentiate between properties of objects (e.g., size, shape, weight) and properties of materials (e.g., color, texture, and hardness).
  • States of Matter (part 2): Elaborate and go into greater detail on the different states of matter.
  • Forms of Energy: Discuss the basic forms of energy (light, sound, heat, electrical, and magnetic). Energy is the ability to cause motion or create change.
Tier 3 Curriculum (All lessons include a hands-on-experiment or activity).

  • Mapping the Earth: Learn about earth’s common physical features in various mapping representations, including contour maps.
  • Earth’s structure: Learn the layers of the earth, including the lithosphere, the hot convecting mantle, and the dense metallic core.
  • Heat Transfer in the Earth System: Discuss radiation, conduction, convection, the global patterns of atmospheric movement, and the temperature differences among water, land, and the atmosphere.
  • The Earth in the Solar System: The universe contains many billions of galaxies, and each galaxy contains many billions of stars. Also discuss gravity, lunar and solar eclipses, observed moon phases, and ocean tides.
  • Organisms and Structure & Function of Cells: Discuss single-celled organisms (e.g., bacteria, yeast), plant and animal cells, and basic functions of organisms (e.g., extracting energy from food and getting rid of waste).
  • Systems in Living Things: Learn the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other. Recognize that hereditary information is contained in genes located in the chromosomes of each cell. A human cell contains about 30,000 different genes on 23 different chromosomes.
  • Energy and Living Things: Explain how dead plants and animals are broken down by other living organisms. Recognize that producers (plants that contain chlorophyll) use the energy from sunlight to make sugars from carbon dioxide and water through a process called photosynthesis.
  • Properties of Matter: Understand weight, mass, volume, density, and how they relate to each other.
  • Elements, Compounds, and Mixtures: Learn the definitions and relations between atoms and molecules, elements and compounds, and mixtures and pure substances. Discuss melting point, boiling point, physical change, and chemical change.
  • Motion of Objects: Discuss motion of an object, direction of motion, and speed.
  • Energy: Define potential energy, kinetic energy, and heat energy. Discuss how heat moves in predictable ways, from warmer objects to cooler ones until they reach equilibrium.
  • Technology & Engineering (Materials, Tools, and Machines): Identify appropriate materials (e.g., wood, paper, plastic, aggregates, ceramics, metals, solvents, and adhesives) based on specific properties and characteristics (e.g., strength, hardness, and flexibility). Identify and explain the safe and proper use of measuring tools, hand tools, and machines needed to construct a prototype of an engineering design.
  • Engineering Design: Identify and explain the steps of the engineering design process, construct a prototype, test and evaluate, communicate the solution(s), and redesign. Explain how such design features as size, shape, weight, function, and cost limitations would affect the construction of a given prototype. Identify the five elements of a universal systems model: goal, inputs, processes, outputs, and feedback.
  • Communication Technology: Discuss components of a communication system, i.e., source, encoder, transmitter, receiver, decoder, storage, retrieval, and destination. Identify and explain the appropriate tools, machines, and electronic devices (e.g., drawing tools, computer-aided design, and cameras) used to produce and/or reproduce design solutions (e.g., engineering drawings, prototypes, and reports). Identify and compare communication technologies and systems, i.e., audio, visual, printed, and mass communication. Identify and explain how symbols and icons (e.g., international symbols and graphics) are used to communicate a message.
  • Manufacturing Technologies: Discuss impacts of interchangeable parts, components of mass-produced products, and the use of automation, e.g., robotics. Describe a manufacturing organization, e.g., corporate structure, research and development, production, marketing, quality control, distribution. Explain basic processes in manufacturing systems, e.g., cutting, shaping, assembling, joining, finishing, quality control, and safety.
  • Construction Technologies: Describe and explain parts of a structure, e.g., foundation, flooring, decking, wall, roofing systems. Identify and describe three major types of bridges (e.g., arch, beam, and suspension) and their appropriate uses (e.g., site, span, resources, and load). Explain how the forces of tension, compression, torsion, bending, and shear affect the performance of bridges. Describe and explain the effects of loads and structural shapes on bridges.
  • Transportation Technology:Identify and compare examples of transportation systems and devices that operate on or in each of the following: land, air, water, and space. Identify and describe three subsystems of a transportation vehicle or device, i.e., structural, propulsion, guidance, suspension, control, and support. Identify and explain lift, drag, friction, thrust, and gravity in a vehicle or device, e.g., cars, boats, airplanes, rockets.
  • Bioengineering Technology: Explain examples of adaptive or assistive devices, e.g., prosthetic devices, wheelchairs, eyeglasses, grab bars, hearing aids, lifts, braces. Describe and explain adaptive and assistive bioengineered products, e.g., food, bio-fuels, irradiation, integrated pest management.
    AP BIOLOGY 101-104:
  • The Chemistry of Life:Significance of carbon in organic molecules. Six most common elements in organic molecules (C, H, N, O, P, S). Composition and functions of the four major categories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids). How dehydration synthesis and hydrolysis relate to organic molecules. the role of enzymes in biochemical reactions
  • Structure and Function of Cells:Relate cell parts/organelles to their functions. Differentiate between prokaryotic cells and eukaryotic cells, in terms of their general structures and degrees of complexity. Distinguish between plant and animal cells. Describe how cells function in a narrow range of physical conditions, such as temperature and pH, to perform life functions that help to maintain homeostasis. Explain the role of cell membranes as a highly selective barrier (diffusion, osmosis, and active transport). Explain the role of cell membranes as a highly selective barrier (diffusion, osmosis, and active transport). Identify the reactants and products in the general reaction of photosynthesis. Describe the use of isotopes in this identification. Provide evidence that the organic compounds produced by plants are the primary source of energy and nutrients for most living things. Identify how cellular respiration is important for the production of ATP. Explain the interrelated nature of photosynthesis and cellular respiration. Describe and compare the processes of mitosis and meiosis, and their role in the cell cycle.
  • Genetics:Describe the structure and function of DNA, and distinguish among replication, transcription, and translation. Describe the processes of replication, transcription, and translation and how they relate to each other in molecular biology. Describe the general pathway by which ribosomes synthesize proteins by using tRNAs to translate genetic information encoded in mRNAs. Explain how mutations in the DNA sequence of a gene may be silent or result in phenotypic change in an organism and in its offspring. Differentiate between dominant, recessive, codominant, polygenic, and sex-linked traits. State Mendel's laws of segregation and independent assortment. Use a Punnett Square to determine the genotype and phenotype of monohybrid crosses. Explain how zygotes are produced in the fertilization process. Recognize that while viruses lack cellular structure, they have the genetic material to invade living cells.
  • Human Anatomy and Physiology: Explain how major organ systems in humans (e.g., kidney, muscle, lung) have functional units (e.g., nephron, sarcome, alveoli) with specific anatomy that perform the function of that organ system. Describe how the function of individual systems within humans are integrated to maintain a homeostatic balance in the body.
  • Evolution and Biodiversity: Explain how the fossil record, comparative anatomy, and other evidence support the theory of evolution. Illustrate how genetic variation is preserved or eliminated from a population through Darwinian natural selection (evolution) resulting in biodiversity. Describe how the taxonomic system classifies living things into domains (eubacteria, archaebacteria, and eukaryotes) and kingdoms (animals, plants, fungi, etc.).
  • Ecology: Explain how biotic and abiotic factors cycle in an ecosystem (water, carbon, oxygen, and nitrogen). Use a food web to identify and distinguish producers, consumers, and decomposers, and explain the transfer of energy through trophic levels. Identify the factors in an ecosystem that influence fluctuations in population size. Analyze changes in an ecosystem resulting from natural causes, changes in climate, human activity, or introduction of non-native species. how symbiotic behavior produces interactions within ecosystems.
    AP CHEMISTRY 101-104:
  • Properties of Matter: Identify and explain some of the physical properties that are used to classify matter, e.g., density, melting point, and boiling point. Explain the difference between mixtures and pure substances. Describe the four states of matter (solid, liquid, gas, plasma) in terms of energy, particle motion, and phase transitions. Distinguish between chemical and physical changes
  • Atomic Structure:Trace the development of atomic theory and the structure of the atom from the ancient Greeks to the present (Dalton, Thompson, Rutherford, Bohr, and modern theory). Interpret Dalton's atomic theory in terms of the Laws of Conservation of Mass, Constant Composition, and Multiple Proportions. Identify the major components of the nuclear atom (protons, neutrons, and electrons) and explain how they interact. Understand that matter has properties of both particles and waves. Using Bohr's model of the atom interpret changes (emission/absorption) in electron energies in the hydrogen atom corresponding to emission transitions between quantum levels. Describe the electromagnetic spectrum in terms of wavelength and energy; identify regions of the electromagnetic spectrum. Write the electron configurations for elements in the first three rows of the periodic table. Describe alpha, beta, and gamma particles; discuss the properties of alpha, beta, and gamma radiation; and write balanced nuclear reactions. Compare nuclear fission and nuclear fusion and mass defect. Describe the process of radioactive decay as the spontaneous breakdown of certain unstable elements (radioactive) into new elements (radioactive or not) through the spontaneous emission by the nucleus of alpha or beta particles. Explain the difference between stable and unstable isotopes. Explain the concept of half-life of a radioactive element, e.g., explain why the half-life of C14 has made carbon dating a powerful tool in determining the age of very old objects.
  • Periodicity: Explain the relationship of an element's position on the periodic table to its atomic number and mass. Use the periodic table to identify metals, nonmetals, metalloids, families (groups), periods, valence electrons, and reactivity with other elements in the table. Relate the position of an element on the periodic table to its electron configuration. Identify trends on the periodic table (ionization energy, electronegativity, electron affinity, and relative size of atoms and ions).
  • Chemical Bonding:Explain how atoms combine to form compounds through both ionic and covalent bonding. Draw Lewis dot structures for simple molecules. Relate electronegativity and ionization energy to the type of bonding an element is likely to undergo. Predict the geometry of simple molecules and their polarity (valence shell electron pair repulsion). Identify the types of intermolecular forces present based on molecular geometry and polarity. Identify the types of intermolecular forces present based on molecular geometry and polarity. Predict chemical formulas based on the number of valence electrons. Name and write the chemical formulas for simple ionic and molecular compounds, including those that contain common polyatomic ions.
  • Chemical Reactions and Stoichiometry:Balance chemical equations by applying the law of conservation of mass. Recognize synthesis, decomposition, single displacement, double displacement, and neutralization reactions. Understand the mole concept in terms of number of particles, mass, and gaseous volume. Determine molar mass, percent compositions, empirical formulas, and molecular formulas. Calculate mass-mass, mass-volume, volume-volume, and limiting reactant problems for chemical reactions. Calculate mass-mass, mass-volume, volume-volume, and limiting reactant problems for chemical reactions.
  • Gases and Kinetic Molecular Theory:Using the kinetic molecular theory, explain the relationship between pressure and volume (Boyle's law), volume and temperature (Charles' law), and the number of particles in a gas sample (Avogadro's hypothesis). Explain the relationship between temperature and average kinetic energy. Perform calculations using the ideal gas law. Describe the conditions under which a real gas deviates from ideal behavior. Interpret Dalton's empirical Law of Partial Pressures and use it to calculate partial pressures and total pressures. Use the combined gas law to determine changes in pressure, volume, or temperature.
  • Solutions:Describe the process by which solutes dissolve in solvents. Identify and explain the factors that affect the rate of dissolving, i.e., temperature, concentration, and mixing. Describe the dynamic equilibrium that occurs in saturated solutions. Calculate concentration in terms of molarity, molality, and percent by mass. Use a solubility curve to determine saturation values at different temperatures. Calculate the freezing point depression and boiling point elevation of a solution. Write net ionic equations for precipitation reactions in aqueous solutions.
  • Acids and Bases:Define Arrhenius' theory of acids and bases in terms of the presence of hydronium and hydroxide ions, and Bronsted's theory of acids and bases in terms of proton donor and acceptor, and relate their concentrations to the pH scale. Compare and contrast the nature, behavior, concentration and strength of acids and bases. a. Acid-base neutralization b. Degree of dissociation or ionization c. Electrical conductivity. Identify a buffer and explain how it works. Explain how indicators are used in titrations and how they are selected. Describe an acid-base titration. Identify when the equivalence point is reached and its significance. Calculate the pH or pOH of aqueous solutions using the hydronium or hydroxide ion concentration.
  • Equilibrium and Kinetics:Write the equilibrium expression and calculate the equilibrium constant for a reaction. Predict the shift in equilibrium when the system is subjected to a stress (LeChatelier's principle). Identify the factors that affect the rate of a chemical reaction (temperature, concentration) and the factors that can cause a shift in equilibrium (concentration, pressure, volume, temperature). Explain rates of reaction in terms of collision frequency, energy of collisions, and orientation of colliding molecules. Define the role of activation energy in a chemical reaction.
  • Thermochemistry (Enthalpy):Interpret the law of conservation of energy. Explain the relationship between energy transfer and disorder in the universe. Analyze the energy changes involved in physical and chemical processes using calorimetry. Apply Hess's law to determine the heat of reaction.
  • Oxidation-Reduction and Electrochemistry:Describe the chemical processes known as oxidation and reduction. Assign oxidation numbers. Balance oxidation-reduction equations by using half-reactions. Identify the components, and describe the processes that occur in an electrochemical cell. Explain how a typical battery, such as a lead storage battery or a dry cell, works. Compare and contrast voltaic and electrolytic cells and their uses. Calculate the net voltage of a cell given a table of standard reduction potentials.

Our Science Result

Feb 2020Curious Science student win 3rd place at the State level in the National Chemistry competition.
2019 Science BeeCurious Science & Learning Students Win 1st place in the local science bee competition
2019 AprCurious Science & Learning student win 2nd place at the State level in the National Chemistry competition.
2019 JanCurious Science & Learning Students Win 1st place in the"Best Land Survey Engineering" award and 5th place overall from New England in the High Tech City National Competition
2018 Science BeeCurious Science & Learning Students Win 1st place in the local science bee competition
2018 MCAS NECAP100% students receive A score
2018 Science BeeCurious Science & Learning Students Win 1st place in the local science bee competition
2018 AprCurious Science & Learning student win 4th place at the State level in the National Chemistry competition.
2018 JanCurious Science & Learning Students Win 1st place in the "Best Transportation Engineering" award and 5th place overall from New England in the High Tech City National Competition
2017 Science BeeCurious Science & Learning Students Win 1st & 2nd place in the local science bee competition
2017 MCAS NECAP100% students receive A & A+ scorer
2017 AprCurious Science student placed 4th and 6th place at the State level in the National Chemistry competition.
2017 JanCurious Science & Learning Students Win 1st place in the Best Land Survey award, 1st place in the best City Model award and 3rd place overall from New England in the High Tech City National Competition
2016 Science BeeCurious Science & Learning Students Win 2nd place in the local science bee competition
2016 MCAS NECAP100% students receive A & A+ score
2016 AugCurious Science Team wins the spot to send Experiment to space through NASA rocket. 22 countries were participated in the competition.
2016 AprCurious Science & Learning Students Wins 2nd and 4th Place in the National Chemistry Competition
2016 JanCurious Science & Learning Students Wins 5th Place from New England in the High Tech City National Competition
2015 MCAS NECAP100% students receive A & A+ score
2015 AugCurious Science & Learning Students Wins 3rd Place at the MIT Science Bowl Competition.
2015 AprCurious Science & Learning Students Wins 6th Place in the National Chemistry Competition.



This is a great science program. My kids love coming to the classes and learning something new about science in each class. The teachers are nice and make learning fun in the class room through hands-on-experiments
Rit, Billerica, MA

My son has been part of the science program since it started and I must say it is a very good program to be a part of. With science experiments, they are making science easier to understand for these curious young minds. They covered different topics in Physics, Biology, Chemistry & Engineering (e.g., DNA, Magnetic field, laws of physics, heat transfers, etc... etc...). They have one field trip to MIT per semester which my son looks forward to. They also have science day where students are judged on basis of their scientific research matter and communication skills. This program is not only catering to their curious scientific minds but also helping them with communication skills that they need. They also had field trip to Tufts University where they learnt about stem cells. He came to know about Cool Science art competition (through one of the judges of science day) and he participated and he was one of the 24 winners they chose out of close to 500 entries. It was a wonderful experience!!! All Thanks to the encouragement that they get from their teachers at Curious Science & Learning. !!! In short the curriculum is well planned and I am really happy with this Science program. I am looking forward to what they are going to learn next!!! To conclude, I will quote what my son says “It’s been an educational experience!!!" I wish them all the best for current and future programs!!! I certainly recommend others to be part of this program, since you can not get this unique activity in the regular school curriculum.
Gop, Chelmsford, MA

Our kids love "Curious Science & Learning" - they enjoy doing hands on experiments and learning everyday science facts in a fun filled way. The curriculum is nicely structured - the kids get to go do the hands on experiments, go on field trips to MIT and other institutes/museums and present their research to their classmates and other renowned scientists at the end of each term. Dr. Bish, Mamta and the rest of the team are very dedicated and resourceful! I readily recommend this program to all our aspiring future scientists
Meyyappa, Tyngsborough, MA

This is a great science program. My kids love coming to the classes and learning something new about science in each class. The teachers are nice and make learning fun in the class room through hands-on-experiments.
Rit, Billerica, MA
This Science program is very good and it certainly creates interest and enthusiasm among kids about science with hands on learning and explanation. Having a lesson of a topic, a test, homework and hands-on-activity in one class is very impressive and I can say that the kids are really learning something new in every session. Dr. Bish and teachers are very good at explaining to kids and considers the feedback from parents. I am very much impressed with this program and would definitely recommend others.
Bharathi, Hudson, NH
Our kids love "Curious Science & Learning" - they enjoy doing hands on experiments and learning everyday science facts in a fun filled way. The curriculum is nicely structured - the kids get to go do the hands on experiments, go on field trips to MIT and other institutes/museums and present their research to their classmates and other renowned scientists at the end of each term. Dr. Bish, Mamta and the rest of the team are very dedicated and resourceful! I readily recommend this program to all our aspiring future scientists!
Meyyappa, Tyngsborough, MA
I am happy to find Curious Science & Learning for my daughter who has a thirst to learn a lot in science. This program is designed to be interesting and fun learning with hands on experience for kids. The workshops conducted also play a special role in this program to get the ultimate level of exposure for kids. I like to appreciate Dr.Bish, Mamta and other staff of CSL for coordinating this program and giving a unique direction of easy learning science for kids. I definitely recommend others who have the thirst to learn science in a fun filled way.
Anu, Woburn, MA
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