Grades 6-12

Secondary Science Coordinator

Email: jnord5257@columbus.k12.oh.us
Website: ccsoh.us/science
Location: 375 South High Street, Columbus, OH, USA
Phone: 380-997-0466
Facebook: https://www.facebook.com/ColumbusCitySchools/

Please note: If you choose to attend a conference that is during school hours, you must fill out the Request to Attend Conference form; okay it through your principal; and your principal must pay for your sub coverage.

Students for Zero Waste Week: During this campaign, students focus on reducing land-based waste in order to protect the health of local marine environments. These young leaders are raising awareness of how single-use plastic and other types of litter affect the health of local watersheds, national marine sanctuaries, and the ocean. In addition, some schools are looking at ways to reduce their energy use on campus with hopes of raising awareness of how the burning of fossil fuels also impacts the health of the ocean. https://sanctuaries.noaa.gov/education/ocean_guardian/zero-waste-week/

International Field Studies, Inc. is a non-profit organization based in Columbus operating a field station on Andros island in the Bahamas. They work with many other schools in neighboring school districts across Ohio and would like to reach out to us with a professional development opportunity. They are hosting a field-based Climate Change Course with Wright State University in July of 2020 and would love to extend this opportunity for professional development including graduate level college credits or CEU hours to the teachers in our district. See the attached flyer below with additional information. Please feel free to reach out if you have any further questions. You may also contact Professor William Slattery for details or application instructions: william.slattery@wright.edu.

Grow Next Gen Check out some of the programs and virtual field trips available through Grow Next Gen https://grownextgen.org/events?mc_cid=1e81c3c50d&mc_eid=e58c1f5f34

The Fairchild Challenge is a free, multidisciplinary, standards-based, STE(A)M-focused environmental education program for Middle School and High School classrooms and educational organizations. It provides educators with another tool to deliver core curriculum and gives students an opportunity to shine. Consider participating in any or all of the challenges. See link below for information.

OSU Extension Project Green Teacher: Many of our teachers have attended the classes for project green teacher and have only positive things to say about the experience! The next session will take place one night a week from January to March 2020. You can watch for details at franklin.osu.edu or email hogan.239@osu.edu.

We had our first of three sessions with ODE to train on the new standards. They stressed the importance of teaching the standards by incorporating the Nature of Science and Cognitive Demands.

Update on revisions: http://bit.ly/SECOSept2019Webinar

The Nature of Science: http://bit.ly/SECOOct19

Have you checked out the new, revised standards and model curriculum yet? You can find them here:

http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Science/Ohios-Learning-Standards-and-MC/SciFinalStandardsMC060719.pdf.aspx?lang=en-US

Please note: These standards are for the 2020-2021 school year. They are NOT to be used this school year. There are changes that will be reflected on the 2020-2021 state testing, but those changes will not be addressed on this year's testing.

How Can I Get My Students to Learn Science by Productively Talking to Each Other?http://stemteachingtools.org/brief/6

Talk Science Primer https://inquiryproject.terc.edu/shared/pd/TalkScience_Primer.pdf

Productive Talk Checklist https://inquiryproject.terc.edu/assessment/Goals_and_Moves.cfm.html

The goal of the Cognitive Demands is that you use examples of each of these levels in each unit of study. Too many of us hang out in the 'Recall' domain and don't stretch our kids to higher cognitive abilities. Check out any of the standards in the Model Curriculum to get an idea. http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Science/Ohios-Learning-Standards-and-MC/SciFinalStandardsMC060719.pdf.aspx?lang=en-US

Recalling Accurate Science (R) Requires student to provide accurate statements about scientifically valid facts, concepts and relationships. Recall only requires students to provide a rote response, declarative knowledge or perform routine mathematical tasks. This cognitive demand refers to students’ knowledge of science fact, information, concepts, tools, procedures (being able to describe how) and basic principles.

Interpreting and Communicating Science Concepts (C) Requires student to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using grade-appropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information.

Demonstrating Science Knowledge (D) Requires student to use scientific inquiry and develop the ability to think and act in ways associated with inquiry, including asking questions, planning and conducting investigations, using appropriate tools and techniques to gather and organize data, thinking critically and logically about relationships between evidence and explanations, constructing and analyzing alternative explanations, and communicating scientific arguments. (Slightly altered from National Science Education Standards) Note: Procedural knowledge (knowing how) is included in Recalling Accurate Science.

Designing Technological/Engineering Solutions Using Science Concepts (T) Requires student to solve science-based engineering or technological problems through application of scientific inquiry. Within given scientific constraints, propose or critique solutions, analyze and interpret technological and engineering problems, use science principles to anticipate effects of technological or engineering design, find solutions using science and engineering or technology, consider consequences and alternatives, and/or integrate and synthesize scientific information.

Do you belong to any science professional organizations? If you belong to one that you think would be beneficial to our teachers, please let Jenny Nord know so that she can post it in the newsletter. None of these are endorsed by CCS, they are only suggestions of associations if you have interest.

NSTA: Membership in the National Science Teaching Association is one of the best professional development investments you can make. Join 50,000 dedicated teachers, science supervisors, administrators, scientists, and business and industry representatives committed to science education. Benefits include:

• The award-winning NSTA journal of your choice;
• NSTA Reports, our quick-read newspaper delivered 9 times a year;
• Access to their vibrant email lists, encompassing 22 topic areas;
• Admission to the NSTA Learning Center and other online professional learning resources;
• Access to more than 200 other products and services;
• Access to vetted science lessons;
• NGSS science aligned articles;
• The latest in online science resources;
• Science learning research relevant to science teachers at all levels.

Interested? https://www.nsta.org/ on sale now: https://tinyurl.com/ufzcbam

Like Kessler Science? He has a facebook page where teachers can exchange ideas. https://www.facebook.com/keslerscience/

National Association of Biology Teachers: Since its establishment in 1938, the National Association of Biology Teachers (NABT) has been the recognized "leader in life science education." Thousands of educators have joined NABT to share experiences and expertise with colleagues from around the globe; keep up with trends and developments in the field; and grow professionally. https://nabt.org/

National Middle Level Science Teachers Association: https://nmlsta.wildapricot.org/

SECO: SECO is the Ohio arm of NSTA. They have a membership of more than 1200 science educatiors from across the state of Ohio to help one another be the best they can in science. They maintain alliances with a wide network of educational stakeholders at the local, state, and national levels. SECO offers webinars, workshops, conferences, and online PD. They will be opening up their members-only site from November 15 through December 15 so that you can go on and look through all the new badges they are offering for CEUs with their new campaign: Grow with SECO. ODE has helped to create several of these. This is a great way to earn more CEUs if you are in need. https://scienceeducationofohio1.wildapricot.org/

The membership cost for SECO is $30/year with a discount if you join both NSTA and SECO at the same time. http://bit.ly/JoinSECO

Many of the sessions were about or revolved around Phenomena-Based Learning.

Phenomenon based learning is an interdisciplinary approach to learning in which students are presented with a phenomenon from the real world, for example: Why have there been so many hurricanes lately in the United States? Why is the bee population declining? How can you help the overcrowded traffic issues? How can you develop a more aerodynamic swimsuit?

Students have to investigate the phenomenon by asking their own questions, researching facts, and delivering an answer/solution. Teachers guide them through the process, scaffolding the steps and help them through the complexity.

Why should we use phenomena-based Learning?

• -Students are engaged in the learning of the phenomenon because it comes from the real world and it’s relevant to their daily lives.
• -Students figure out solutions to a phenomenon like any profession in the workforce. They investigate the phenomenon from multiple perspectives, breaking the boundaries of the typical school subjects.
• -Students take responsibility for their own learning because they are working on something relevant to them. They figure out the solution by themselves or answer to the phenomenon, and can surprise you with solutions you have not thought of.
• -Students develop 21st-century skills like teamwork, communication, and critical and creative thinking during the process.
• -Students build their own knowledge, which is transferable and hence acquires a deeper understanding of what they are studying.

Keys to successfully develop phenomenon-based learning:

• -Choose a phenomenon from the real world to which students can relate.
• -Present the phenomena in a very broad way to avoid any constraints to its study.
• -Basic concepts (subject-wise) should be taught before the project (for example in the Energy Bar Unit: Food and Digestion in Science and Percentages and Ratios in Mathematics)
• -Work with an open schedule so that skills are used crossing the boundaries between subjects.
• -Be a facilitator during the process, emphasizing the student-led learning.
• -Be humble. Try to build better knowledge yourself when student questions arise and be open to different ways students tackle the problem.

Phenomenon based learning is an effective approach to learning that prepares students for the real world. During the process, students learn 21st-century skills like teamwork, communication, and critical and creative thinking that are applicable to life and this way of learning motivates students to become independent and active learners.

(taken directly from and for more information: https://www.rubicon.com/phenomenon-based-learning/)

Are you an Edcite user and in a tested subject: https://www.edcite.com/collection-air-practice-assignments-2019-2020-ohio

Anatomy Freebie: Excretory/Urinary System Squiggle Sheets https://tinyurl.com/tztc59g

Path of Blood Flow Freebie: https://tinyurl.com/spngo9p

Photosynthesis Song: Teachertube https://tinyurl.com/tcgnf6h

Scholastic Pathways: Biomedical Lessons and Videos https://tinyurl.com/rtk29o7

Basics Genetics and Chromosomes Dominoes Freebie: https://tinyurl.com/u6z9r8k

Illustrated Periodic Table: https://www.mentalfloss.com/article/502751/illustrated-periodic-table-shows-how-we-regularly-interact-each-element

MS Photosynthesis Overview Video: https://tinyurl.com/t3m8jw5

Ecosystem Freebie: Scribble Notes https://tinyurl.com/rrqvx52

YouTube Pasco Help Center: https://www.youtube.com/user/pascohowdoi

Pasco Digital Library: https://www.pasco.com/digital-library/

Ditch that Textbook: Edtech Resources and Tools http://ditchthattextbook.com/resources/videos/

Science Scope October: https://tinyurl.com/y3yrzp47

We need to continue to be mindful about safety in our classrooms/labs. Please be sure to have a physical copy of the SDS for any chemicals in your storage and have a copy of that filed in the office listed for your room. Should the fire department ever have to come, they need to know with which chemicals they are dealing.

Middle School teachers are being asked to submit a Safety Check-Off List for your classroom along with a Chemical Inventory. These were due by the end of September, so if you have not submitted yours yet, please do so ASAP. If you are in high school, you should be signing a weekly check-off list for your classroom. We will be collecting these at the end of the year.

Make sure you are considering all safety precautions with your labs and activities. Please do NOT use any chemicals or equipment with which you are not familiar or do not have the lab facility to safely use. This would include proper storage and storage facilities.

For middle school, we are asking that you do not have any chemicals in your rooms that carry a safety warning higher than 0-1 for fire, health, and instability; even if you are only using this chemical for a demonstration. The issue is that middle schoolers can be unpredictable and many of our middle school rooms simply don't have the proper storage facilities that are necessary to maintain safety.

Check out the document for Laboratory Safety Guidelines.

NewsELA: Don't forget to scroll to the bottom of the articles as they will have 3 more articles on the topic that might interest you.

• Reproducibility and Multiple Sources https://tinyurl.com/revtb24
• Population Pyramids https://tinyurl.com/ukrono2
• The Basics of Population Biology https://tinyurl.com/satwpqx
• What is Ocean Acidification? https://tinyurl.com/vvvdzm4
• America's Diverse Climates https://tinyurl.com/t9jmtfr
• Sonoran Desert https://tinyurl.com/wwkp87q
• Geography and Weatherhttps://tinyurl.com/qr252m2
• Atmospheric Convection and Weather https://tinyurl.com/ru2b2ew
• Climate Change in the US Great Plains https://tinyurl.com/ts8opu6
• Dwindling Freshwater Resources https://tinyurl.com/ufmgz89
• Gulf of Mexico Dead Zone https://tinyurl.com/tus2fqk
• What Climate Change Means for Texas https://tinyurl.com/vvdee4b
• Warming Climate and Sea Turtles https://tinyurl.com/wobzqw7
• Wave Behaviors https://tinyurl.com/sbthbmw
• Newton's Laws of Motion https://tinyurl.com/w5m7l3s
• Swinging with a Pendulum https://tinyurl.com/wymncp3
• Are We All Earth's Living Fossils? https://tinyurl.com/rllcl6a
• Tully Monster https://tinyurl.com/umdfl6b
• Planetary Motion https://tinyurl.com/saq5d8s
• How Big Is the Universe? https://tinyurl.com/r2wpb6f
• Facts about the Moon https://tinyurl.com/yx4m7yb8
• Magma's Role in the Rock Cycle https://tinyurl.com/st5jhb9
• How Water Movement Affects Gravity https://tinyurl.com/rbpg6q7
• Giraffe Genetic Condition https://tinyurl.com/ufb7hhl
• How Gene Mutation Works https://tinyurl.com/uzfnojl
• Gene Editing to Cure Cancer https://tinyurl.com/ufhoc8c
• Artificial Selection with Animals http://bit.ly/2D6nEVx
• Facts about Muscle Tissue https://tinyurl.com/y3ngfbb6

Education Week:

• What Is Personalized Learning? https://tinyurl.com/w7cu7o6
• Here's What Educators Think about Personalized Learning https://tinyurl.com/u9wumbg
• One Big Barrier to Personalized Learning https://tinyurl.com/udpjqcp
• Educators Will Soon Be Able to Sell Their Materials on Amazon https://tinyurl.com/r27elno
• Students Learn More from Inquiry-Based Teaching https://tinyurl.com/r35rfva

Ditch that Textbook: Comparing Kahoot, Quizlet, Quizizz and Gimkit https://tinyurl.com/sdzav6c

Edmentum: 15 Educator Grants https://tinyurl.com/y2rbe6w9

Innovation Spotlights: Supporting STEM https://tinyurl.com/rpl3o7b

The Atlantic: Why Is Middle School so Hard for so Many People https://tinyurl.com/y6dwabvu

Grades 6-9...don't forget Achieve 3000 https://sites.google.com/columbus.k12.oh.us/secondarycurriculumresources/science -or-

https://www.ccsoh.us/site/Default.aspx?PageID=2577

Spruce Run Nature Center is an excellent resource for outdoor education. What a wonderful experience for your students this year! Contact Geri Granger if you are interested in having an experience with your class. Make sure to save your date early in the school year as fall and spring dates fill up quickly.

Spruce Run offers public programming 1 Saturday a month!Please visit this link to see all the opportunities:

https://www.smore.com/084ux-spruce-run-environmental-center

Remember...if you use any lab or activity that you find online, be sure to follow all safety guidelines. Make sure that it is safe and appropriate to our safety guidelines before you ever attempt it. Also, be certain that it aligns with the standards.

24 of the coolest winter science experiments: https://www.weareteachers.com/winter-science/

American Chemistry Society: Holiday Chemistry https://www.acs.org/content/acs/en/education/students/highschool/chemistryclubs/activities/holiday-chemistry.html

Office of Teaching and Learning (614-365-5727) is located at 3700 S. High St. Come down and visit us!

Sandee Donald, Executive Director, Teaching and Learning

Alyse Clark, Director of Secondary Curriculum

Heather Allen, K-5 Coordinator, hallen704@columbus.k12.oh.us

Jennifer Nord, 6-12 Science Coordinator, jnord5257@columbus.k12.oh.us

Geri Granger, K-12 Spruce Run Coordinator, ggranger9556@columbus.k12.oh.us