Secondary Science Newsletter
November, 2019
"The way to develop the best that is in a person is by appreciation and encouragement." -Charles Schwab
Happy Holidays
What do you look forward to the most during the holidays?
Think of all of the holiday seasons you have experienced and the opportunities you have been given or created for yourself. Each one of them has been a gift - a time of learning, giving, and gratitude. We know that having an attitude of gratitude makes us healthier and happier. So, while the stresses of our careers are many, the rewards of making a difference in the lives of our students, parents, and colleagues remind us why we chose to be here. You give us inspiration, motivation, devotion, support, and guidance. So, we want to take a moment to acknowledge you and give you our sincere thanks.
Have a wonderful holiday season!
The Office of Secondary Science;
Chris, Amy, Amy-Chili, Joe, Julie, Matt, Karen, Krystal, and Tiffany
BCPS NGSS NEWS - curriculum updates
NGSS Grade 8 Unit 3: It’s Gone to the Dogs!
We’ve all heard the saying, “It’s gone to the dogs,” but this time we mean it quite literally! The much anticipated third unit in the Grade 8 curriculum, Designer Dogs, uses man’s best friend as the theme for learning about genetics and natural selection. From the initial learning cycle where students design fictitious dogs to researching advances in genetic disorders in dog breeds, students will be engaged in activities centered around their furry pets. In learning cycle three, students apply their understanding of genetics and natural selection to their doggy relative, the coyote. These elusive canids, commonly found in the southwest, have managed to make their way to the Mid-Atlantic region including parts of Maryland. Providing a local context helps to keep the learning relevant and authentic. Coincidentally, this isn’t the first time that the curriculum has used dogs. Some of you may remember the 7th grade legacy unit, Change Over Time, in which students debated the introduction of a grey wolf into a dog show. We are hoping this new unit will have the same appeal and look forward to your review and feedback.
High School Updates
Preassessments: Based on your positive feedback concerning preassessments, we will continue to work on adding the preassessments into Schoology’s assessments tool. They will appear in the curriculum with a puzzle piece icon. These can be added to your courses by clicking the wheel icon to the right of the preassessment and choosing "add to course."
Earth Systems: A new Sample Unit Plan has been added to the Climate Change Unit. This sample unit plan gives suggestions for the order of instruction and can be used to help plan out the unit. It is found in the Overview Documents – READ ME FIRST folder within the Unit 3: Climate Change folder. The learning cycle documents for the Climate Change learning cycles have also been updated with additional resources. Finally, advanced academic lesson seeds have been added to the Earth Systems units to assist with differentiation within your classes.
Broken Links: Our curriculum includes many links to webpages. If/When you encounter a broken link within a curriculum document, please email Amy Chilinguerian (achilinguerian@bcps.org) with the course name, unit name, document, and the broken link.
BCPS NGSS NEWS - system assessments
To improve consistency across the system, provide data for responsive instruction, as well as feedback for curriculum improvements, we have created System Assessments for our NGSS courses. System Assessments are managed through the Office of Science and should appear at the bottom of the materials section in your Schoology courses. Directions for how to assign the assessments to your students are available in the Secondary Science Group. Administering the system assessments through Schoology is currently optional. Beginning with the third marking period, teachers are expected to administer these assessments through the Schoology platform whenever possible. Exceptions for IEP, 504, and ELL accommodations should continue to be implemented.
For our Middle School courses, we developed unit-level assessments that include a combination of selected and constructed response questions. These assessments are in pilot form and if/how they should be counted for grading and reporting purposes is currently a science department-level decision. We ask that teachers administer them this school year through Schoology so that we can collect systemwide data and feedback that can inform curriculum improvements. The system assessments can also provide teachers with additional evidence for grading and reporting purposes. We recommend giving the assessment toward the end of the unit but before the completion of the Culminating Event. System Assessments will be added to middle school sections before the start of each unit.
For our High School NGSS courses, System Assessments are versions of Learning Cycle Summative Assessments built as assessments in Schoology as opposed to the word document versions currently in our NGSS curricula. One curriculum suggestion from teachers was the capability of administering our MISA-like summative assessments through Schoology. For the remainder of the second marking period, teachers may choose to give either the system version of the assessment or the version that is currently in the Secondary Science Schoology Group. Assessments are added to course sections before the beginning of each unit, per the respective NGSS course snapshot and pacing documents.
TROUBLESHOOTING
Answer Key issues and Accommodations
- A downside of the managed assessments is that the scoring system does not allow teachers to “override” scores. The recommendation from our Blended Teaching & Learning colleagues is to create a new grade column for the assessment and enter grades manually (LS, students who took a paper and pencil version, corrected scores because of answer key errors, etc.). Teachers would then re-categorize the system assessment as “practice” or the equivalent category used by their department/school. The Office of Innovative Learning is aware of this issue and will update STAT Teachers and Academics Offices as other solutions are identified.
I don't see the System Assessments in my Course Materials
- 99% of the time, system assessments will appear at the bottom of your course materials. On some occasions, system assessments are mistakenly added to a folder within your course materials (a Schoology glitch).
- System assessments are added to sections based on the course codes provided in the Master Course File. If your school uses a unique course code (e.g., special education sections or sections with multiple instructors), the assessments will not likely be added to your courses.
- If you are beginning a unit and do not see the system assessments in your course materials , please email Julie at jdamico@bcps.org.
We appreciate your feedback on how these assessments worked with your students. Please email us directly or post your feedback to https://padlet.com/twendland/e44a2esssv8q
NGSS Saturday Professional Learning
On Saturday - yes, Saturday!! - November 9th, forty middle and high school science teachers met for our Fall 2019 NGSS Professional Learning workshop. Teachers completed a Science Instruction Self-Check to gauge their progress in three "strands" associated with a NGSS approach to science instruction: three-dimensionality, leading with phenomena, and sensemaking. After the self-check, teachers explored resources to build their capacity in one of the three strands. In content area and grade level teams, teachers discussed how their new learning could be integrated into a 5E, learner-centered science lesson and began developing lessons for a current or upcoming learning cycle. Check the respective Resource Share Groups in Schoology for these sample lessons.
THE GREAT OUTDOORS
Although drought can take its toll on local ecosystems, it is great for BCPS Fall Outdoor Science Programs! After a wet and cool 2018 season, it was great to experience some amazing fall weather on land and in canoes at our program sites. This fall, approximately 3000 students participated in our programs including the Canoe-Based Ecosystem Study programs at Days Cove and Dundee Creek, the Grade 6 Ecosystem Study at Days Cove, the Freshwater Ecosystem Study at Jerusalem Mill and Oregon Ridge and our new Schoolyard-Based Ecosystem Study at several schools. During programs, students completed the field-investigation components of curriculum-based Meaningful Watershed Educational Experiences in order to explore local environmental issues such as the loss of habitat that supports native species and human impacts on local tributaries. In response to our evolving curriculum, Grade 8 students explored ways that rapid and slow changes to weather along with shifts in climate patterns might affect local natural resources and ecosystems during their canoe-based programs. In addition to paddling Days Cove, Perry Hall Middle School students enjoyed the opportunity to collaborate with the Gunpowder Valley Conservancy as they added rain barrels to our canoe shed at Days Cove and learned how to employ principals of environmental site design into the planning of Bayscape gardens to reduce runoff. These students will be exploring local water quality issues throughout the year and will share findings along with ideas for mitigation projects at a spring watershed summit at their school. Favorable conditions allowed three groups from Sparrows Point High School to paddle the entire Gunpowder Delta over the course of their programs where they observed numerous bald eagles, herons, egrets and an array of aquatic organisms.
Water quality conditions at our canoe sites were outstanding this fall due to the low rainfall and extensive beds of underwater grasses. Salinity levels returned to historic mean levels and students often found Secchi depths exceeding one meter. Diverse communities of thriving organisms were collected, observed and used as a context for tracing the flow of energy and matter through the ecosystem. The cross-cutting concepts of Systems and System Models and Energy and Matter: Flows, Cycles, and Conservation along with the science and engineering practices were intentionally emphasized across all programs. Data from fall 2019 and past programs may be found on our BCPS Environmental Data Warehouse.
Registration for the BCPS Spring 2019 Outdoor Science Program is open through Friday, December 6, 2019. An online application is the only acceptable method of registration. Program offerings include the Freshwater Ecosystem Study, AP Environmental Science Stream Study, Grade 9 Earth Systems School-Based Stream Study, and Canoe-Based Ecology Study. Information and the application link is located on the Office of Science’s Web page. Also located on the Web site are program descriptions, site locations, and information for parents and teachers. Questions regarding this information should be directed to Matt Budinger, Science Resource Teacher/Naturalist, 443-928-9917
If you have any questions about our Outdoor Programs, please contact Joe Davis at jdavis3@bcps.org or Matt Budinger at mbudinger@bcps.org.
Become a Maryland Green School!
Don't miss the deadline to become or recertify as a MD Green School or Center! The Intent to Apply is to let MAEOE know your school's commitment to submit an application portfolio to become or recertify as a Maryland Green School or Center. Intent to Apply is due December 18. The full application is due on March 18, 2019.
For more information, visit https://maeoe.org/news/2018/intent-to-apply-deadline-is-12-14-18 and/or contact Matt Budinger, Science Resource Teacher, 443-928-9917 mbudinger@bcps.org
TEACHER FEATURE
Office of Science (OoS): Why did you choose to become a science teacher?
Ms. Kalbsopf: I did not start out choosing to be a Science teacher. I graduated with a degree in Theology and Biology. There were not many professions at the time that I could apply for with my degree. I was at a pool and a retired BCPS Principal suggested that I apply to teach secondary science. After a few rough years, I came to love being a Science teacher. My biggest joy is watching a student's face light up the moment they understand a science concept.
OoS: How long have you been a science teacher? Where have you taught?
Ms. Kalbsopf: I have been a Science teacher for 17 years. I started in BCPS and left after two really terrible years of teaching (I had no idea how to teach.) Then I moved on and taught in the Archdiocese of Baltimore at St. Francis of Assisi School for two years, as an elementary school teacher. I figured out how to lesson plan, organize, manage records, and manage student behavior. After having my first child, I needed to make more money so I applied to Harford County Public Schools and was hired by Aberdeen Middle School to teach science. I taught there for 8 years. I loved every minute of teaching there; however, I had two more kids and really needed a pay raise so I re-applied to BCPS. I stayed on the hiring list for two years because I really did not want to leave Aberdeen. I began my re-entry to BCPS at General John Stricker Middle School. After four years, I was burning out so I stepped down from my leadership roles to be a teacher again and transferred to Deep Creek Middle School where I teach Grade 6 and Grade 8.
OoS: What leadership roles have you occupied? How have these shaped your instruction?
Ms. Kalbsopf: I was a team leader for 4 years at Aberdeen Middle School. I co-started a Running Club for students there. Being a team leader taught me how to run meetings for teachers and mentor new teachers. In Baltimore County, I have been a Science Department Chair, AVID Site Coordinator, and Equity Liaison. Being a Department Chair taught me how to reinvent my teaching, book keeping and differentiate my leadership role based on my teachers' needs. My role as an AVID Site Coordinator taught me how to analyze data to make decisions and how to lead PDs. I enjoyed attending the Equity trainings to learn how to analyze data and the connection to the achievement gap. I have learned the value of generating open access to rigorous classes to students who are willing to work hard. I value the importance of analyzing my classroom instruction and student performance to look for racial and gender gaps to create lessons that help more students meet the standard. All of my leadership roles have taught me how to be a coach to both teachers and students and to show everyone that I work with compassion.
OoS: How has NGSS changed you science teaching practice?
Ms. Kalbskopf: NGSS has taught me how to create student centered lessons, use the standards to backwards map, and how to learn from my students.
OoS: If you were able to conduct a scientific exploration in any location, where would you go and why?
Ms. Kalbskopf: I would love to go to the Dolphin Research Center in Marathon, FL to research and learn how dolphins communicate with one another almost as if to learn their language.
OoS: What is your favorite science specific resource? Why would you recommend this resource to other science teacher?
Ms. Kalbskopf: I am a huge fan of AVID Science strategies. I recommend these strategies-the whole book!- because they increase the rigor of any activity that incorporates the strategy. It's one thing to recall science content, but it’s a level up to apply it to say a poem-writing strategy, for example, create a poem about a drop of water moving through the hydrologic cycle.
SAFETY SPACE
Everybody, everywhere!
Clean up, clean up,
Everybody do your share!
This earworm from a popular purple dinosaur might drive us a little nutty, but it's a good reminder that we are ALL responsible for cleaning up our science classrooms, especially after investigations involving chemicals. As part of our classroom safety guidelines and Chemical Hygiene Plan, teachers are responsible for returning all chemicals and waste containers to their proper storage locations after the experimental cycle is complete. Chemicals must not be left on classroom work spaces or stored in classroom cabinets.
Images: https://thefurrywaves.wordpress.com/tag/t-rex/; https://pxhere.com/en/photo/1068446
From the BCPS CHP, Control Measures: Personal Protective Equipment (PPE)
a) It is the responsibility of the school to provide appropriate safety and emergency equipment for employees and students.
d) All eye protection devices used in the science department shall conform to ANSI Standard Z87.1-2003. Eyeglasses, even with side shields, are not acceptable protection against chemical splashes.
e) Any experiment that involves heating or the use of chemicals or glassware shall require the use of chemical splash safety goggles.
f) Wearing contact lenses is acceptable, is not an additional hazard, and should be listed on the student’s lab safety contract.
If you have questions about the Chemical Hygiene Plan or safety requirements, please email Julie jdamico@bcps.org
WHAT'S TWEETING?
Get Your Growth On!!
Vocabulary.com is one of the resources available to teachers through Instructional & Productivity Tools in BCPSone. Once a class is created, a link will be provided that students can use in order to join. There are pre-made vocabulary collections and lists but teachers can also create their own. Practice” and “Vocabulary Jam” are two options when assigning the list to the class.
Vocabulary.com can be an excellent resource for re-teaching in targeted small groups or re-assessing students after engaging in small group instruction. Each time students answer a question they are provided with information about that vocabulary term.
Within the “Activity by Assignment” section, teachers are able to view whole class mastery as well as individual student mastery.
What creative ways can you think of to use Vocabulary.com?
SCIENCE FOR STUDENTS
2020 Junior Science and Humanities Sympoisum - Abstracts due Dec 4
JSHS invites high school students to report on the results of their original research investigations in STEM and compete for scholarships and recognition at university-held regional symposia. All students in grades 9-12 enrolled in public, private, or home schools are eligible to participate in their local Regional Symposium. See Rules of Competition for eligibility details.
Important Dates:
Abstracts are due on Wednesday, December 4th, 2019
Papers are due on Thursday, January 9th, 2020
MD JSHS Awardee Participation Announcement on Friday, February 28th, 2020
MD JSHS Competition on Saturday, March 28th, 2020 at St. Mary’s College of Maryland
National JSHS Competition on April 15-18, 2020 in Norfolk, VA
For additional information and the registration link, visit the Maryland Regions JSHS webpage
Web-based STEM Competition for Students in Grades 6 - 9
Visit the eCYBERMISSION How to Compete webpage for additional information and the registration form. Teams and Advisors must register by December 18, 2019.
Superheroes Science Super Secondary STEM Event
- Middle School STEM Team sponsors: Please email Amy Hughes ahughes@bcps.org if you are planning on bringing a team this year
- Physics Olympics and Chemathon registration
- High School Physics, Chemistry, and IPC teachers interested in planning and facilitating challenges, join us for our next meeting: January Physics Olympics and Chemathon meeting Doodle Poll
Photo by Jose Maria Miñarro Vivanco; https://www.flickr.com/photos/oseillo/495245984
Family Science Night (FSN) fosters wonderful opportunities for parents and their children to talk about science, our world, and the cosmos—it helps launch family learning. The program takes place at one of the most visited museums on the planet, after hours, when attendees have the Museum to themselves. Millions of visitors a year come to the National Air and Space Museum to see the machines that gave life to human dreams of flight in air and space.
FSN provides a school field trip designed for families to the Smithsonian's National Air and Space Museum on the National Mall in Washington, DC. The program takes place 6:45-8:50 pm, for up to 480 parents, students, and educators from area schools. It's a family learning experience on space science subjects that are taught in the classroom. Adults do not participate as chaperones, but as parents, grandparents, aunts, uncles, and big brothers and sisters to the children. It is a chance for a shared, cross-generational learning experience in space science education.
With the curricular connection, the program provides parents a window on the education of their children; schools a way to build bridges to the community; the Museum a chance to augment the classroom experience with their unique collections, exhibits, films, and educational programs; and researchers an opportunity to share what it's like to work on the great frontiers.
Full details are in the reservation package. The Museum hopes to have 4 to 5 evenings available in winter/spring 2020 that will be assigned on a first come, first served basis. Please feel free to contact including how to contact John Hamel, Education Program Manager, with any questions. johnhamel@ncesse.org, 434-882-5177
Agriculture Scholarships for High School Seniors
As part of Farm Credit’s centennial celebration, the Farm Credit Foundation for Agricultural Advancement is kicking off a new scholarship program. They'll be awarding 10 scholarships worth $10,000 each to students planning to pursue a career in agriculture.
Scholarships will be awarded to high school seniors or those currently enrolled in a two or four year higher education program, with plans to pursue a career in agriculture. This doesn’t have to mean you’re planning to be a farmer – this also includes food scientists, veterinarians, ag teachers, or maybe even a Farm Credit loan officer!
In order to be eligible, you must reside in MidAtlantic Farm Credit’s territory, made up of the following states/counties: Delaware, Maryland (Baltimore, Carroll, Caroline, Cecil, Dorchester, Frederick, Harford, Howard, Kent, Montgomery, Queen Anne’s, Somerset, Talbot, Washington, Wicomico, Worcester), Pennsylvania (Berks, Bucks, Carbon, Chester, Dauphin, Delaware, Lebanon, Lancaster, Lehigh, Monroe, Montgomery, Northampton, Philadelphia, Pike, Schuylkill), Virginia (Accomack, Clarke, Frederick, Northampton, Page, Shenandoah, Warren), or West Virginia (Berkeley, Jefferson, Morgan).
Online application available through January 10, 2020.
2020 NATURAL RESOURCES CAREER CAMP
The camp is July 19 through 25.
Learn by DOING: Diverse Opportunities in Natural Resources
Arboriculture: Activities include: tree climbing and tree pruning.
Fisheries: Activities include: fish-shocking and macroinvertebrate sampling in a stream.
Forest Software: Activities include: usage of professional grade Global Positioning System equipment and Geographic Information System software to create maps.
Forestry: Activities include: tree identification and soil sampling.
Land Management: Activities include: development and presentation of a real forest management plan.
Wildland Fire Suppression: Activities include: truck, equipment, and safety demonstrations by certified wildland firefighters.
Wildlife Biology: Activities include: guest speakers from Maryland DNR, area colleges, and organizations (some include live animals).
Wood Products: Activities include: tour of working sawmill and chainsaw usage.
Career and College Nights: Activities include: discussions with field professionals (DNR, NR Police, consultants, procurers, biologists, etc.) and representatives from top regional college natural resource programs.
In most cases, scholarships cover a large portion of cost! College credit is available. For more information, visit www.marylandforestryboards.org. Online application now availble!
UPCOMING EVENTS AND PROFESSIONAL LEARNING
NOAA Planet Stewards 2020 Stewardship Community Applications Due December 1
Take this opportunity to make a real difference in your school or community. Join a national community of educators where you can:
· Learn how to write a Federal funding proposal.
· Have the opportunity to receive up to $2,500 to carry out a project responding to environmental challenges in your community.
· Meet educators from around the country who share your interest in STEM education and environmental stewardship
Find out more about the Stewardship Community here.
Access the 2020 Stewardship Community application here.
The NOAA Planet Stewards Education Project (PSEP) provides formal and informal educators working with elementary through college aged students the knowledge and resources to build scientifically-literate individuals and communities who are prepared to respond to environmental challenges monitored by NOAA. PSEP is organized into an Education Community and a Stewardship Community. To learn more, visit the Planet Stewards website.
Public Film Screening: Paris to Pittsburgh
December 3, 2019, 5:30 to 7:00pm at the Institute of Marine and Environmental Technology, Baltimore's Inner Harbor
Please join us for this free film screening with panel discussion. There will be a reception with food and drinks at 5:30pm and the screening will begin at 6:00. The film will be followed by a brief panel discussion.
"From coastal cities to America’s heartland, Paris to Pittsburgh celebrates how Americans are demanding and developing real solutions in the face of climate change. And as the weather grows more deadly and destructive, they aren’t waiting on Washington to act."
We'll watch the film and then have a discussion with Matt Fitzpatrick, UMCES Associate Professor, and Nadia Nazar, Founder, Co-Executive director, and Art Director of Zero Hour, a youth climate activism group.
Register and receive updates on Eventbrite and Facebook.
BCPS NGSS Professional Learning
This year the Office of Science will be using a residency model to provide professional learning and teacher support, similar to the model used by the ELA and Mathematics offices. In this targeted approach, Amy, Amy-Chili, or Krystal will spend approximately two weeks working with teachers at select schools. Science residency schools are selected based on requests from administrators, department chairs, as well as assessment data. Julie and Tiffany will still be visiting schools throughout the year and will be available for support on a day-to-day basis.
Professional Learning for New/Non-tenured Science Teachers
As part of the New Teacher Induction After School Workshop series, we are offering two professional learning opportunities for new or non-tenured middle and high school science teachers. Save the Date for our February 5th workshop held at Loch Raven High School from 4 to 6pm.
Contact us
Email: officeofscience@bcps.org
Website: http://www.bcps.org/offices/science/
Location: 105 W Chesapeake Ave, Towson, MD, United States
Phone: 443-809-4251
Facebook: www.facebook.com/BCPSOfficeofScience
Twitter: @BCPSSci