Secondary Science Newsletter
January, 2020
What's Ahead In This New Decade?
Someone asked me recently where I saw myself in ten years. It has been so long since I have been asked or thought about that question, I was taken aback. Of course, we often have that question in high school, college, and early in our career, but things change so quickly now, we don't often take the time to reflect on how far we have come and what the far distance ahead looks like. In the past decade, the first Smartphones appeared in classrooms, iPads debuted, Harry Potter films ended, and we survived Gangnam style, Pokemon Go, and fidget spinners. We have come a long way, sometimes in a circuitous route, but ever striving to be better. In the past ten years, we have wrestled with new national science standards, written new curricula, and adapted to many changes and new initiatives. We have made our way into this new decade motivated to make learning more authentic for our students using more strategies and technology than ever. I am so proud of the work and dedication of our BCPS Science teachers. We have come so far and have much more work to do. So, where do you see yourself in ten years? What do you hope to see for BCPS Science? Let us know: @BCPSSci #ScienceIn2030.
Happy New Year!
The Office of Secondary Science -
Chris, Amy, Amy-Chili, Joe, Julie, Matt, Karen, Krystal, and Tiffany
In Honor of Black History Month - Resolve to Grow Your Growth Mindset
BCPS NGSS NEWS - curriculum updates
Middle School Updates
It’s a Matter of Progress!
In an effort to better meet the expectations of NGSS, a team of writers has begun the initial re-alignment and revision of Grade 6 Unit 2 Matter and It’s Interactions. The original unit, written over six years ago, was developed prior to the dissemination of the NGSS Evidence Statements. While the unit has been a big hit with hands-on activities such as making slime and ice cream, it is vital that the focus of the unit meets the criteria established in the NGSS. The bulk of the standards addressed in the unit are from the NGSS Physical Science DCIs, in particular the chemistry strand. Since the curriculum spirals from grade 6 though 8, these changes may affect changes to the chemistry or physical science content found in other grade level units. Keep in mind, we are in the initial phases of revision, and any changes will not be in effect until the following school year.
High School Updates
Preassessments: Based on your positive feedback concerning preassessments, we are continuing to add preassessments for all of the NGSS Learning Cycles into Schoology’s assessments tool. The pre-assessments 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: PLEASE NOTE that Learning Cycle assessments for LC2 and LC3 were updated over the summer. The LC3 summative assessment requires students to incorporate evidence/data from their erosion mitigation investigation. Teachers are reminded to review the Culiminating Event and Learning Cycle Summative Assessments as part of their backmapping process.
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
WELCOME KAREN!!
Karen Koenig joined the Office of Science Team this fall. She is our newest Paraeducator-extraordinaire whose duties include assisting with Outdoor Education and StarLab Programs. Before joining Team BCPS, Karen worked in ag/biotech research (development and production of bio-pesticides) for about 12 years. She then decided to stay home and raise her three sons full time (they are all BCPS alumni!). During that time she held a few part-time positions including BCPS outdoor science substitute, CCBC biotech & microbiology lab tech, and most recently, Naturalist at Benjamin Banneker Historic Park and Museum.
Karen lives in Baltimore County with her husband and sons, dog Zeke, a small flock of chickens, and a few honeybee hives. When asked about her new role in BCPS, Karen shared, "I’m loving my new position as it combines all of my interests – and I’m super excited to be working to be working with the teachers and staff in the Office of Science."
THE GREAT OUTDOORS
BCPS Secondary Outdoor Science is excited for a full schedule of outdoor programming this Spring. In addition to conducting stream studies at schools and parks throughout the county and our canoe programs at Days Cove and Dundee Creek, we will continue a new pilot study “Schoolyard Bird Count Survey” at Catonsville MS in February. In December, we conducted a bird count survey on the school grounds of Sudbrook Middle School with students from Kathy Kingsley and Shalini Morgan’s classes. Their students are planning to build bird feeders and continue monitoring and recording bird count data on their school grounds this year.
Winter is here so another year is underway for BCPS Salt Watch Program. Project Salt Watch is a study in which BCPS students from 13 schools monitor a local stream throughout the school year in order to determine if chloride from road salt applications preceding and during winter storm events is entering the stream. Chloride accumulates in the water as it is not broken down, metabolized, or removed naturally from the environment. As chloride concentrations increase in waterways, it can become toxic to living things such as amphibians, macroinvertebrates, and certain fish leading to a reduction in freshwater stream biodiversity. Once to twice a month, and preceding and following winter storms, students test and record water quality data on the Salt Watch OneNote in the BCPS Environmental Data Warehouse. Teachers are also using chloride test strips which are available for free when you request a Salt Watch kit from Winter Salt Watch.
Email Matt Budinger at mbudinger@bcps.org if you are interested in participating in this study.
SAVE THE DATE: ECOBLITZ 2020
Mark your calendars - EcoBlitz 2020 will take place on Thursday April 30, 2020 from approximately 10am to 1pm at Camp Puh’tok. At this year’s event, teams of students will conduct a BioBlitz. Each team of students will split up and conduct a BioBlitz by observing, collecting, and identifying all living things present in three different ecosystems. Students will also perform a habitat assessment at each investigation site. In celebration of Earth Day turning 50 and to set the stage for the importance of conducting a BioBlitz, this year’s event theme is “Accessing Maryland’s biodiversity and habitats: 1970, 2020, and what we can expect over the next 50 years.” The event’s field investigations and student data analysis are aligned with the Grade 9 Earth Systems “Climate Change” and “Maryland’s Changing Hydrosphere” units, Grade 10 Living Systems “Top Predators” unit, AP Environmental Science and AP Biology course standards. All high schools are encouraged to bring a team of six students with at least one supervising teacher. Bus transportation will be provided. Stay tuned for additional information regarding registration and event details.
BCPS NestWatch
A couple of friendly reminders:
- If you do not have access to NestWatch, you will need to create a free Cornell Lab of Ornithology account.
- Once signed in to NestWatch.org, click the BCPS community link https://nestwatch.org/nw/join/BCPS so that you can be added to the community. You'll get a confirmation message on the page that it was successful.
- Each nest attempt must be associated with the community individually (this is done on the nesting attempt page where you enter your visit data).
- You can access the Community Data Download from the “Explore Data” tab
- The tool is still quite new, so we'd love to hear your feedback on it!
If you have any questions, please contact Holly Faulkner, NestWatch Project Assistant
607.254.2427 (2429), nestwatch@cornell.edu, www.nestwatch.org
TEACHER FEATURE
Fahad Rahman, Kenwood High School
Office of Science (OoS): Tell us about yourself – how many years have you been teaching (in/out of BCPS), which school(s), which subject(s)?
Fahad Rahman (FR): This is my 8th year teaching for BCPS, all at Kenwood High School. I teach Physics, Chemistry, and IPC. This summer will also be my 9th summer teaching a course called “Principles of Engineering Design” for Johns Hopkins Center for Talented Youth Summer Programs in Bristol, Rhode Island.
OoS: Why did you choose to become a science teacher?
FR: I graduated in 2006 with a B.S. in Mechanical Engineering from UMBC. At that time, I envisioned myself working as an engineer for the rest of my life. After about 5 years of working as an engineer, I wanted to explore other career options. Being an engineer was great, but it’s not something I felt passionate about enough to do for the rest of my life. Education is a field that I have always found interesting. I have had a lot of great teachers throughout my life, and I enjoyed my time as a student. So, in 2011 I enrolled in a 10-month M.A. in Teaching program. The program placed me at Kenwood for my student teaching. They had an opening for a Physics teacher at Kenwood, so I was hired for the following school year. I was just in the right place at the right time.
OoS: What are you/your students enjoying about the new Integrated Physics & Chemistry curriculum?
FR: I really like the fact that the new IPC curriculum makes clear real-world connections throughout the entire curriculum. But even more than that, it’s great how each unit almost follows a plot or a storyline. For example, in the Disasters Unit that my IPC classes are currently wrapping up, there is a whole storyline where students are exploring a new planet. They learn about the physics behind gravitational forces and momentum, so that they can learn about how to build a device that can safely land on the planet. Then, they learn about waves, tsunamis, and energy so that they can determine whether a proposed colony structure design will be able to withstand the energy of oncoming tsunami waves. Then, their spacecraft begins leaking oil on the planet, so they learn about the chemistry behind how an oil spill can be cleaned up – and then actually perform a lab where they simulate an oil spill and test out all sorts of different chemicals. As I teach this course, it sometimes feels like I am leading my classes through a movie, and the students are using physics and chemistry to solve problems they encounter as they act out the movie. I think that these little “storylines” make IPC a fun class to teach, and it also helps students to see the bigger picture of why they are learning what they are learning.
OoS: What are you/your students finding challenging?
FR: At times, the math can still be a struggle, even with the somewhat reduced amount of math for this course. That is really I think the only significant remaining challenge! The students seem to really excel during the conceptual, hands-on, and project-based aspects of the course. Even when their designs or projects aren’t 100% successful, they do a great job of collaborating, reflecting, and improving. It is really only the calculations and equations that some students still find challenging at times. Sometimes there is confusion about how to round decimals correctly, how to work with scientific notation, and how to correctly solve algebraic equations.
OoS: What professional learning activities have you participated in? How have these influenced your science instruction?
FR: I attended a two-day NGSS workshop towards the end of Summer 2019, as well as a Saturday NGSS workshop that was held during Fall 2019. It is helpful to meet with other teachers who are teaching the new NGSS courses. We are able to bounce ideas off of each other and develop lesson ideas that we may have not come up with by ourselves.
OoS: Any additional information you think may be interesting or relevant to our secondary science teachers?
FR: I have found that with the new IPC course, I am getting significantly more “buy-in” from students than I ever did with the traditional separate full-year Chemistry and Physics courses. I still think it’s very, very challenging to try to design lessons that are completely relevant to every student in the room at all times. But, as long as we can help students clearly connect what they are learning in our classes to the world around them, I believe that we can increase student engagement and best prepare them for whatever paths they choose after high school. As students continue to interact with technology more and more each year, a strong science background will help these students build on our existing technologies to help move societies forward.
SUSTAINABILITY SPACE
Start the new semester off on a green foot by making a New Year’s Resolution to Go Green! Engage your students in various sustainable activities and initiatives by incorporating the Maryland Environmental Literacy Standards into your daily school activities. Refer to the packets linked below for more information on how to fulfill your resolution.
Start a school-wide recycling campaign! Refer to the Recycling Resources Packet for resources from the Department of Facilities Management, Baltimore County Government, and other organizations regarding recycling and waste management in schools.
If you are applying to be a Maryland Green School (MDGS), recertifying your current MDGS Certification, or looking to boost your MDGS portfolio, refer to the Schoolyard Sustainable Practices Packet for more information on the sustainable practices supported by the Department of Facilities Management.
Stay up-to-date each month with Annual Sustainability Days and find other resources on the Office of Facilities Operations’ Energy & Sustainability Web site.
For more information, contact Kelley Holocker, Analyst kholocker@bcps.org, 443-809-9779
Image: https://pixabay.com/illustrations/nature-earth-sustainability-leaf-3294632/
DNR Outdoor Learning and Watershed Stewardship Project Proposals due February 14
This funding improves students' ability to take action benefiting Chesapeake and coastal ecosystems through outdoor learning and stewardship. This opportunity is available through the Department of Natural Resources Grants Gateway. Please see the announcement and visit the gateway online: https://dnr.maryland.gov/ccs/Pages/funding/grants gateway.aspx.
The environmental literacy funding (Outcome 4) will emphasize outdoor learning on public lands (parks and similar) and engaging students in stewardship projects (at school, in the community, etc). More details are available in the guidance document at https://dnr.maryland.gov/ccs/Documents/Outcome-4Form-Questions.pdf.
Submission Guidelines:
All applications must be submitted through CCS’s Grants Gateway: https://webportalapp.com/sp/grants_gateway. Applications CANNOT be mailed, faxed or submitted in person. If this is your first time submitting a proposal, you will first need to visit the website and sign up by clicking on “Sign Up.” Please store your username and password in a secure location for later reference. Your username and password will be used to submit online reports if your project is selected and to submit future proposals.
We are happy to discuss your proposal ideas with you in advance of applying. Please contact Jen Wolfe at jennifer.wolfe1@maryland.gov, 410-260-8988.
Earth Day 2020 - Celebrating 50 years of Campaigning for the Environment
Climate change represents the biggest challenge to the future of humanity and the life-support systems that make our world habitable.
The first Earth Day was a unified response to an environment in crisis — oil spills, smog, rivers so polluted they literally caught fire. On April 22, 1970, 20 million Americans — 10% of the U.S. population at the time — took to the streets, college campuses and hundreds of cities to protest environmental ignorance and demand a new way forward for our planet.
The first Earth Day is credited with launching the modern environmental movement, and is now recognized as the planet’s largest civic event.
National Environmental Education Week: April 20 - 24, 2020
Environmental Education Week (EE Week), the nation's largest celebration of environmental education, will be held on April 20-24, 2020.
To celebrate EE Week 2019, NEEF launched the Greening STEM Hub to provide educators with information, resources and videos on how to use the natural environment and real-world challenges to engage learners and deliver high-quality STEM education. Educators must register to access these resources. Greening STEM Hub registration link
WHAT'S TWEETING?
GET YOUR GROWTH ON!!
NBC Learn
NBC Learn is one of the tools available to teachers and students through Digital Content in BCPSone. NBC Learn contains short news clips that can be used in a variety of ways. Students can use NBC Learn to engage with current events regarding the topic of a unit or a learning cycle to make the learning more personalized. Teachers can use NBC Learn to engage students in the beginning of class, compile a set of clips to watch to gather necessary information for an assignment during class, or as a summary of learning while transitioning to an assessment at the end of class. The clips provide opportunities for students to engage with the Science and Engineering Practices as well as the Cross Cutting Concepts.
For example, students could watch the news clip “Fossil May Be Missing Link Between Ancient Sea and Land Creatures” and generate questions about the link between sea and land or students could use the video as evidence to support an argument about the link between land and sea by applying their knowledge of anatomical features. Students can also explore the cause and effect relationship pertaining to the reason(s) why animals may have moved from sea to land.
What creative way can you think to use NBC Learn in your classroom?
UPCOMING EVENTS AND PROFESSIONAL LEARNING
Leadership Development for Prospective Deparment Chairs Orientation & Training –Spring 2020
Staff in the Department of Organizational Development, the Division of Curriculum and Instruction Secondary Curriculum Offices, and the Division of Human Resources is offering a spring orientation and training to acting and interested prospective department chairs. Participants will be required to obtain a completed principal’s recommendation form, which will be distributed at the first session. Additionally, participants must commit to attend all five sessions in order to earn a certificate of completion and be considered for the Department Chair Pool. Acting department chairs who have not already completed these required sessions must register for this professional learning opportunity.
Sessions will be held at the George Washington Carver Center for Arts and Technology on Thursday evenings from 4:30 –6:30 p.m. on the following dates: January 30, February 13, March 5, March 26, and April 2. Interested participants must register by Monday, January 20, 2020, for the workshop by logging into BCPS One, selecting the Professional Learning tile, and then selecting the Registration System tile. The sessions can be found in the Workshops–Registration catalog. The offering is titled Leadership Development for Prospective Department Chairs Orientation and Training –Spring 2020.
Questions should be directed to Jill Snell, Supervisor, 443-809-9511
Alpha Stock Images - link to - http://alphastockimages.com/
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
Join us on February 5th for a workshop designed for new/non-tenured science teachers. We'll meet from 4 to 6pm at Loch Raven High School. Teachers will receive a stipend for their participation. If the link below does not work, look for offering #29305 in the Workshops - Registration catalog within the online professional learning registration system. The title of the offering is New Teacher Induction Workshops - Secondary Science-Using a NGSS Approach Grades 6-12 (February 5, 2020)
https://registration.bcps.org/Event.aspx?Event_DetailID=29305
Save the Dates!!
All secondary science teachers are invited to attend our Spring, 2020 NGSS Best Practices workshop on Saturday, March 28th from 8:30 to 11:30am. Location and registration info coming soon!
MWEE-Outdoor Education Institute Level I: June 23 (or 22) through 26; first-time participants only; more info coming soon.
NGSS Grade 8 Summer Institute: June 29 and 30; more info coming soon
Chesapeake Bay Foundation PD Courses
Registration is now taking place for week-long summer immersion courses with the Chesapeake Bay Foundation. These courses are a perfect opportunity to deepen your knowledge of local environmental issues and to explore ways to engage students through the design and implementation of meaningful watershed education experiences. Teachers successfully completing a CBF course will qualify for priority scheduling for our 2020-2021 BCPS Outdoor Science programs. Information about CBF’s Chesapeake Classrooms summer teacher professional development courses
US Naval Academy PD
The "21st CENTURY SKILL SETS" workshop sessions will present easy to implement, hands-on, project-based skills and content in experimentation, measurement, engineering design, and programming as related to science and math applications with real-world relevance and scalable to all grade levels.
Attend TWO Fall or Spring Saturday Sessions of USNA STEM Educator Training, and receive Maryland State Department of Education Continuing Professional Development credit. Credit for Maryland teachers only. All K-12 teachers are invited to attend the workshop and will receive a certificate for 8 hours of training.
PROFESSIONAL LEARNING AT THE NATIONAL AQUARIUM
NOAA: Exploring the Deep Workshop, March 14
An essential component of the National Oceanic and Atmospheric Administration's (NOAA) Office of Ocean Exploration and Research (OER) mission is to enhance ocean-science literacy and our understanding of why it is important to explore our little-known ocean world. Educators are invited to join the National Aquarium and NOAA OER staff to learn more about the importance of ocean exploration, current exploration technologies and recent deep-sea discoveries. This full-day professional development workshop will introduce standards-based, hands-on activities and other resources designed to guide classroom teaching and learning. Ocean health, unique underwater habitats, underwater mapping and remotely operated vehicles are just a few of the topics that will be addressed.
Educators will receive the NOAA Ship Okeanos Explorer Education Materials Collection "Volume 1: Why Do We Explore?" and "Volume 2: How Do We Explore?", additional resources, a NOAA ocean exploration certificate of participation, continental breakfast, lunch, admission to the National Aquarium and a $75 stipend.
Date: Saturday, March 14, 2020
Time: 8 am to 4 pm
Maximum Participants: 30
Cost: $10 registration fee, which will be refunded upon completion of the workshop
Registration Deadline: February 28, 2020
Contact Teacher Programs staff at 410-576-3833 with questions or to register.
Project Learning Tree Workshop, April 18 (Middle School)
Investigate environmental education concepts through activities from the Project Learning Tree Activity Guide. Project Learning Tree is an award-winning, multi-disciplinary curriculum for educators of students in grades Pre-K through 8. Participants in this workshop receive a copy of the Project Learning Tree Environmental Education Activity Guide. Participants may be eligible to receive 1 MSDE Professional Development Credit.
Date: Saturday, April 18, 2020
Time: 9:30 am to 4 pm
Maximum Participants: 20
Cost: $20 per person (includes Aquarium admission and refreshments. Lunch is not included.)
Registration Deadline: April 10, 2020
Contact Teacher Programs staff at 410-576-3833 with questions or to register.
SCIENCE FOR STUDENTS
Superheroes Science Super Secondary STEM Event
Photo by Jose Maria Miñarro Vivanco; https://www.flickr.com/photos/oseillo/495245984
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!
National Aquarium Youth Exhibit Guide Program
The National Aquarium Youth Exhibit Guide Program gives local high school students the opportunity to spend a summer volunteering with our staff and in our exhibits, sharing in the Aquarium's unique mission and magic.
Participants increase their knowledge of marine environments, assist in enhancing guests' experiences, learn from our expert staff and meet people from all over the world.
Requirements
Applicants must:
- have successfully completed ninth grade and at least one high school science course.
- be environmentally aware.
- demonstrate an interest in marine biology.
- enjoy interacting with, talking to and assisting guests of all ages.
Applications are due by January 31, 2020. After applications are received, Aquarium staff will contact you to arrange appointments for interviews in February 2020.
Summer STEM Opportunities at Aberdeen Proving Ground
The Combat Capabilities Development Command (CCDC) C5ISR Center at Aberdeen Proving Ground Math and Science Summer Camp uses a fun, hands-on approach to learning, which enhances your child's interest in Science, Technology, Engineering and Math (STEM). The curriculum for each session is structured to help entry-level students achieve this goal. State-certified teachers teach all C5ISR Center Math and Science Camp programs. Applications Open at 10am on February 3, 2020
2020 Themes:
Rising 5th & 6th Grades - August 10 - 14, 2020 Flight and Rocketry: 3... 2... 1... Liftoff!
Airplanes, and parachutes, and rockets, OH MY! Campers will explore the science of getting off the ground during a week of air experiments, parachute physics, airplane design, and rocket launches. The week will begin with the science of air and fluid dynamics. Campers will learn the different airplane parts and build one of four different designs, measuring flight distance and time. After they are successfully in the air, campers will then explore parachute physics. They will design and develop a parachute to airdrop supplies to soldiers without sustaining any damage.
At the end of the week it's time to blast off into space! Engineers often create small-size models of a new product to test its design. This is especially true in fight and rocketry. Campers will navigate through the Engineering Design Process to create their own rocket. The week culminates in a camp wide rocket launch - blast off!
Rising 7th & 8th Grades - July 27 - 31, 2020 STEM in Pop Culture: Superhero Science and More!
Could superhero suits really exist? What does the Periodic Table of Elements have to do with super powers? Is all the magic of Marvel(r) just for the movies? All of these questions will all be answered at STEM and Pop Culture Camp. Campers will also explore principles of physics to build their own Rube Goldberg Machines (think Kevin McCallister's creation in Home Alone) and, in small groups, will explore game theory, probability, and statistics to design and develop their own board games.
The week will culminate in campers completing the Apollo 13 Mission. Campers will assume roles in Mission Control to improvise new procedures and adapt the Command Module's carbon dioxide removal cartridges to work in the Lunar Module. They will be faced with the very challenge the crew and mission controllers were faced with on the Apollo 13 mission: How do you fit a square peg in a round hole?
Rising 9th & 10th - August 3 - 7, 2020
Exploring C5ISR Part 1: Command, Control, Communications & Computers
The future of the soldier technology is in your hands! The Command, Control, Communication, Computers, Cyber, Intelligence, Surveillance and Reconnaissance - or C5ISR - Center, is an Army applied research and advanced technology development center under the U.S. Army Combat Capabilities Development Command. Campers will have the opportunity to explore the first four "C's" in the C5ISR name -- Command, Control, Communications and Computer.
Students will have the opportunity to work in small groups to run a mission command and use navigation to complete various challenges. Campers will also explore power, energy and prototyping, through a project-based and hands on approach. Inspired by the work of the C5ISR Center's Space and Terrestrial Communications Directorate, campers will work to research, design and develop new technology and architectures that could increase information security for soldier communication
Applications are accepted on a strict "first come - first served" basis. Seating is limited and the program fills very quickly.
To learn more, or to apply to summer camp, visit https://c5isr.ccdc.army.mil/student_programs/math_and_science_summer_camp/
** The CCDC C5ISR Center Math and Science Camp is designated as a camp in "good standing" by the license board of the Maryland Department of Health and Mental Hygiene (DHMH).
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REAL-WORLD INTERNSHIPS IN SCIENCE & ENGINEERING (RISE) PROGRAM (July 13-24)
The RISE application is now available online.
RISE is a two-week internship program for current High School students ages 16 and older. Program participants work with professional engineers and scientists to complete results oriented work. In addition to technical skills, students develop professional skills through a series of leadership workshops.
Over the course of the two-week RISE Program, students spend between six and seven hours each day working in professional APG labs where they provide assistance to the engineers and scientists who work at APG to support the Soldier. Students also participate in Leadership Sessions where they learn about things like Reputation Management and Public Speaking.
Participating students receive a stipend when they complete the entire program.
Students are accepted to the RISE Program through a blind review process.
For more information about eligibility requirements, the review process and how to apply, visit the RISE Program at:
https://c5isr.ccdc.army.mil/student_programs/APG_rise/
APPLICATIONS FOR THE RISE PROGRAM ARE DUE NO LATER THAN 11:55 PM (EST) ON SUNDAY FEBRUARY 9, 2020.
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GEMS III: C5ISR Center R&D Deep Dive (July 20-23)
Students entering 10th - 12th grade will get an up close look at the research and development happening across several Aberdeen Proving Ground Directorates within the CCDC, Command, Control, Communications, Computer, Cyber, Intelligence, Surveillance, Reconnaissance (C5ISR) Center.
This year's GEMS III program will not focus solely on one specific area of STEM, but rather a range of topics such as Alternative and Renewable Energy, Satellite Communication, Radio Frequency, Computer Science, Virtual Technology and more, giving participants an in depth concept of the inner workings across the C5ISR Center campus. This Deep Dive will offer various topic lessons facilitated by our world-renowned Scientist and Engineers, while also giving participants the chance to have a hands-on learning experience with some of the technologies touched on in each subject area.
To learn more, or to apply to the GEMS III Program, visit:
https://www.usaeop.com/program/aberdeen/
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If you have any questions about these or any of the CCDC, C5ISR Center Community Outreach Programs, please contact us at:
usarmy.apg.ccdc-c5isr.mbx.outreach@mail.mil
For Program Applications, or to get more information about the CCDC, C5ISR Center Outreach Program, Visit:
https://c5isr.ccdc.army.mil/student_programs/
To speak to someone about what opportunities are available to you or to your school, please email: usarmy.apg.ccdc-c5isr.mbx.outreach@mail.mil
JHUAPL Summer ASPIRE Applications due February 15, 2020
The ASPIRE program at the Johns Hopkins University Applied Physics Lab (APL) is a unique opportunity for high school juniors and seniors to experience and explore STEM careers before committing to an area of study in college. During the intensive summer session and the longer academic year session, ASPIRE interns are paired with APL staff mentors to complete projects, solve problems, and learn and apply crucial technical and interpersonal skills in a hands-on, professional environment. During their internship, students also have access to many of APL’s considerable technical and professional resources.
The ideal ASPIRE intern is a student who is successful in science, mathematics, and programming, in either grade-level or Advanced Placement (AP) courses. The ideal student is also curious, dedicated, ambitious, and ready to explore every facet of a STEM career. ASPIRE students must be able to work independently, communicate with APL staff members and mentors, persist when faced with challenges, and continually think outside of the box. ASPIRE students must also meet certain eligibility requirements, including maintaining a 2.8 GPA and holding U.S. citizenship. Students must be committed to the program and its time requirements.
Visit https://secwww.jhuapl.edu/stem/aspire/summer-term-information/ for a complete list of requirements and application materials.
This summer the NOAA Chesapeake Bay Office (NCBO) will offer five internships, covering a range of Chesapeake Bay science-related topics. Each paid internship will run 12 weeks (mid-May through mid-August). They are intended for students who will be entering their sophomore, junior, or senior year of undergraduate study. NCBO is partnering with the Chesapeake Research Consortium to offer internships through two programs.
The Chesapeake-Student Recruitment, Early Advisement and Mentoring (C-StREAM) Program focuses on recruiting, advising, and mentoring college students from communities that are currently underrepresented in the environmental field and that historically have been excluded from opportunities to pursue careers in environmental research and management. For these internships, C-StREAM will accept applications from students who identify as people of color and/or who are first-generation college students. Learn more about the application process for C-StREAM. Applications for these positions are due February 15, 2020. We will host two summer interns through C-StREAM in 2020:
- Field Technician: Support our field program through oyster reef monitoring, water column and nearshore habitat monitoring, and acoustic telemetry data collection. Work will be conducted on a range of vessel platforms and sizes; based in Annapolis, Maryland.
- Chesapeake Bay Restoration and Protection Policy: Help to develop an “indicator”—tracking statistics—on forage species that will be used by resource managers as they consider management of pretty for key predators. Based in Annapolis, Maryland.
The NOAA Chesapeake Bay Summer Internship Program offers undergraduate students the opportunity to work with NOAA and Chesapeake Bay Program personnel on science, policy, and education programming. Learn more about the application process for the NOAA Chesapeake Bay Summer Internship Program. Applications for these positions are due by February 20, 2020. We will host three interns through this program in 2020:
- Climate Change Indicator Development Support: Identify data and devise ways to use this information in “indicators” that will be used to track trends and progress toward advancing climate resiliency. Based in Annapolis, Maryland.
- Buoy Data Visualization: Assist with updating capabilities for an application that visualizes data from the NOAA Chesapeake Bay Interpretive Buoy System. Based in Annapolis, Maryland.
- Environmental Literacy Database Support: Develop and populate a database that includes georeferenced data and descriptive information about environmental education grant recipients and program participants. Support planning and implementation of summer teacher workshops and conferences. Based in Oxford, Maryland.
NCBO is committed to supporting a diverse and inclusive science-oriented workforce. NCBO highly encourages applicants from historically black colleges and universities, Hispanic-serving institutions, and tribal colleges and universities.
With questions on any of these internships, contact Bart Merrick.
Scientist for a Day Essay Entries due February 20, 2020
NASA's Scientist for a Day Essay Contest is back for its 15th year, inviting students in grades 5 through 12 to investigate three distant worlds and write an essay about one they would want to explore further.
The worlds chosen for this year's contest are some of the most mysterious and distant in our solar system: Uranus' moon Miranda, Neptune's moon Triton and Pluto's moon Charon. Each has been visited by spacecraft during a single, brief flyby. NASA's Voyager 2 spacecraft flew by Miranda and Triton in the 1980s, and the New Horizons spacecraft flew by Charon in 2015. All three flybys provided the only up-close – and stunning – images we have of these worlds.
To enter the contest, which is hosted in the U.S. and more than a dozen countries, students must submit an essay of up to 500 words explaining why they would want to send a spacecraft to explore the world of their choosing. Essays can also be submitted by teams of up to four students.
Winning essays will be chosen for each topic and grade group (5 to 6, 7 to 8 and 9 to 12) and featured on the NASA Solar System Exploration website. Additionally, U.S. contest winners and their classes will have the chance to participate in a video conference or teleconference with NASA.
Entries for the U.S. contest are due Feb. 20, 2020, on the NASA Scientist for a Day website. Visit the website for more information, including rules, international contest details and past winners.
For teachers interested in using the contest as a classroom assignment, learn more here. Plus, explore these standards-aligned lessons and activities to get students engaged in space travel and planetary science:
CTY offers five residential programs for qualified students who have completed grades 7 and above. Please see the links below for more information on each of these gifted and talented programs.
Visit https://cty.jhu.edu/summer/catalogs.html for the 2020 Summer Programs Catalog and for enrollment materials.
2020 DNA Day Essay Contest Entries due March 4, 2020
The American Society of Human Genetics is proud to support National DNA Day through the Annual DNA Day Essay Contest. DNA Day commemorates the completion of the Human Genome Project in April 2003 and the discovery of the double helix of DNA in 1953.
This contest is open to students in grades 9-12 worldwide and asks students to examine, question, and reflect on important concepts in genetics. Essays are expected to be well-reasoned arguments that indicate a deep understanding of scientific concepts related to the essay question. They are evaluated by ASHG members through three rounds of scoring.
2020 Question
Ancestry testing is a form of direct-to-consumer genetic testing designed to inform customers about their genetic ancestry. There are generally three types of ancestry testing: Y chromosome testing, mitochondrial DNA testing, and autosomal DNA testing. If a person did all three ancestry tests, what types of information could they learn about their genetic ancestry and how does this genetic ancestry information compare and contrast with their cultural heritage (family traditions, etc.)?
Visit the DNA Day website for additional information.
Geosciences Bridge Program at the University of Maryland Eastern Shore
The 2020 Program will run from June 29 - August 7, 2020. All application materials (student application, teacher, counselor and parent forms) must be in by April 20, 2020 at 11:59p.m. est.
The program is funded by the National Science Foundation (NSF) and the NOAA Living Marine Resources Cooperative Science Center (LMRCSC) at UMES. The program introduces high school seniors to ocean sciences, atmospheric sciences, and geographic information systems (GIS)/Remote Sensing techniques. The activities provided and experience on campus strengthen students’ knowledge of mathematics, teach them life skills that will prepare them for college life, and enhance their academic performance through advisement, social support, and tutorial services.
To be eligible, participants must be graduating high school seniors, US Citizens or Permanent Residents and should plan to pursue a bachelor's degree in a geoscience discipline, such as: atmospheric science, engineering (civil, electrical, environmental, ocean), environmental science, geography, marine biology, marine chemistry/biogeochemistry, marine geology, marine science, meteorology, physical oceanography, remote sensing/GIS, etc.
For additional information and application materials, visit https://www.umes.edu/Geosciences/Pages/Application-Information/
Maryland Zoo Teen Volunteering Program
The Maryland Zoo’s teen volunteers are passionate about the environment, conservation, and animals. Zoo Teens have the opportunity to volunteer as educators, Conservation Crew members, directional guides and more!
Requirements for Zoo Teen volunteers:
- 14-17 years old (by June 22nd 2020) and entering 8th-12th grade in fall of 2020.
- Available to attend a one week mandatory training at the start of the summer*
- Available to volunteer regularly in July and August
- Ability to volunteer eight hours per month during the school year
- A teen-owned email address (not a parent’s)
- Ability to work on a team and independently
- Willingness to work in all weather conditions
- A passion for wildlife and wild places!
Interested teens should complete this form on the Teen Volunteering website.
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