Uniquely Bosque

Field Science

Field science is a signature program at Bosque School. Reading through the curriculum, you will see how learning from place— one of our core values—is woven throughout all middle and high school science courses.

Look for upcoming stories in our news section about faculty and student experiences.
Our students don’t just learn science, they do science.

This is largely influenced by our relationship with the Bosque Ecosystem Monitoring Program (BEMP). BEMP reflects a collaboration dating back to 1996, between Bosque School and the University of New Mexico's Department of Biology, and epitomizes our commitment to inquiry and experiential learning.
Examples of field science in action in the curriculum:
Grades 6–8
Students gather and analyze data about the Rio Grande. They measure leaf litter, investigate changes in the water table, and track small mammal populations.

Why is this important? Students learn foundational skills in scientific research and thinking, such as how to ask scientific questions, gather and analyze data, and work in a lab setting.
"It's important for students to be able to find their passion—and it may not be science. But the way we teach science allows access for more students to actually find their niche within science that they can be passionate about."—Jim Daly, 7th-Grade Science Teacher
Grades 9–12
All students take biology, chemistry, and at least one additional advanced course in physics, chemistry, or biology.

Continuing the work they started in middle school, students can opt to take field-based wildlife research or research methods courses. They also find themselves teaching younger children about the bosque, fitting porcupines with radio-tracking collars, developing original research projects, and presenting their findings before state legislators and at academic conferences.
"In high school, I did a lot of ecology science. In college, I studied body science. Post college I got back into outdoor ecology. My focus is on water, and a lot of my grad work was on water, which is how I got into urban forestry. My job is how to engineer a city to be more sustainable in a very uncertain data future."—Sean O'Neill, Class of 2010