MnSTA Newsletter Fall 2012 by MnSTA

MnSTA

Newsletter Volume 49 No. 1 A Quarterly Publication of the Minnesota Science Teachers Association Inc.

Fall 2012

WCCO Meterologist Mike Lynch to Keynote 2013 MnCOSE Event

Meterologist Mike Lynch will be the keynote speaker at the Minnesota Conference on Science Education (MnCOSE) scheduled for Feb 22-23 in Duluth. Lynch is a native Minnesotan who grew up in Richfield, Minnesota in the 1960’s. He attended St. Peter’s Grade school and Holy Angels High School. After two years at the University of Minnesota in the Twin Cities he transferred to the University of Wisconsin in Madison and earned his B.S.degree in Meteorology in 1979. Shortly after he was hired as a broadcast meteorologist at WCCO Radio in Minneapolis and has been there for over 30 years. Mike’s other passion since he was a teenager has been astronomy. He built his first telescope when he was 15 years old. For over 40 years Mike has been teaching classes and putting on star parties through community education, nature centers, and other entities throughout Minnesota and Western Wisconsin. His goal is to help people make the stars their old friends. From 2004 to 2007 Mike wrote Astronomy/ Stargazing books through Voyageur Press. He also has brand new book, “Stars” published by Adventure Publications in 2012 with accompanying MP3 downloads available. On top of that Mike also writes a weekly Starwatch column for the St. Paul Pioneer Press and more than two dozen other newspapers across the United States. Mike, his wife Kathy, and their two children, Angie and Shaun live in Eagan, Minnesota.

WCCO Meterologist Mike Lynch will speak at the Minnesota Conference on Science Education scheduled for Feb. 22-23 in Duluth. The theme for this year’s conference is “Putting the E in STEM. There are more conference announcements on page 13

In This Issue: Presidents Message...........................................................2 Department of Conservation............................................2 In Media Res ...................................................................3 Update from Science Specialist................................. 4-5 Using CTE to meet Chem/Physics requirements..........6-7 Teacher Feature...............................................................8 Classroom Activity...........................................................9 Opportunities from Dept. of Education....................10-11 Opportunities............................................................12-13 MnCOSE information....................................................13 Board Directory.........................................................14-15

President’s Address by Steve Walvig Welcome to a new school year filled with all the promise and opportunity only a new school year can bring. I hope your summer and fall have been rejuvenating and that you are as excited as I am for the new school year. As the new President of the Minnesota Science Teachers Association (MnSTA) I am very proud to highlight some of the great professional development opportunities MnSTA is providing this year. For me, the highlight of the school year will be MnSTA’s 2013 Minnesota Conference on Science Education (MnCOSE) held from February 22-23 in Duluth, Minnesota. It will be at the Duluth Entertainment and Conference Center (the DECC) located on the shores of Lake Superior. It is also just steps away from Canal Park and Downtown Duluth, offering shops, restaurants and hotels for all of us to enjoy. Conference registration is already open on the MnSTA website (www.mnsta.org), so you can register online for the conference today! On October 18th, MnSTA will also be presenting a strand of science-based sessions at the Education Minnesota Professional Development Conference at the River Centre in St. Paul, MN. MnSTA will have a strand of sessions we hope you can attend including a wonderful science demonstration hour titled, “It’s Not Magic, It’s Science,” by Jerry Wenzel and a great session by our State Science Specialist, John Olson titled, “Improving Learning, Literacy and Communication Through Science Practices,” where Presidents message....continued on page 3

Department of Conservation by Ed Hessler Lessons from the Colonies Look to the ant—Proverbs 6:6 How do harvester ants (Pogonomyrmex barbatus) determine how many foragers to send out? By using the ‘anternet’. It is very similar to how an Internet algorithm—Transmission Control Protocol (ICP)-determines how much bandwidth is available for transferring files. The work is a result of biologist Deborah Gordon, her graduate student Katie Dektar and computer scientist Balaji Prabhakar (Stanford University). The focus of the Gordon Lab is on collective behavior: how it works, functions ecologically and evolves. I want to say a few general things about this work rather than the simple, distributed and scalable algorithm (PLoS Computational Biology, August 23, 2012). Dr. Gordon has said that “You can identify an ant researcher by looking at her ankles: We wear our socks over the cuffs of our pants.” And because her critter of choice lives in the searing light of a desert, ant researchers wear long-sleeved shirts, billed caps with a curtain at the edges and the largest sunglasses they can find. Gordon’s painstaking and detailed work on harvester ants has challenged a very deep idea about a system of interacting agents: central control or organization through hierarchy. When we think of ants, castes come readily to mind, each with a specialized behavioral function, all working in a chain of command. Fixed in behavior. Decisions that individual ants make based on local information determine task allocation. Each ant decides which tasks to do as well as whether to be active or not. “The ant” she writes, “is jostled along in a Department of Conservation...continuted on page 5

The MnSTA Newsletter is published four times each year by the Minnesota Science Teachers Association, Inc. Articles, opinions, book reviews and other information pertinent to Minnesota teachers are welcome. Please limit submission to 1 typed page, e-mail preferred (text file please). Deadlines for submission of articles are: Fall ............... August 1st Winter ............. November 1st Spring ........... February 1st Summer....................April 1st Send all correspondence regarding the newsletter to: Jerry Wenzel 22002 100th Ave Randall, MN 56475 e-mail: jerrywenzel@brainerd.net The MnSTA Newsletter is an exempt program service provided to the membership. A membership form is found on the back page. Materials found in the newsletter may be reprinted without charge. 2

MnSTA, Inc. is an IRS 501 (c) (3) Charitable Educational Corpora-tion, incorporated as a tax exempt, non-profit organization with the Minnesota Secretary of State. Donations and dues are tax deductible charitable contributions for itemized deductions on IRS form 1040 Schedule A. The newsletter is an exempt program service provided to the membership. A membership form is found on the last page.

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In Medias Res by Edward Hessler I-BWV If science isn’t certain, then what is certain in this world? How do we decide? Who can we trust?— Sixth-grade teacher So, would you attend a conference titled “Toward an Ignorance-Based World View”? I would, if for no other reason than its organizer, Wes Jackson, the Prairie Festival, The Land Institute, Salinas, KS. But I cannot because it was held in 2004. I’ve been thinking about this idea off and on since. It is still a wise and generative. It took Wes Jackson 22 years to digest the phrase, ignorance-based (to the point where it could become a conference), made by soil scientist Hans Jenny about which Wendell Berry wrote Jackson in 1982. Jenny was an expert on the processes of natural soil formation. An adapted version of Jackson’s talk was published in The Land Report, Spring, 2005. The conference participants discussed an essay from the Harvard Business Review by David Gray (November 2003) titled “Wanted: Chief Ignorance Officer”. Such a CIO would manage ignorance rather than information/knowledge. And because ignorance carries pejorative freight, Gray coined a new term: nescience. It refers to a lack of knowledge or awareness that one even lacks knowledge (terra incognita). Clearly, neither the term nor the general idea has caught on. There can be as Gray notes, a “tyranny of knowledge”: the tendency of solved problems to stay solved, sometimes “disastrously so.” This makes it difficult to swerve and explore other paths. Jackson’s attraction to nescience is a natural outcome of the work at The Land Institute. There, he and his colleagues have been researching and developing field experiments on agriculture based on the way natural ecosystems work. In general, though, nescience seems not a bad idea. Humility over hubris; an admission that we are basically ignorant about many things we think we know. We are up against many things we think we know but do not. Jackson noted that if we recognize that we are up against ignorance one question we would ask is whether we can back out (and how)? Richard Feynman put it this way. “You see, one thing, is I can live with doubt and uncertainty and not knowing. I think it’s much more interesting to live not knowing than to have answers which might be wrong. I have approximate answers and possible beliefs and different degrees of certainty about differ-

ent things but I’m not absolutely sure of anything and then many things I don’t know anything about….” What do we as educators in science do about nescience? Presidents’s Message..............................continued from page 2

you can learn more strategies for strengthening science learning in your classroom through improved literacy skills. MnSTA will also have an exhibit booth in the exhibit hall with lots of great demonstrations and giveaways, so please stop by the booth to say “hello” and show your friends why they too should be members of MnSTA. Your membership to MnSTA is a key into a valuable array of support and opportunities each year. In addition to the annual Minnesota Conference on Science Education and other professional development opportunities like the ones presented at the Education Minnesota Conference, a MnSTA membership also offers you advocacy for high quality science education at the state and local level, professional development and networking opportunities, and other benefits including this quarterly newsletter, the MnSTA website (www.mnsta.org), all the resources teachers like yourself have shared on the MnSTA website, as well as access to a wide network of other science educator leaders from around the state. Please help MnSTA continue to grow by asking your fellow teachers to join MnSTA, so they too can benefit from and participate in all the opportunities offered by our association. The MnSTA Board of Directors is constantly exploring how to better serve you and continually improve our association. Please email me at Walvig@ thebakken.org with your ideas, comments, and feedback on how we can work together to make MnSTA even better than it is today. What do you value about Minnesota Science Teachers Association? How has your membership in MnSTA helped you or your teaching? Why do you belong to MnSTA and what would encourage even more teachers of science to join MnSTA? Most MnSTA members have one important thing in common - we love our profession! I hope to see you in Duluth this February for our 2013 Minnesota Conference on Science Education (MnCOSE) and thank you for all the wonderful work you do. Adopt-a-Classroom Grants Public school teachers who register at the Adopt-aClassroom website can be adopted by an individual, a business, or a foundation. Once adopted, teachers will receive $500 worth of credit to purchase items that enrich the learning environment. www.adoptaclassroom.org

Fall 2012

Department of Education

John Olson is the science specialist for the Department of Education. He will keep us updated on science education in the MnSTA newsletter.

Helping your Students learn Science through Literacy Skills How many times have you said: “If only all my students could read and understand their textbook, they could learn more?” Or, “they can’t write an understandable lab report.” We often feel that we do not have the time and the strategies to address these concerns and instead lower our expectations for science reading and writing skills. Two resources were published recently that help teachers improve literacy skills for science. The 2010 Minnesota Standards for English/Language Arts recognized that informational reading and explanatory writing are important skills for all students. They place increased emphasis on those skills within the ELA standards and added a section called Literacy Standards for Science, Social Studies and Technical Subjects. These standards correlate with each other and help teachers in many disciplines coordinate their instruction so that students become well-equipped with literacy skills. This school year is the initial year for implementation of these standards. Another document that supplies support in this area comes from the science community. A Framework for K-12 Science Education from the National Research Council identifies eight science practices that students need to learn. Included are: 6. Constructing explanations and designing solutions 7. Engaging in argument from evidence 8. Obtaining, evaluating and communication information These practices are being incorporated into the Next Generation Science Standards.

Here are a few hints that use ideas from both these documents. · Use literature as additional sources of evidence when doing investigations. Determine if the evidence supports, refutes or adds additional details to the data from experiments. · When using texts have students analyze the source of the information and its validity. Help them identify the claims and evidence in the text. Also encourage questioning and hypothesis formation (Text includes many styles of presentation including illustrations, graphs, charts and video.) · Offer students a wide variety of reading options. Reading science content can be difficult, so offering students a wide variety of texts and explaining the structure, will support science learning for all students and increase learners ability to make meaning from science texts more deeply and meaningfully. This may also and create lifelong readers of science. · Have observations or investigations and related vocabulary precede reading. This can motivate the reading. An important application is in the elementary grades reading blocks. · Use rubrics, criteria and models to help students write science documents, including lab reports. A good example is a rubric for writing conclusions that has students make a claim, compare it to the hypothesis, provide evidence from the experiment, state the limitations and describe how the experiment could be improved and extended. · Carry students through a process for developing their writing, including developing ideas, designing a structure, writing a draft, using peer reviews and making revisions · Provide opportunities for extended writing, such as narrative lab reports. · Keep science notebooks and include reflective writing about how they learned the science concepts. A great source for seeing how these ideas play out in the classroom is the Frameworks for MN Mathematics and Science Standards website. www.scimathmn. org/stemtc. Look for ideas in the Science Best Practices section and the individual standards. The National Science Teachers Association journals and books provide resources about literacy in science. www. nsta.org. The Department of Education will be providing several workshops this year to

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Department of Education help teachers develop strategies for literacy in science.

House with President Obama. Each awardee receives a cash prize of $10,000. Jamin McKenzie has taught Earth Science and Next Generation Science Standards Update Advanced Placement Science at Battle Creek Middle The first public draft of the Next Generation SciSchool for his 10-year teaching tenure. As a Leaderence Standards (NGSS) was released in May and ship Team member and After School Site Leader, he was open for public feedback for three weeks. As a coordinates and collaborates with many of his collead state, Minnesota has a review team of about 20 teachers that collected their reactions and submitted a leagues to ensure an effective learning experience for state report. Many other individuals sent in feedback. all students and staff. Across the nation there were over 8000 reviews subMeeting the needs of all students is the driving mitted. The NGSS writers are analyzing the feedback force behind his co-created interactive online learnand making changes. As they do this they are frequently sending question to the state leads for advice ing Web site, which has been instrumental in integraton how to implement the requested changes. ing technology into his classes. His goal was to break The second public draft will likely be released down the bricks and mortar of the classroom experiin November for another round of review. The ence for students and allow them access on their own final version is expected in the spring. Minnesota is scheduled to review its science standards in 2017-18 time. Jamin has presented sessions on co-teaching, and the NGSS could be adopted then. More informastandards-based grading, and using a Web site and tion about the NGSS development and Minnesota’s role is at www.scimathmn.org/stemtc under the main technology as interactive learning tools. Resources tab. The Minnesota finalist for the 2012 Presidential Use of CTE to fulfill the Chemistry/Physics Award are: Graduation Requirement • Cathy Kindem of Cedar Park Elementary The 2011-12 legislative session made changes STEM School in Apple Valley to the science graduation requirements. The revised Henriette Ngo-Bissoy of L’Etoile du Nord statute 120B.024 allows a Career and Technical Edu- • French Immersion School in St. Paul. cation credit to fulfill the chemistry/physics requirement for students who graduate beginning in 2015. Their applications are being reviewed at the national There are several conditions that must be met. The level and an awardee will be selected in the spring. Department of Education sent to superintendents a For more information about Presidential document that advises districts about how to impleAwards go to www.paemst.org. ment these requirements. The document can also be Department of Conservation............continued from page 2 accessed at the Frameworks website (Resources tab) or by contacting john.c.olson@state.mn.us. stream of events that send it sometimes into one task, sometimes another.” In other words, the ant does Relaunch of getSTEM not wait for “the crucial event that defines its status www.getstem-mn.com is the place to go to find material and volunteer resource for the science, math forever.” No blueprints. No Programming. More like comand technology programs at your school. And now the website is even better! getSTEM has a new look municating by meaningless text messaging with emand improved browsing for “offers” that businesses phasis on the rhythm of interactions rather than their have posted at the site. There are more selective ways for you to post your “asks” such as science fair meaning. Ants move around to adjust these rates of judges, science equipment and job shadowing. Asks interactions. These are accomplished through antennal contacts. and offers can now be tagged to the region of the state. There is also a new Speakers Bureau that is What follows next in the quote from Proverbs is populated with people eager to give presentations at “thou sluggard,” which is a sharp reminder of how your school. So browse the site, post your asks and we ought to behave: we should work. However, in suggest that your great classroom presenters register the real world we do emulate the ant, at least some for the Speakers Bureau. of the time. Gordon notes that “in a large harvesterant colony, about a third of the ants at any time are Presidential Awards for Science doing nothing.” Bone idle as the Brits would say or Congratulations to Jamin McKenzie as the Minexoskeleton idle. nesota Science recipient of 2011 Presidential Award for Excellence in Mathematics and Science teaching. So, what are the lessons from these ants at work? Insights into network dynamics. How systems withHe received his award at ceremonies in Washington out central controls work. And wonder. DC in late June that included a reception the White

Fall 2012

Department of Education Using a Career and Technical Education (CTE) credit to meet the chemistry credit or physics credit requirement

Legislation passed in 2012 made significant changes to the graduation requirements for public school students. (Chapter 239—Omnibus K-12 Education Bill) The intention of the legislation is to allow a student to complete a CTE credit to meet the chemistry or physics requirement, while still requiring full completion of the state high school chemistry or physics standards. School districts are responsible for ensuring the standards are delivered with integrity and that all students satisfactorily complete all required standards and required course credits. Student Graduation Requirements for Science Standards and Credits School districts are encouraged to consider the following when determining options for how their students will meet the state science requirements. 1. All students must satisfactorily complete all required state standards including the Minnesota K-12 Academic Standards in Science (2009). (Minn. Stat. § 120B.02) 2. All students must earn three course credits in science. 3. Of the 3 science credits, one credit must be in biology. (Minn. Stat. § 120B.024). 4. In addition to the biology credit, students who graduate in the 2014-2015 school year or later must complete a chemistry credit, a physics credit or a CTE credit that meets one of the following criteria. a. The CTE course fulfills all the life science standards, all of the chemistry standards or all of the physics standards, OR b. The CTE course partially fulfills the life science standards, the chemistry standards, the physics standards or a combination of those standards as approved by the district. Page 1 of 3 Students must satisfactorily complete the balance of the chemistry or physics standards that were not included in the CTE course. They can complete the “missing” standards through other courses (science courses, CTE courses, or other kinds of courses). District Science Offerings 1. School districts must determine the options available to students for fulfilling the science standards and course credit requirements. At a minimum, the district must offer students at least 3 credits of sci-

ence, including: a. one credit in biology b. one credit in chemistry or physics c. one other science credit Districts may choose whether to offer CTE as an option for meeting the chemistry, physics or other science credit requirement. Teacher Qualifications 1. Minnesota Rule 3505.1150 AWARDING SCIENCE, MATHEMATICS, OR ARTS CREDITS THROUGH CAREER AND TECHNICAL EDUCATION, states: “A career and technical education course may fulfill a mathematics or arts credit requirement or a science credit requirement other than the specified science credit in biology ...”, if the district determines that appropriate science standards are met with integrity and the CTE teacher has passed the Subject Assessment and Specialty Area licensure test in the science area in which the credit is given. 2. Please note that the licensure test requirement above does not apply to teachers of agriculture, who are exempt under Minnesota Statutes, section 120B.024(b). Relationships Among Standards, Credit, Licensure 1. Academic standards, course credit, additional legislated requirements, and licensure are four separate but related issues. Districts can consult the checklist attached to this document for specific points that should be considered. a. Standards: Districts determine the course options or pathways through which students can complete the required standards. The state standards in one subject area (such as the science standards) can be completed through coursework in another subject area (such as CTE courses). b. Credit: Districts determine the type and amount of credit to be awarded to students for the courses they satisfactorily complete. School districts are responsible for ensuring that the type of credit awarded (such as science credit or CTE credit) matches the content taught in the course. “Course credit” is defined in Minnesota Statute § 120B.024 as “a student successfully completing an academic year of study or a student mastering the applicable subject matter, as determined by the local school district.” c. Licensure: Teachers must hold a valid license or the appropriate Board of Teaching permission for the subject matter they teach. If the course is a CTE course, the teacher must hold a CTE license.

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Department of Education If the course is a science course, the teacher must hold the correct science license. This legislation does not permit, for example, a CTE licensed teacher to teach a chemistry course or vice versa. However, a CTE licensed teacher could teach a CTE course that contains science standards. Likewise, a chemistry-licensed teacher could teach a chemistry course that contains local CTE standards but the chemistry-licensed teacher could not teach a CTE course. d. Additional Legislated Requirements: In addition to legislated requirements related to standards, credits, and licensure, there may be additional requirements for a specific subject area such as biology. Districts determine how students will meet these requirements in the context of legislation related to standards, credit and licensure. For questions about using a CTE credit to meet the chemistry or physics credit requirement, please contact: John Olson, Science Specialist john.c.olson@state.mn.us (651-582-8673) Dan Smith, Supervisor of Career and Technical Education dan.smith@state.mn.us (651-582-8330) Katherine Anthony-Wigle, Educator Licensing Specialist katherine.anthony-wigle@state.mn.us (651-5828415)

Checklist for Using a CTE Credit to Meet the Chemistry or Physics Credit Requirement

The following are points that districts should consider when determining if and how students will use a career and technical education (CTE) credit to meet the chemistry or physics credit requirement. ďżź Academic Standards Course Credits Biology Credit Requirement Licensure and Chemistry/Physics/CTE Credit Requiremen All students satisfactorily complete all science standards, including standards in: *Nature of Science and Engineering *Earth and Space Science *Physical Science *Life Science *Chemistry or Physics

All Students complete 3 science credits

*All Students satisfactorily com- *The biology credit is taught by a licensed Life Science plete a biology credit. teacher or a teacher with the appropriate Board of Teaching *All students satisfactorily permission complete a chemistry, physics, *The chemistry, physics or or CTE (career and technical CTE credit is taught by a education) credit that meets the licensed chemistry, physics, underlying chemistry, physagriculture science teacher,or a ics, or biology standards or a CTE licensed teacher who has combination of those standards passed the Subject Assessment approved by the district. and SpecialtyArea licensure test in the science area in which the credit was given, or a teacher with the appropriate MN Board of Teaching permission. *If the CTE licensed teacher has passed the test, the credit may count towards the 3-credit science requirement. If the CTE teacher has not passed the test, the chemistry/physics/ CTE credit is met but it does not count toward the 3-credit science requirement.***

***Under Minnesota Statutes, section 120B.024 (b), a teacher of agriculture is exempt from the Subject Assessment and Specialty licensure test requirement for chemistry and physics.

Fall 2012

Teacher Feature The featured teacher for this newsletter issue is MnSTA member Rachel Lenzmeier, fourth grade teacher at Kasson-Manorville Elementary School. Rachel is only in her third year of teaching but is already bringing the wonders of science to her students that normally only experienced teachers bring. She uses the outdoors as a context for learning, partnering with Cascade Meadow, a local wetlands and environmental science center with renewable energy systems on site, an energy efficient “green” building, and restored and developing wetland and prairie ecosystems. During visits to Cascade Meadow, her students put engineering standards into a real-life context, use the landscape to build authentic questioning skills, and learn about water uses and person “water footprints.” As more engineering content is added to the standards, she states, “it is exciting to augment curriculum by having my student come in contact with engaging, high-interest materials.” She has been working with a parent in the district who is an engineer to help with some of their activities and to model the work of engineers. During their measuring unit, they have built clinometers to measure the height of the flagpole and a tall tree. Other activities include building catapults, water rockets and stomp rockets to connect to the standards. Rachel firmly believes in inviting her students to be “stakeholders” in their education. They discuss objectives for each lesson and determine ways to reach targets. Her students set goals and collect data to track their progress and achievements. Beyond meeting and exceeding objectives, her ultimate goal is igniting students’ passion for learning. She believes in empowering students through inquiry-based instruction and building students’ critical thinking and problem –solving skills through questioning and discussion. Her students know that the classroom is a place where risk-taking is encouraged and where great effort is celebrated. Rachel loves learning and chose teaching so that she could share that passion with students. She states, “each day of teaching is a new and exciting challenge. I enjoy the energy and fervor for leaning that my fourth graders bring to the classroom. I am always changing and adapting my instruction based on students’ needs, resources I’ve found, and new ideas gleaned from workshops: I find this constant change to be very fulfilling.” Rachel is a lifelong learner who is passionate about sharing the love of learning with students and building a classroom culture with high expectations. She believes that

motivation and engagement are essential in helping every learner achieve his or her personal best. Students in her classroom know that every person is a valued and respected member of their community. Inviting parents, guardians, and community resources to be active partners in students’ learning allows for many new educational endeavors and fantastic, rich learning experiences to take place. In addition to teaching Rachel enjoys reading, traveling, listening to live music, relaxing up north and spending time with family and friends. Rachel’s principal, Michelle Krell had this to say about her, “Rachel uses high interest, inquiry based approaches along with high level questions to create an exciting, rich atmosphere for learning. She is constantly striving to learn more, reflect and grow as an educator. Her students are engaged and excited about learning. Rachel is an amazing teacher who unlocks the key to learning for all students.”

Rachel working on an observation and questioning inquiry-based lab with animals skulls that were loaned from the Science House at the Science Museum of Minnesota where she attended a STEM Leadership Institute.

Scales for Schools Program The International Society of Weighing and Measurement (ISWM) announces a new initiative called Scales for Schools. The scale dealers and scale manufacturers who are members of the ISWM wish to help public schools with their need for scales and balances in classrooms to increase students’ knowledge of science and math. ISWM is making available donations of new and used equipment. If you have a need, go to www.ISWM.com, and select the “Scales for Schools program.”

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Classrooom Activity-by Cheryl Moertel Project Lead the Way – Biomedical Science Principles of Biomedical Science Maria Garcia has died. She lays in the entryway of her house at 7:30 in the morning. There is blood pouring from a wound on her head and she has obviously vomited prior to her death. Earlier that morning she was seen walking her dog. A neighbor was alerted 20 minutes later to her accident by the loud barking of that same dog. Thus begins the first class of the Project Lead the Way (PLTW) course entitled “Principles of Biomedical Science’. The students walk into the scene of the death and observe the body, the blood and the vomit. Clues are given as to the condition of the corpse, and students begin investing in CSI fashion the death of one Maria Garcia, a woman in her mid-thirties of Hispanic origin. The course revolves around the CSI investigation and the forensics involved in solving Maria’s death. Each unit of the course introduces a new twist to the plot. We find that Maria had heart problems so we study the anatomy of the heart, including dissection, blood pressure and EKG using a variety of sophisticated technological methodologies. Students use their engineering skills to create a pump and better understand how the heart works. We find that Maria had diabetes and was on insulin so we study diabetes and the molecular implications of the disease including hormones and signaling mechanisms of the endocrine system. Maria also has sickle cell anemia so we study not only the blood cells themselves but also the genetics behind the formation of the cells. And so the units continue. The Biotechnology sequence of courses in the Project Lead the Way curriculum begins with “Principles of Biomedical Sciences” (PBS) and then continues with 3 other classes for the next 3 years. The courses are hands on, inquiry based and rely heavily on a study of career choices and opportunities in the field of medical science. Although the first course covers many of the standards it is not in itself a standards based course in biology and/or History of Science and Engineering as it is missing the standards for

Evolution and Ecology among others. In fact it is best if students take their first high school biology course and Principles of Biomedical Science together as they support each other heavily and a true understanding of PBS relies on prior basic knowledge in biology. The biology course teaches the essentials and the PLTW course provides the real life drama, depth and career study. Students with only a beginning interest in the subject are drawn in deeper and deeper as the year progresses and I have no doubt that many will end up someday working in the field of medicine. At the end of the year, tests are taken, and the opportunity to earn college credit is offered. In fact some schools such as the Milwaukee School of Engineering even offer a $2500.00 per year (for 4 years) scholarship to any student who has succeeded in a PLTW course. If there are drawbacks to the PLTW courses, it is only that there are only so many hours in a student’s day. It is not meant to replace a standards based biology, chemistry and/or physics course but rather to give an alternative view to science and put a practical real-life emphasis on the study itself. For many students this is what they need to truly become engaged in science. In addition to the teacher (or facilitator as I like to think of myself) the students have access to a committee of community members who also add their experiences and talents to the study of biomedical science. We are only beginning our PLTW curriculum in the biomedical sciences in Rochester. Currently we only have one class with student participants from all three high schools in town. However, once word gets out I think we will have some very interested students signing up for next year. I have high hopes that the course sequence will flourish and be highly beneficial to many students. This sequence of courses looks very promising and appears to be an excellent way to incorporate the new engineering standards which are embedded in the Minnesota Science Standards. The students are highly excited and engaged. Only wonderful things can come from that. Meortel teaches at Century High School in Rochester

Fall 2012

Opportunities-Department of Ed Flipping the Classroom with Bill Nye

Bill Nye, “The Science Guy” is partnering with Sophia (www.sophia.org), the social media website for learning, for a FREE back-to-school event. For the past two decades, Bill Nye has been educating students and getting them excited about science. His presentations will include discussion on new teaching models like the flipped classroom, conversations with teachers and students, and some science demonstrations from the science guy himself. October 18th, 2 pm. Science Museum of Minnesota. Innovation in Teaching: The Whole Flipping Story. In this live event, Karri Miller from Minnesota Public Radio will discuss with Bill Nye how teachers are using technology to reach digital natives. Register at http://www.eventbrite.com/ event/4366081066

Science at the Education Minnesota Conference

The Minnesota Science Teachers Assn. is sponsoring a strand of science presentations at the Education Minnesota Conference on October 18th at the RiverCenter in St. Paul. Included are:It’s not Magic, It’s Science: Hands-on Science for Elementary Teachers by Jerry Wenzel. Improving Learning, Literacy and Communications through Science Practices by John Olson and Doug Paulson. Frogs, Volts and Vinegar: Engineering Electricity by the Bakken Museum. In addition, it is likely that Bill Nye (“the science guy”) will also be on the conference schedule. For more information: www. educationminnesota.org state.mn.us

a basic overview of stream ecology, guidance on how to manage thelogistics of conducting on-going youth programs, and hands-on training in conducting activities from the Creek Freaks curriculum. We also will review how to use www.creekfreaks. net to allow participating children and volunteers to post data, photos and videos about their streams to sharewith the community. The workshop is Saturday and Sunday 9 – 5 at the Minnesota Valley Wildlife Refuge Visitor Center in Bloomington. A $25 fee includes lunches and at curriculum kit. http://creekfreaksminnesota. eventbrite.com

Elementary Engineering Conference, Nov. 12

The 5th Annual E4 (Excellence in Elementary Engineering Education) Conference is being held at the University of Minnesota St. Paul campus on November 12th. Early bird registration is open until Sep. 30 at http://www.theworks.org/ workshops.php . Keynote this year will be the hosts of the popular Discover Education HowStuffWorks podcast series, Stuff to Blow Your Mind. About HowStuffWorks: “From car engines to search engines, from cell phones to stem cells, and thou-

IDEAS Conference, Oct. 6

Integrate, Design & Enrich with Art and Science is the theme for this half day conference on Saturday October 6th, 8:45 – 11:45. The morning of learning features breakout sessions focusing on infusing art, science, technology, literacy and inquiry into your existing curriculum. The teachers of Glacier Hill Elementary School of Arts and Science in Eagan are hosting this event. For information and registration: jill.jensen@district196.org.

Creek Freaks Program Leaders Training, Oct. 6-7

Learn to incorporate exciting hands-on stream exploration activities whenever you engage middle school students in stream studies or other outdoor education programs. The training will include

MnSTA Newsletter

sands of subjects in between, HowStuffWorks has it covered. In addition to comprehensive articles, our helpful graphics and informative videos walk you through every topic clearly, simply and objectively.

The 2011-12 legislative session made changes to the science graduation requirements. The revised statute 120B.024 allows a Career and Technical Education credit to fulfill the chemistry/physics requirement for students who graduate beginning in 2015. There are several conditions that must be met. The Department of Education has sent to superintendents a document that advises districts about how to implement these requirements. The document is can be accessed at the Frameworks website www. scimathmn.org/stemtc (Resources tab) or by contact-

Dawn Cameron, Science Assessment Specialist, dawn.cameron@state.mn.us Jim Wood, Science Assessment Specialist, jim. wood@state.mn.us Doug Paulson, STEM Integration Specialist, doug. paulson@state.mn.us Jeff Ledermann, Environmental & Outdoor Ed. Specialist, jeff.ledermann@state.mn.us MDE Website: http://education.state.mn.us . Other Minnesota Connections: Minn. Science Teachers Association http://www. mnsta.org Frameworks for Science and Mathematics Standards http://scimathmn.org/stemtc Connections between schools and businesses http://www.getstem-mn.com Environmental Education resources http://www.seek. state.mn.us

ing john.c.olson@state.mn.us.

Nomination for President-Elect

Use of CTE to fulfill the Chemistry/ Physics Graduation Requirement

Relaunch of getSTEM

www.getstem-mn.com is the place to go to find material and volunteer resource for the science, math and technology programs at your school. And now the website is even better! getSTEM has a new look and improved browsing for “offers” that businesses have posted at the site. There are more selective ways for you to post your “asks” such as science fair judges, science equipment and job shadowing. “Asks” and “offers” can now be tagged to the region of the state. There is also a new Speakers Bureau that is populated with people eager to give presentations at your school. So browse the site, post your “asks”, and suggest that your great classroom presenters register for the Speakers Bureau.

Africa Schools need your used Science Books

Many schools in Africa have no textbooks and could put your used textbooks to good use. Books for Africa is a not-for-profit organization located in St. Paul that ships containers of books for Africa schools. Textbooks should be no older than 15 years and should be fitting for African students (e.g. no American History books). Books can be dropped off at their warehouse in St. Paul and in some cases shipping to St. Paul can be arranged. You may also consider Books for Africa for student fundraising or personal giving. www.booksforafrica.org MDE Contacts: John Olson, Science Content Specialist, john.c.olson@state.mn.us

Are you looking for a challenging leadership position that impacts science education in Minnesota? Would you like to serve the association that serves you? Do you know a colleague who would serve MnSTA well? We are currently accepting nomination applications for the 2013 election. The presidentelect serves one year and then assumes the responsibilities of president for two years and then a final year as past-president. The duties of these roles are described in our bylaws (http://www.mnsta.org/MnSTA_ByLaws.html). A nominee must be willing to serve and must be a member of MnSTA. You may nominate yourself, someone else, if you would simply like to suggest a candidate, please forward his or her name to Mary Colson (mcolson@moorheadschools.org) and I will invite them to submit a nomination application. Nomination applications should be submitted by January 1, 2013 to be considered by the Nominations Committee. The nomination form is found at mnsta. org. Directions for submission are on the form.

Women in Science-The New York Times

A new Yale study has revealed that there is a pervasive and unconscious bias on university campuses that favors male science students over their female counterparts. The result is fewer women in scientific professions. And as a recent Sunday Review article pointed out, it’s not just in science where women are underrepresented, electrical engineering, a huge growth industry, is dominated by men.

Fall 2012

Opportunities Digital Photography Bridge to Nature Project

by Steve Maanum In my mind, science has always been synonymous with the word ‘exploring.’ E.O. Wilson said, “The greatest high is discovery.” In the past, much of the exploring was done outside. Now, as technology continues to advance, the exploring can be done on televisions, computers, i-Pads, and i-Phones. Even though many of these devices are portable enough to take outside, the majority of electronic time is spent inside. In his book, LAST CHILD IN THE WOODS, author Richard Louv quotes a fourth grader as saying, “I like to play inside better, ‘cause that’s where all the electrical outlets are.” In recent surveys, the Nielson Company found that pre-schoolers (ages 2-5) spend 32.5 hours a week in front of a TV while the Kaiser Family Foundation concluded that older children spend up to 7 hours 38 minutes a day or 53 hours per week with video games, TV, computers, and cell phones. I grew up in the 50’s and 60’s and it seems like our parents had to drag us back inside at the end of each day. Some of today’s parents have told me that they have to almost push their kids outside to get them unplugged from their electrical devices. In 2008 the U.S. Fish and Wildlife Service published their findings for the National Trends in Outdoor Recreation during 2001-2006: Freshwater Fishing: - 14 % Hunting: - 10 % Wildlife Watching: +8% Nature Photography: + 35 % So what’s the answer? Do we blame technology for this generation’s disconnect with nature or do we embrace technology and use it to re-connect kids to their natural world? That’s the premise behind Minnesota’s Digital Photography Bridge to Nature project. This DNR project, written by Carrol Henderson (Minnesota’s DNR non-game supervisor) is using technology, through digital photography, to get kids outside where they can learn about their environment through the lens of a camera. The project began in July of 2010 with a two-year goal of training 1000 Minnesota teachers to use digital cameras as an effective teaching tool and to assist them in developing nature photo lessons that could be integrated into their curriculum as a means of enhancing something they were already teaching. The goal was surpassed in just 14 months and the project’s 500 cameras have been used by students in all regions of the state. During the free, four-hour workshops, Web

2.0 tools are demonstrated and video clips of actual student projects are shown. Even though Digital Bridge was originally designed with the formal education audience in mind (classroom teachers and students), the workshops welcome naturalists and other classroom volunteers who may be assisting teachers when they take their students on their photo safari to the school grounds, school forest, city park, wildlife refuge, state park, or other outdoor site. Digital Bridge’s sister project, “Through the Lens of a Camera,” focuses on non-formal education and includes after school and summer programming. Joe Courneya (U of M Extension educator with American Indian youth) and I developed it in 2008 through the University of Minnesota’s Regional Sustainable Partnerships and in 2009 it received the North Central Regional Award for Natural Resources and Environmental Education at the National 4-H Leadership Conference in Rochester, New York. In 2007 the Minnesota Department of Education stated, “Science is the active study of nature, its structures and its processes. Science students use their senses and tools to observe, record, and analyze data about their natural world. Scientifically literate young people can understand phenomena, solve problems, and produce new technologies for today’s world.” Digital Bridge has now entered its third year and continues to schedule its Standard-based workshops. Workshop facilitators are also available to assist classroom teachers with their photo safaris. Future plans include preparing a collection of nature photo lessons that teachers in all subjects and at various grade levels are currently using. These will be available as a resource for all teachers. Some of the past workshop participants have expressed a desire for further training so we are working on an advanced format that will include the use of trail cameras and other remote cameras designed for wildlife research. Go to http://digitalbridge.wikispaces.com for more information. If you want to attend a Digital Bridge workshop or if your school wants to host a workshop you can contact the project coordinators: Metro - Mary Spivey (maryspivey03@gmail. com) Greater Minnesota- Steve Maanum (steve.maanum@gmail.com)

MnSTA Newsletter

Opportunities Discover the Science and Agriculture Connection

Minnesota is hosting the annual National Agriculture in the Classroom Conference June 25-28, 2013 at the Marriott City Center in Minneapolis. This national gathering is an exciting event for K-12 educators in all subject areas to learn more about food production, plants, animals, and natural resources. In addition, engaging workshops, tours and social events will provide awesome opportunities for educators to increase their comfort level in agricultural topics and also integrate agricultural content into instruction to meet academic standards in health and nutrition, math, language arts, science and social studies. The conference will feature chef, food writer, and host of the Travel Channel’s show Bizarre Foods, Andrew Zimmern as the keynote speaker. Workshop and Learning Lab Presenters Wanted! The 2013 National Agriculture in the Classroom Conference Planning Committee is soliciting for workshop and learning lab presenters. Examples of past workshop and learning lab topics: soil science investigations, water quality experiments, using plants and animals in your classroom, integrating agricultural themed books and literary resources and many other exciting topics focused on agriculture, food and natural resources. Feel free to submit a proposal in either presentation area: Workshops: Each workshop offered in 2013 will be for one hour. The committee will be looking for proposals with rigor and quality and that fit the changing face of today’s agriculture and education. Consider submitting a proposal to support leadership and/or professional development, formal or informal education, agricultural issues/ content or volunteer engagement. Workshop sessions will be held Wednesday, June 26 and Friday, June 28, 2013. (Honorarium: $200 for 1 session; $300 for 2 sessions) Learning Labs: Learning labs will be integrated as part of the larger exhibit fair with conference attendees free to roam and learn at will during the 1.5 hours devoted to the learning lab segment. The learning lab offering will be from 10:45 am – 12:15 pm on Friday, June 28, 2013. (Honorarium: $100 per learning lab) For proposal submission requirements and instructions go to: http://www.agclassroom.org/ conference2013/

2013 Minnesota Conference on Science Education Putting the E in STEM

Plan to join us in Duluth, Minnesota for our annual Minnesota Conference On Science Education, Feb. 22-23, 2013. MnCOSE is our premiere professional development event that brings Minnesota science education professionals together for sharing and growth! All registration is on the MnSTA website (www. mnsta.org), registration, exhibitors, lodging, and presenters. The conference committee has several speakers and presenters lined up. A more complete listing will be available on our website www.mnsta.org • Mike Lynch of WCCO radio will be our morning keynote speaker. He will also conduct an astronomy workshop on Saturday. • Steve Pruitt of Achieve will speak about the Next Generation of Science Standards and will have a questions and answer session afterwards. He is Vice President for Content, Research and Development for Achieve, Inc. Stephen was a member of the committee that wrote the Framework for K-12 Science Education and was formerly the Science Specialist for Georgia. He is an entertaining and practical presenter. • Darci Harland, NSTA author, will conduct a Saturday workshop on STEM focused toward elementary to middle school teachers. • Neil Lamb, of Hudson Alpha, a biotechnology company in Huntsville AL will give multiple biotechnology workshops for biology teachers. Kids Learn by Thinking Like Scientists-Education Week Alison Gopnik, a professor of psychology and affiliate professor of philosophy at the University of California, Berkeley, has shown that the thinking and learning of babies and toddlers strongly resembles that of scientists. Gopnik’s paper delved into the way that preschoolers think was published in the journal Science. “Everyone knows that babies are wonderful learners,” Gopnik said, “But what we have only just discovered in the last 10 years or so is how babies can learn so much.” Gopnik said that her research shows that, much like scientists, the youngest kids learn by testing hypotheses against data and drawing conclusions. “Everyday play is really a kind of scientific exploration,” she said. “It’s just that when they do experiment, we call it ‘getting into everything.’ “

Fall 2012

MnSTA Board Directory

MnSTA Phone# (651)-523-2945

Below, you will find information about your MnSTA Board Members. The listing includes the board memberâ&#x20AC;&#x2122;s school (or organization), mailing address, work phone, FAX number, and e-mail address. The board wishes to make itself as accessible as possible for our members. Please feel free to contact your discipline representative, regional representative, or executive board members if you have ideas, concerns, or wish to help with the mission or operation of MnSTA. We are always looking for members who wish to serve MnSTA as Board Members, Non-Board Service Chairs or Members, and as Committee Chairs or Members.

Executive Board: Exec. Secretary

Ed Hessler

Hamline University, 1536 Hewitt Ave. MS-A1760,

W: 651-523-2945

F: 651-523-3041

e: ehessler01@hamline.edu

President

Steve Walvig

The Bakken

3537 Zenith Ave. S

W-612-926-3837X202

Past President

Mary Colson W: 218-284-7300

Horizon MS F: 218-284-7333

3601 12th Ave. So. Moorhead, MN 56560 mcolson@moorhead.k12.mn.us

Treasurer

Joe Reymann

Retired

e: joereymann@comcast.net

DOE Science Specialist

John Olson

Dept.of Education

john.c.olson@state.mn.us 651-582-8673

F: 612-927-7265

St. Paul, MN 55104 Minneapolis, MN 55416

e:walvig@thebakken.org

Discipline Directors: Biology

Nancy Johnson

Humboldt Secondary 30 E. Baker St.

St. Paul, MN 55107

W:763-242-4649 nancy.orr@spps.org Chemistry Earth Science

Charles Handlon

Century High School

2525 Viola Rd NE

W:507-287-7997 X 3120

F:507-285-8595

Dana Smith W:507-232-3461X4114

Nicolette Public School 1 Pine St. e: dana.smith@isd507.k12.mn.us

Rochester, MN 55906

chhandlon@rochester.K12.mn.us

Elementary/Greater MN Nicole Christofferson-Weston Menahga Public Schools

Nicollet, MN 56047

216 Aspen Ave;

Mehanga, MN 56464

218-564-4141X477 e:nchristofferson@menahga.k12.mn.us Elementary/Metro

Polly Saatzer Garlough Environmental Magnet 1740 Charlton St. W:651-552-0094 paulette.saatzer@isd197.org

Higher Ed

Michele Koomen

W507-933-6057 F507-933-6020 mkoomen@gac.edu

Informal Ed

Larry Thomas

West St. Paul, MN 55118

Gustavus Adolphus College 800 West College Ave. St. Peter, MN 56082 SMM

120 W. Kellogg Blvd

St. Paul, MN 55102

W: 651-221-4507

e: lthomas@smm.org

Newsletter

Jerry Wenzel

Retired

e: jerrywenzel@brainerd.net

Physics

Paul Lulai

St. Anthony Village High School 3303 33rd Ave

St. Anthony, MN 55418

W:612-964-5374 plulai@stanthony.12.mn.us Private Schools

Rand Harrington 55403W: 952-988-3615

The Blake School randalh@gmail.com

511 Kenwood Parkway

Mankato West H.S. F: 507-345-1502

1351 S. Riverfront Dr. e: ekoser@chartermi.net

Minneapolis, MN

Technology Vacant Webmaster

Eric Koser 507-387-3461 x 322

Mankato, MN 56001 W:

Region Representatives: Region 1&2: North

Laurie Arnason

Southpoint Elementary 1900 13th St. SE

East Grand Forks, MN 56721

W:218-773-1149 larnason@egf.k12.mn.us Region 1&2: North

Dr. John Truedson

Bemidji State University 1500 Birchmont Dr. NE

W:218-775-2796

F: 218-755-4107

Region 3: Northeast

Margie Menzies

Harbor City Int. School 332 W. Michigan St.

218-722-7574 X 417

Bemidji, MN 56601

e:jtruedson@bemidjistate.edu Duluth, MN 55802

e:mmenzies@harborcityschool.org

MnSTA Newsletter

Region 4: Westcentral Emily Wolf Osakis High School ewolf@osakis.k12.mn.us Region 5: Northcentral Marie Zettel

Aitkin High School

Osakis, MN 306 2nd St. SW

W 218-927-2115 X 3313

Region 6: Southcentral Philip Sinner

e:mariezettel@yahoo.com Renville County West

301 NE 3rd St. PO Box 338

W320-329-8368 F320-329-8191 psinner@rcw.k12.mn.us

Region 7: Eastcentral

Kari Dombrovski

Talahi Community School 1321 University Dr. SE

W:320-251-7551X5127

F:320-529-4339

Region 6: Southcentral Philip Sinner

Aitkin, MN 56431 Renville, MN 56284 St. Cloud, MN 56304

kari.dombrovski@isd742.org

Renville County West

301 NE 3rd St. PO Box 338

W320-329-8368 F320-329-8191 psinner@rcw.k12.mn.us

Region 9: South

John Novak

New Prague High School

Renville, MN 56284

221 12th St. NE

New Prague, MN 56071

W:952-758-1244 jnovak@np.k12.mn.us Region 10: Southeast

Sharie Furst

Kasson-Mantorville Elemementary .604 16th St. NE

507-319-4781 s.furst@komets.k12.mn.us

Region 11: Metro

Peter Anderson

W:952-224-1320

Kasson, MN 55944

Main Street School of Performing Arts 1320 Mainstreet panderson@performing-arts-school.org

Hopkins, MN 55343

ande4082@umn.edu

Ancillary Positions: Database

Mark Lex 55416

Historian/Parlimentarian Fred Riehm

Benilde-St. Margaret’s 2501 Hwy 100 S W: 952-927-4176 F: 952-920-8889 Retired ‘91

frriehm@ties2.net

NSTA Dist. IX Director Ramona Lundberg Deuel High School e: ramona.lundberg@k12.sd.us

410 5th St. West 605-874-2163

Conference Coordinator Jean Tushie

Eden Prairie High School

F 952-975-8020

W 952-975-4347

St. Louis Park, MN e: marklex@umn.edu

Clear Lake, SD 57226-2102

17185 Valley View Rd Eden Prairie, N 55346

e jtushie@edenpr.org

jtushie@comcast.net

Events Calendar If you have events you want placed on the calendar, send them to the editor - see page 2 for deadlines, address, etc.

Conferences / Workshops

MnCOSE Minnesota Conference on Science Education Feb 21-23 Duluth at DECC MnCOSE Minnesota Conference on Science Education 2014 and 2015 Mankato NSTA 2013 national conference, April 11–14, San Antonio, Texas

Fall 2012 15

Minnesota Science Teachers Association, Inc. Hamline University MS MS-A1760 1536 Hewitt Ave. St. Paul, MN 55104

Non-Porfit Org U.S. Postage PAID

Twin Cities, MN Permit No. 4197

1&2 3 4

6&8

7 11

MnSTA Regions

*Note - Your membership expires on the date on your mailing label. Please renew ASAP before renewal date! You can now renew your membership on-line. www.mnsta.org

MnSTA Membership Application Form Join the Minnesota Science Teachers Association (MnSTA), the professional organization whose primary goal is the advancement of science education. Mail this form along with your check to: MnSTA, Hamline University MS - A1760, 1536 Hewitt Ave., St. Paul, MN 55104

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Rates (Check one):  Basic Membership ........................ $25  First Year Teacher........................ $15  Retired Teacher............................ $15  Pre-service Student ...................... $10  Life Membership: to age 35...... $400 age 36-50 .... $300 over 50......... $200 Indicate the grade level you work with: level:  Elementary (K-6)  College/University  Middle/Jr. High School (6-9)  Informal Ed  High School (9-12)

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