MnSTA Summer 2013 Newsletter by MnSTA

MnSTA

Newsletter Volume 49 No. 4 A Quarterly Publication of the Minnesota Science Teachers Association Inc.

Science Standards for the Next Generation BY LESLIE TAYLOR-NPR, Science Friday

The Next Generation Science Standards (NGSS) that were released last month outline the science content that students are expected to master at each grade level in the U.S. They’re the culmination of a long process—supported by 26 states and led by the non-profit organization ACHIEVE—to improve America’s K-12 science education and develop consistent performance expectations state to state. “The main difference [between the NGSS and previous broad national standards developed in 1996] is that there is a strong emphasis on the practices and processes of science in contrast to an accumulation of lots of facts or factoids,” says David Evans, executive director of the National Science Teachers Association. Going forward, students should be studying a smaller number of topical areas in much greater depth, as well as engaging in handson science by constructing experiments and making evidence-based arguments, according to Evans. The new guidelines include content recommendations that may prove to be controversial, including teaching high school students in detail about the effects of human activity on climate change and insisting that students must learn about evolution, The New York Times reports. The standards also integrate engineering and technology—subjects that have historically been given short shrift in science curricula—into lessons at all grade levels. The aim is to “elevate engineering design to the same level as scientific inquiry in classroom instruction,” according to an NGSS paper

Summer 2013

that explains some of the changes. “In some ways the new standards will make it easier for teachers by placing the focus on the processes of science with less on the overwhelming amount of content we sometimes ask our teachers to teach,” Evans says. But there will be some difficulties for instructors as they learn how to teach in new ways and how to plan their class time to give students more interactive experiences, he adds. Elementary school teachers—some of whom don’t have strong foundations in science—will also be under increased pressure to prepare students for future science learning, says Evans. The NGSS emphasizes early science education so that each year students can build on what they have already learned. Teacher response to the standards has been very positive overall. According to a National Science Teachers Association survey, 83 percent of teachers thought the NGSS would dramatically improve science teaching, although a large number—32 percent—identified the need for “considerable” professional development in order to successfully apply the new standards in their classroom. Nationwide implementation of the standards is not mandatory, so it’s up to states to decide whethNGSS..............................................contunued on page 3

In This Issue: Presidents Message...........................................................2 Department of Conservation............................................2 In Media Res ...................................................................3 Update from Science Specialist.................................... 4 Teacher Feature...............................................................6 News updates and Opportunities........ ......................7-12 Board Directory.........................................................14-15

President’s Address by Steve Walvig As you know, this winter we held an election for the next President of the Minnesota Science Teachers Association (MnSTA). We had two great candidates, Jean Tushie, MnSTA’s Conference Coordinator and science teacher at Eden Prairie High School, and Lee Schmitt, Professional Development Coordinator with the Center for Global Environmental Education at Hamline University. Both of these nominees would be great leaders for MnSTA and I thank them both for their leadership and participation in MnSTA. With the election results now in, I am proud to announce that Lee Schmitt from Hamline University will be MnSTA’s next President. Congratulations, Lee! MnSTA’s Board of Director is constantly exploring how to better support Minnesota science teachers and we would love to know what we can to improve MnSTA for you and your colleagues. Please email me at Walvig@thebakken.org with your ideas, comments, and/or feedback on how we can work together to make MnSTA even better than it is today. What do you value about MnSTA? 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? 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 (MnCOSE) and other professional Presidents message....continued on page 5

Department of Conservation by Ed Hessler SMARTY BRITCHES When I play with my cat, who knows if I am not a pastime for her more than she is to me?—Michel de Montaigne The publication of philosopher Thomas Nagel’s Mind and Cosmos on the nature of consciousness--his belief is that it is not reducible to physical processes—reminded me of his classic essay, “What Is It Like to Be a Bat?” Wouldn’t you just love to know?! I think about this (and Montaigne) whenever I go eyeball to eyeball with jumping spiders (my pair, they with their four pair bring new meaning to the childhood taunt,” four eyes”). Stephen Jay Gould once made a request of the kind that all of us make of the cosmos from time-totime. A grand wish. “Give me just sixty seconds— just one minute—inside the skin of (another creature). Hook me for just sixty seconds to the perceptual and conceptual apparatus of this other being—and then I will know what natural historians have sought through the ages.” Darwin was fascinated with the different worlds of animal minds. In his “M” Notebook he wrote “Origin of man now proved—metaphysics must flourish—He who understands baboon would do more towards metaphysics than Locke.” With this, recalling always that nothing in biology makes sense except in the light of evolution, he set science on a course of inquiry— slowly at the outset for it wasn’t until the mid-1970s that Donald R. Griffin founded cognitive ethology (how animals think). Darwin, with his relentless focus on evidence and the scientifically tractable, noted that mind could be studied just like any other biological trait. Department of Conservation...continuted on page 3

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.

MnSTA Newsletter

In Medias Res by Edward Hessler $CIENCE In Science, for March 15 2013, Bruce Albert’s editorial “Am I Wrong?” asks whether “the current grant-funding environment is undermining the intellectual environment and creativity” in the U. S. research system. What are the implications for our nation’s economy and our place in the world, currently and in the future? I know very little about the way R&D funding is distributed among its various components, what it supports, what these allocations are based on, what results, whether it is well spent, the opportunity costs, etc. I do know that is all too human for vested interests to ask and lobby hard for cold, hard cash with the promise to “fix” or “solve” something. Early this year I read an extraordinary book about the use of evolutionary biology in a world that is close to home if you are a foodie. Darwinian Agriculture: How Understanding Evolution Can Improve Agriculture (Princeton University Press, 2012) by F. Ford Denison, an ecologist at the University of Minnesota, Twin Cities examines the role of evolutionary tradeoffs—changes that are positive or negative depending on context--and their consequences in two widely popular approaches to current agricultural problems: biotechnology and those based on nature-based inspirations. Our reliance on three crops—wheat, rice and corn, and that there is only enough in storage to last about two months should we experience a world-wide failure in any one of them is an attention getter. Scientific research on agriculture based on the solid principles of evolution and natural selection seems a very worthy priority. It is an investment in security. It might even be more important than President Obama’s brain mapping proposal (an idea I applaud). I want both. Dr. Denison’s prescription is Darwinian, based on selection among approaches which means distributing funding over a wider landscape: molecular, physiological, ecological, evolutionary, agronomic, investing in large labs AND small labs, in big names and “no-names.” The ideas are evidence-based and progress would be judged by outcomes. Suppose into these farm fields we consider an invertebrate from the three clades of Apis, honey In Medias Res..........Continued on page 5

Department of Conservation...continuted from page 2

Since Griffin’s work, laboratory and field study of consciousness in us and other organisms has provided evidence that, if anything, we’ve vastly underestimated animal minds and how continuous animal consciousness is across species. Some of this work is one neuron at a time, some of it is in the commonalities found in structure and function among species as evolution tinkers with available parts (and selects) over time. Some of it is through painstaking field observations and remarkably clever experiments with non-human animals. This research has led to “The Cambridge Declaration on Consciousness in Non-Human Animals,” which was publicly proclaimed on July 7, 2012 (< http://fcmconference.org/ >) at the Francis Crick Memorial Conference. I just have to quote Darwin. “But can we be sure that an old dog with an excellent memory and some power of imagination as shewn by his dreams, never reflects on his past pleasures in the chase?” Nagel’s definition of animal consciousness hews very closely to the organism:”if and only if there is something that it is like to be that organism—something it is like for the organism” (Wikipedia). The consciousness of others is unique. When we add the bone-jarring, opaque remark of philosopher Ludwig Wittgenstein, “If a lion could speak, we could not understand him,” we are reminded that we may never know what it is to experience the conscious life of another species. Both proclaim the complexity of consciousness and the failure of language. But still they think; they feel. Animal consciousness remains a mystery but the materialist paradigm continues to lead to reliable knowledge. Scientists working on consciousness, doing the hard work required by science—using the methods of reason, experiment, replication, careful consideration and argument about evidence, observation and so on—provide evidence almost daily that animal consciousness is a widely shared trait. NGSS..............................................contunued from page 1

er to use the recommendations. Should a state adopt them, it must then design curricula that train students to meet performance expectations. As the emphasis shifts from mastery of facts to mastery of practices, new ways of measuring student performance will probably need to be established, too. “The current form of fill-in-the-bubble testing procedures is not likely to be very effective,” says Evans.

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Department of Education Next Generation Science Standards Completed, Now What for Minnesota? “Should we start

using the Next Generations Science Standards or continue to use the 2009 Minnesota Standards?” Many teachers are asking this question as they hear about these John Olson is the science specialist for the Department new “national” stanof Education. He will keep dards sometimes called us updated on science educa- “Next Gen” standards tion in the MnSTA newsletter. or NGSS. The simple answer is that the Minnesota science standards are still the requirement for our students and the basis for the MCA science exam. But you probably want to know more.

What are the Next Generation Science Standards?

The Next Gen standards were developed by a

coalition of states to be models for state standards. There was a two-step process over three years. First, a group of leading scientists and science educators pulled together research on quality science learning and the progression of concepts that students should follow to learn deeply. They also selected the most important science skills and knowledge that graduates should obtain. A key recommendation is that science learning should have three dimensions: science and engineering practices (SEP), cross-cutting concepts (CCC) and disciplinary core ideas (DCI). These should be woven together in standards, instruction and assessment. Their work was published in A Framework for K-12 Science Education. (Click on the link for a free download)

Second, twenty six states, including Minnesota,

were selected to lead the writing of the model standards. A writing team was selected that consisted of teachers and leading science educators. Mary Colson, an earth science teacher from Moorhead was one of the writers. They wrote the standards as statements of “performance expectations” (PE), which are statements of how students should be able to demonstrate their science knowledge and skills. Each PE has the three dimensions woven together in

the statement. To view the standards and supporting documents go to www.nextgenscience.org, When will the Next Gen Standards affect Minnesota? Many states are in the process of studying NGSS and considering adoption as soon as this summer. In Minnesota, there is a state statute (law) that sets a schedule for standards adoption. The next revision for science standards is 2017-18. In that year a standards revision committee will study NGSS and recommend to the Commissioner of Education whether NGSS should be adopted as Minnesota’s standards. There will be opportunities for public input in that process. How can Minnesota teachers benefit now from NGSS? There are many aspects of NGSS and especially the Framework document, which are supportive of our current Minnesota standards. Most of the ideas from the first two dimensions (SEP & CCC) of the Framework are found in the Nature of Science and Engineering strand of the Minnesota standards. The core ideas in NGSS are very similar to the content strands of our standards. There are some differences in grade level for particular ideas, but the same concepts are generally in both NGSS and Minnesota standards. A Framework for K-12 Science Education should be an essential resource for Minnesota teachers and schools. It expands our understanding of inquiry and presents eight science and engineering practices that should become important for our students. Many of these provide integration with skills in the mathematics and literacy standards. The crosscutting concepts emphasize organizing tools such as patterns, structure/function and systems that students should use to understand the causes of phenomena, a central goal of science. We encourage teachers and schools to study these two dimensions and incorporate them into instruction. They will strengthen the learning of Minnesota standards. MDE is providing training about those dimensions through workshops and the Minnesota Mathematics and Science Teacher Partnership program. The next workshop is June 21st, 8:30 – noon in Roseville. Details and registration are at http://bit.ly/ SEPworkshop. We can also provide workshops on these ideas for districts, schools and other groups.

The National Science Teachers Association

MnSTA Newsletter

Department of Education (NSTA) has articles and recorded webinars about the SEP and CCC. We especially recommend their Readers Guide to the Framework as a tool that could be used for PLC discussions. The NSTA resources are at www.nsta.org/ngss. We are providing resources about NGSS and the Framework document at the Minnesota Frameworks website under the standards tab. www.scimathmn.org/stemtc. Feel free to contact me if your school or district would like a workshop or you have questions. John.c.olson@state.mn.us In Medias Res..........Continued from page 3

bees. These busy and very important crop pollinators are easily overlooked. We underestimate their value. It isn’t the winter toll that is as worrisome as is CCD or “colony collapse disorder.” This year seems to have been particularly tough on bee survival. Pennsylvania State University’s Ken Weiss, a co-author of the blog The Mermaid’s Tale writes in a post on CCD that “We are currently pouring research resources into massive but mildly incremental topics such as genomic disease and personalized genomic medicine (PGM). … Meanwhile, we really do have an important problem, one with orders of magnitude more potential for harm if not understood quickly and enormous potential for human good: colony collapse in bees. A sane research policy would be aimed at solving societal problems in a rational priority order, rather than the vested-interest order that so predominates today.” Professors Denison, Weiss and his co-blogger, Anne Buchanan, have called attention to the uncommon power of the suffix, “-omics.” “What (these disciplines) have in common,” according to Denison, “are that they cost a lot of money, generate a lot of data, and are prone to overselling in both the public and private sector—vapornomics.” Weiss and Buchanan, note that genomics has led to “the widespread abandonment of standard hypothesis-base genetics.” We are so driven by data that we confuse its mere acquisition with how it leads or whether it can lead to better understanding or, in the case of genomics in particular, will lead to better health/medicine. The Minneapolis Star Tribune’s headline about the release of the Next Generation Science Standards on April 9, read “Climate, evolution top science standards.” I was very pleased by the prominent placement of both concepts. The value of understanding as deeply as possible evolutionary biology is central to scientific literacy AND to making decisions about funding priorities for the biological sciences.

Presidents message....continued from page 2

development opportunities provided regionally, 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. Most MnSTA members have one important thing in common - we love our profession! Thank you for all the wonderful work you do.

This geodesic dome was created on April 15, 2013 by Nichole Christofferson-Weston’s 4th grade classes at Menahga Elementary School. The first dome didn’t stand long because of poor engineering. Weston said, “We discussed our new plan and how to fix the mistakes. It was a wonderful lesson that included math, engineering, collaboration and being tenacious. We followed up with mini geodesic domes created by groups of 4 or 5 students for each of the three classes. Happy Engineering!”

Shell Science Teaching Award This award recognizes one outstanding classroom science teacher (K–12) who has had a positive impact on his or her students, school, and community through exemplary classroom science teaching. Eligibility: K–12 classroom science teachers. Award: $10,000 and an all-expense paid trip to attend NSTA’s National Conference; two finalists will also receive all-expense-paid trips to the conference. http://www.nsta.org/about/awards.aspx#distteaching

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Teacher Feature The featured teacher for this newsletter issue is Jamie Crannell. Jamie teaches at Chaska and Chanhassen High Schools where he teaches chemistry and physics: Physics-X and Chemistry –X, ELL Physics, and ELL Chemistry support class. He has been at the schools of Eastern Craver County since 1995. Jamie loves teaching chemistry. For many years he has taught ChemCom or General Chemistry and has thoroughly enjoyed the challenge of teaching chemistry to the masses. His goal was to prepare every student who took his class to be ready for a college chemistry course, even though ChemCom was not an honors course. He loved creating a course that was all connected around a few central themes and focused on an articulated understanding of chemistry. Currently his curriculum has moved to a “Physics First” with a ‘mastery’ component. The intent is that all students graduate from his district’s high schools with enough background in the sciences to be able to pursue a career in science or technology or medical field. The curriculum provides the same foundation for every student. A number of things are done to differentiate for individual differences and a variety of electives are offered. The Physics-X and Chemistry-X courses that he currently teaches are offered to ninth graders of high math ability. The regular full year ninth grade physics course is compressed into half a year and the second half of their ninth grade year those students take a 10th grade chemistry course. Jamie’s teaching style varies with the students that he is working with. He moves at a faster pace for his X-students (9th graders enrolled in physics-X and chemistry-X), giving them an overview of the concepts with examples and demonstrations and spending much of the time with problem solving and experiments. With his ELL students he focuses on foundational skills, academic practices and repetition. He has high expectations for all of his students and sticks with them until they learn what they need to learn. Next year he will be teaching AP physics and expects to be doing lots of experiments and problem solving. Jamie chose teaching as a career because of his love for science and helping people understand things. He states, “I get a lot of satisfaction when I can help kids feel a sense of accomplishment when they have learned something that they perceive as challenging.” He loves watching “the light bulb go on” when kids figure something out. “The universe if full of wonder and awe-I love helping kids develop a greater appreciation for the world around them by understanding

the underlying patterns and interactions.” Jamie loves to travel, camp and canoe. He canoed in the Arctic in 1993 on the Danzan River. He spent many summers teaching summer science at Itasca State Park and in the BWCA. He and his wife have two daughters and live on two acres where his wife operates a dog training business. This spring he began the hobby of tapping maple trees and making maple syrup. Jamie’s principal, David Brecht stated, “Jamie Crannell is a fantastic classroom teacher tirelessly committed to the success of all learners he serves on a daily basis. Regardless of the course, Jamie is a master of his content and a servant to student learning. He makes no excuses for the success of learners in his care. He holds high expectations for learning, believes that each student can reach those expectations, and commits the time and energy necessary to help each student find success. Jamie has taught a variety of courses at Chaska High School. During the 2009-10 school year, he piloted Accelerated Physics as a new course in the district. In 2010-11, he challenged himself with two other courses new to him, ELL Physics and ELL Chemistry. Students in these classes have a primary language other than English and their academic backgrounds are extremely varied. Jamie has worked tirelessly to understand the needs of the students in his class, find instructional strategies that work for them, and dedicated countless hours to follow-up and support.”

Jamie Crannell helping one of his EL Physics students

MnSTA Newsletter

Opportunities-Department of Education Summer Workshops and Institutes

Science and Engineering Practices: Models and Argumentation, June 21, Roseville. Learn strategies for helping students transition from one concept to another by expressing their understanding, using investigations and interacting in student discussions. These practices are called model development and argumentation in A Framework for K-12 Science Education. This interactive workshop will be facilitated by John Olson and Doug Paulson at the MN Dept. of Education, Friday June 21, 8:30 am – noon. It is designed for teachers and science education leaders K-12. FREE Registration: http://bit.ly/ SEPworkshop

Workshops at Minnesota River Valley Wildlife Refuge, Bloomington

Conservation in a Changing Climate: Teaching About Climate Change, Thursday June 13, 11 am - 5 pm Project Wild, August 15, 9 am – 4 pm Field Biology Workshops especially for elementary educators o Tracking in the Classroom July 17, 9 - noon o Insects in the Classroom, June 19, 9 – noon o School Yard Tree ID, August 22, 9 – noon o Nature Inside, December 30, 9 – noon All workshops are free or low cost. Contact Suzanne_trapp@fsw.gov for flyers and information

The Works Teacher Workshops – June 13 – 14, Bloomington

Interested in Elementary Engineering or need help with the engineering in Minnesota’s science standards? Sign up for this two-day workshop to get inspiration, resources, tips, and handson learning in elementary engineering. Sessions: Inside Engineering: Circuits + Flashlights plus Tech Take Apart; Puff Mobiles and Bird Feeders: Engineering for K-6 Teachers Science and Engineering Practices Includes 10 CEU, lunch on Thursday, and a light breakfast both days. 9 am – 2 pm, $140 per person. https://www.theworks. org/educators-and-groups/educator-resources/ professional-development/

Instrumentation and Inquiry, July 10 – 12, Duluth The theme for the chemistry and physical science teacher workshop at the University of Minnesota Duluth this year is Instrumentation and

Inquiry. Teachers will have a chance to build a chromatography simulator, a mass spectrometer model, a web cam spectroscope and an LED spectrophotometer. The workshop includes time for exploring labs with the Vernier Spectrophotometer and colorimeter. Fee: $50. For more information please contact Romesh Lakhan at lakh0012@d.umn.edu.

Mn Assessment Conference Aug. 1, Roseville

Join MDE staff and educators from around the state to attend sessions on a wide range of assessment topics and participate in discussions on issues and trends in statewide assessment. There will be a strand of sessions related to science assessments and the use of science assessment data. - Science MCA III Updates - Using Science Assessment Data to Study and Adjust Instruction - Developing and Using Common Assessments in Science   A full brochure of the day’s sessions and registration information can be found at http://www.mngts. org/assessment/index.php .

Colloquium on P-12 STEM Education: Research to Practice, Aug 5-6, Minneapolis

The Colloquium on P-12 STEM Education is an interactive national forum bringing together educators, researchers, STEM professionals, and other STEM stakeholders in a dynamic two-day colloquium. Sessions are hands-on, participatory, and/or experiential. This is an opportunity to learn about the newest research in STEM education, bridge the gap between research and practice to implement effective practices, see and experience what is working in P-12 STEM education classrooms, and discuss next steps and potential solutions for the issues encountered in STEM education. http://www.cehd.umn.edu/STEM/Colloquium-2013/

WaterWorks!: A Drinking Water Institute for Educators, Aug. 5-7, Rochester

Enrich your water-related curriculum, investigate drinking water quality and chemistry, learn about inquiry-based models for your classroom, and find resources within your community. This three-day, hands-on workshop allows grade 4-10 science teachers to gather information from expert presenters about how safe, reliable drinking water is delivered to your community, as well as drinking water issues facing Minnesota. Meals and resource binder provided.

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Opportunities Choose between two graduate credits or stipend. http://www.hamline.edu/education/environmental/ cgee/waterworks or contact Lee Schmitt, lschmitt@ hamline.edu.

ZooMS: Engineering the Modern Zoo, Aug. 13-15, Apple Valley

ZooMS is a new program at the Minnesota Zoo for teachers and students that looks at the Zoo from an engineering perspective. This institute will engage teachers in utilizing animals and the Zoo as a tool to integrate engineering concepts into their curriculum, based on the new Minnesota State Science Standards. Sessions will focus on Engineering BY Animals (animals that build and use tools), Engineering FROM Animals (biomimicry), and Engineering FOR Animals (designing exhibits, specialty veterinary equipment, etc). Cost: FREE! includes lunch, behindthe-scenes, tours, resource materials, activities, and 18 CEUs. www.mnzoo.org/teachandlearn.

Technology For Instruction: SketchUp Pro and Geographic Information System, Sep. 27

Did you know that Minnesota has state license agreements for GIS and Sketch Up Pro at no cost to districts? This session is for district IT directors, Teaching and Learning Directors, and content area teachers (specifically science and social studies) in K-12. We will explore the software tools, see exemplar lessons and brainstorm implementation strategies. Half the day will be spent on exploring GIS with Scott Freburg, Minnesota IT at MDE specialist along with specialists from the field. This software is used for entering and visualizing data in a map format. The second half of the day will explore SketchUp with Doug Paulson, MDE STEM Integration specialist along with teachers demonstrating ideas from their classroom. SketchUp Pro is a tool that will aid in expanding engineering from the science standards and is compatible with CAD software being used in engineering and technology courses. The session will be held 9 a.m. to 3:00 p.m at MDE in Roseville. There is no charge to the participant, but lunch is not provided. Please visit the following link to register for the upcoming networking session. Space is limited to 180 participants. Each district is invited to bring a team of 3-4 people that should include a technology director, a teaching and learning director and a teacher. Registration: https://www.surveymonkey.com/s/ TechforInstruc For more information, contact mde. schooltechplan@state.mn.us.

Teacher and School Awards and Opportunities NSTA New Science Teacher Academy

Middle and high school teachers in their second through fifth year of teaching are eligible for a unique, year-long professional development program from the National Science Teachers Association (NSTA). It is designed to promote quality science teaching, enhance teacher confidence and classroom excellence, and improve teacher content knowledge. The program allows new teachers to be mentored by a discipline-specific colleague, to have on-line professional experiences geared to their needs, and to be linked to web-based resources through the NSTA. Fellows participating in the New Science Teacher Academy are provided a full one year membership in NSTA and access to all that NSTA offers including an all-expenses paid trip to attend the NSTA National Conference on Science Education which will be held next April 2014 in Boston. The deadline for the application is August 1st. http://www.nsta.org/academy.

NSTA Vernier Technology Awards

Administered by the National Science Teachers Association, the Vernier Technology Awards recognize and reward the innovative use of data collection technology using a computer, graphing calculator, or other handheld in the science classroom. A total of seven awards are presented: one award at the elementary level (grades K–5); two awards at the middle level (grades 6–8); three awards at the high school level (grades 9–12); one award at the college level. Eligibility: K–college. Each award will consist of $1,500 towards expenses to attend the NSTA National Conference, $1,000 in cash for the teacher, and $3,000 in Vernier products. Download an application and read examples of abstracts from past applications: http://www.nsta.org/about/awards.aspx#vernier.

Science Education Exchange and Visit to China with Page Keeley

Join K-16 science educators for an extraordinary professional opportunity to visit China (Beijing, Xi’an, and Kunming) this Fall. Page Keeley, Past President of NSTA invites Minnesota K-12 and university science educators to join the 2013 Science Education Delegation to China. The delegation, led by Page Keeley, will participate in a number of unique opportunities, including

MnSTA Newsletter

Opportunities exchanging ideas with science educators in China, visits to K-12 classrooms and universities, and cultural activities that highlight the unique history and natural wonders of China. You can find more information about the program content and itinerary at www.peopletopeople.com/pagekeeley. If you would like more information about the trip or a formal letter of invitation to obtain funding or release time for professional travel, please feel free to contact Page Keeley at pagekeeley@gmail. com.

Student Awards, Competitions and Programs

Celebration of Women in Computing, Opportunity for High School Girls, Oct. 2-5, Minneapolis

A women in technology networking and skill building opportunity is coming to Minneapolis in October. Technical women will be attending the world’s largest conference for women in computing, the Grace Hopper Celebration of Women in Computing. 40 high school students are being selected to attend this prestigious event. The cost is $ 75. Program information and application are at http://gracehopper.org/2013/conference/gracehopper-genconnext-program. Application deadline is June 30.

Real World Design Challenge: Aeronautical Engineering Contest

The Minnesota Real World Design Challenge (RWDC) is an annual competition that provides high school students, the opportunity to work on real engineering challenges in a team environment. Students compete for an all- expense paid trip to Washington DC to compete in the national competition. Some teachers are currently using the contest as part of units embedded in physics classes or as an extracurricular school activity. This is one of the few contests that do not require fundraising or local industry support. A free workshop for coaches will be offered August 13, 9:00- 3:00 at St. Cloud State University. A teacher attending this workshop can expect to learn the contest rules and regulations, a rudimentary understanding of all of the software used in the contest and an appreciation for the field of aeronautical engineering. This workshop will be limited to the first 25 teachers/coaches that register to attend at http://www.surveymonkey.

com/s/3S7PQJS. Program information is at www. realworlddesignchallenge.org/

Field Test BSCS Nourishing the Planet in the 21st Century

BSCS is developing a new edition of the successful high school curriculum supplement, Nourishing the Planet in the 21st Century. The supplement’s six lessons will help students in grades 9-12 understand soil components, the relationships between soil and plant growth, and the importance of fertilizer to modern agriculture. There are a limited number of field-test spaces available for high school science teachers. The field test will take place during the fall of 2013. Teachers will receive a stipend after completing the field-test process. If you are interested in being a field-test teacher, please complete the online application. If you have questions, please contact Anne Westbrook. The deadline for submitting applications is 12 June 2013.

Climate Change Video Competition

The Will Steger Foundation and Minnesota Pollution Control Agency are sponsoring Youth Voices of Change: Climate Change Video Competition to raise awareness about climate change and the amazing youth engaged in solutions throughout the state of Minnesota. We invite youth entering Grades 4-12 (Fall 2013) to share their solutions and help raise awareness in the form of a video. http://classroom.willstegerfoundation.org/about/youth-voices for more information and to submit your video by July 15, 2015

Teens Exploring Technical Education, July 29 – Aug 2, Dakota County

Dakota County Technical College has created this summer program for girls in grades 5-8 to explore career fields and technical education. The program has highly interactive workshops presented by the DCTC faculty in a variety of areas including transportation, industry, science, health, technology and design. In the hands-on sessions the girls operate a backhoe, make miracle snow in our nanotechnology program, build computers from parts and perform medical lab tests. The cost of the program is $40 for the week. http://www.dctc.edu/go/txt

NASA Space Place Feedback

NASA’S Space Place Website is a highly interactive site for elementary students. www. spaceplace.nasa.gov It features games, activities

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and information. They hope that you will take a few moments to let them know how you are using the site in your classroom. Please send a quick e- mail telling them how you use it — and to thank you, you’ll receive some NASA lithographs and posters for your thoughts. Send your thoughts to Nancy Leon — nancy.j.leon@jpl.nasa.gov

Online Climate and Energy Teaching Resources - Grades 6 - 16

CLEAN (cleannet.org ) offers a digital collection of teaching materials and supporting background materials. 1. The CLEAN search engine directs you to annotations and links for 500+ vetted, online activities, videos, and visualizations on climate and energy for grades 6 - 16. These resources have been hand- picked and peer-reviewed by scientists and teachers for accuracy and classroom effectiveness. 2. The CLEAN site provides Guidance on Teaching Climate and Energy Science using climate and energy literacy principles. You can read a summary of each principle, why the concepts involved are important, what makes them challenging to teach, and suggestions of grade-specific teaching strategies. See activities, videos, and visualizations for teaching this principle.

MDE Contacts:

John Olson, Science Content Specialist, john.c.olson@state.mn.us  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 . Send submissions for the Science Update to John Olson Other Minnesota Connections: Minn. Science Teachers Association http://www. mnsta.org  Mn 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  Minnesota Academy of Science: http://www.mnmas. org

‘NanoSpace’ Answers Call to Improve Science Literacy

RPI scientists unveil the Molecularium® Project’s newest web-based production for kids, parents and teachers

Troy, NY – As the nation continues to identify gaps in STEM education and science literacy, one initiative is putting a powerful solution directly into the hands of kids, parents and teachers: the Molecularium® Project. And its latest addition, NanoSpace (www.molecularium.com), ignites curiosity through its scientific online theme park for children in 5th through 8th grades. Developed by world-renowned professors and scientists from Rensselaer Polytechnic Institute, NanoSpace is a virtual scientific amusement park for the Molecularium characters and their “cartooniverse.” Highly technical information is transformed into fun, simple and free games, activities and animations. The familiar characters Oxy, Hydra and Mel from the giant-screen animated adventure Molecules to the Max! and the digital dome feature Riding Snowflakes are transformed into game characters in NanoSpace. This newest experience, created by the Molecularium® Project, is unveiled as a quiet crisis continues to unfold in our national science education and workforce development systems. The National Science Foundation estimates that 80 percent of the jobs created in the next decade will require some mastery of STEM, while current trends point toward a significant gap in qualified professionals. This reinforces the need for children’s basic understanding of science and its principles. The innovators behind the project – Richard W. Siegel, director of the Institute’s Nanotechnology Center; Shekhar Garde, head of Rensselaer’s Department of Chemical and Biological Engineering; and Linda Schadler, professor of materials science and engineering – joined forces with a highly recognized team of artists, animators and web developers to “build” the virtual theme park and its attractions, where children learn through active participation, exploration and play. “Science literacy – in every capacity – has never before been so important to our nation,” said Richard W. Siegel, Ph.D., Director of the Rensselaer Nanotechnology Center. “We realize that not every kid wants to be a scientist, but learning the basics of science – involving molecules and

10 MnSTA Newsletter

atoms - is critical to the careers that will be available in the next decade, especially as the U.S. continues to fall behind. When learning is fun, it increases a child’s capacity to absorb and retain knowledge. That’s why we are excited to unveil NanoSpace. Kids are interacting, exploring and having a great time while learning about atoms and molecules, and they are not even realizing they’re learning!,” he added. As visitors enter the NanoSpace cartooniverse, sounds of children playing and people laughing fill the speakers. Visitors can choose from more than 25 games and activities in the amusement park, and learn from Mel, the Molecularium computer, in five new colorful short animations. As visitors work their way through the games and succeed, their personalized icon changes to a different element, and progresses on the Periodic Table. Kids can discover the atomic and molecular breakdown of common elements and compounds – such as menthol, and propane – and how they are useful. They can take a ride in a nanotube elevator to explore the different forms of pure carbon, and learn the Periodic Table of elements through a fun, animated memory-style game (but timing is everything – the clock is ticking). The arcade is full of retrofuturistic games, where visitors can aim at electrons to build the electronic structure of an atom, or fire atoms to build target molecules and reveal how certain atoms bond to each other while others bounce off.

students before and after seeing Molecularium animations, and found that the core concepts were firmly grasped by young audiences. The percentage of correct answers for younger audiences more than doubled.

About The Molecularium® Project

The Molecularium® Project is the flagship outreach and education effort of Rensselaer Polytechnic Institute’s Nanotechnology Center. Its mission is to expand science literacy and awareness, and to excite audiences of all ages to explore and understand the molecular nature of the world around them. This is done through compelling stories, experiential learning and unprecedented visualizations in immersive and interactive media. For more information on the Molecularium® Project, visit www. molecularium.com.

Announcing for 2013-14 Academic Year: Major STEM Opportunity, Student Spaceflight Experiments Program -- Mission 5 to the International Space Station URL: http:ssep.ncesse.org)

The National Center for Earth and Space Science Education, the Arthur C. Clarke Institute for Space Education, and NanoRacks announce Mission 5 to the International Space Station. This STEM education opportunity immerses grade 5-14 students across a community in authentic, high visibility research, with the ability to design and propose real Standards and Measurements experiments to fly in low Earth orbit on the Interna A recent report from the Presitional Space Station. dent’s Council of Advisors on Science and Tech Each participating community will be pronology estimates approximately 8.5 million STEM vided a real microgravity research mini-laboratory job openings will be available over the next decade. capable of supporting a single experiment, and all But during that same period, there will be a projected launch services to fly it to the Space Station in Spring shortage of one million qualified graduates. The 2014. A 9 week experiment design competition in Molecularium® Project and its NanoSpace program each community, held September 9 through Novemare helping to fill this gap by supplementing scarce ber 11, 2013 and engaging typically 300 students, school-based curricula and teaching children through allows student teams to design and formally propose enjoyable interactions. The activities in NanoSpace real experiments vying for their community’s reteach and reinforce the National Science Educaserved mini-lab on Space Station. Content resources tion Standards, just as do all other Molecularium® for teachers and students support foundational Project programs. In addition to the Teachers Guides, instruction on science in microgravity and experiwhich outline measurable goals related to these mental design. Additional programming leverages the standards, free educator resources for the Molecuexperiment design competition to engage the comlarium® Project include lesson plans for grades K-4 munity, embracing a Learning Community Model and 5-8, crossword puzzles, songs, quizzes, printable for STEM (Science, Technology, Engineering, and posters, and more. Mathematics) education. Research has proven that students retain TIME CRITICAL: all interested commore thorough knowledge of a concept through munities are asked to inquire by June 30, 2013; interactive learning. Independent analysts quizzed

Summer 2013

schools and districts need to assess interest with their staff and, if appropriate, move forward with an Implementation Plan. Communities must be aboard by September 4, 2013, for a 9 week experiment design phase September 9 to November 11, 2013, and flight experiment selection by December 12, 2013. Contact: 301-395-0770 or ssep@ncesse.org

Teachers are also invited to request a free Laboratory Design Packet and to contact Flinn’s Lab Design Specialist for free advice. The information you need to design a safe and efficient science learning environment is available from Flinn Scientific. To view Flinn’s free Laboratory Design Videos: Go to www.flinnsci.com

Water Cycle Classroom Game

NOAA’s Water Cycle Game can help middle Chemistry Teachers Can Earn and high school students appreciate the complexity of water movement and understand how contaminants Graduate Credit at Home This Sumare transported throughout a watershed. Players asmer sume the role of a water molecule in the water cycle Illinois State University offers online, gradu- and cycle through nine stations, each representing a ate-level chemistry courses for high school chemistry different place where water may travel (e.g., cloud, teachers. The courses, which use Flinn Scientific’s groundwater, ocean, river, lake, glacier, plant, animal, Best Practices for Teaching Chemistry Video Series and soil); a roll of the dice at each station indicates as a core component, are designed to advance profes- where to move next. Through the game, students will sional goals and enhance chemistry-teaching skills. identify the states of water and when water changes -These graduate level courses will enable chemistry states during the cycle. In addition, they will discover teachers to: where pollutants can enter the cycle, be transported -- Earn 3 graduate credit hours per course from Ilaround, or be left behind. For this and an array of linois State University free resources for you and your classroom visit http:// -- Connect content knowledge to demonstrations and www.nsta.org/publications/freebies.aspx. activities -- Save money! In-state tuition rates apply. Study at home without spending money on travel, food, and lodging. Registration details for the summer courses are available on the Flinn Scientific Web site at http:// elearning.flinnsci.com/EarnGraduateCredit.aspx

Laboratory Design Videos Free Online at www.flinnsci.com Designing and renovating school science laboratories just got easier for teachers and administrators. Flinn Scientific’s free Laboratory Design Videos simplify the process− while helping you save time and money. For more than 30 years Flinn has assisted schools with their lab design projects. Now Flinn introduces an online Laboratory Design Course consisting of 12 free videos related to planning, designing, and outfitting science labs. Topics include: Setting Design Priorities, Space Requirements, Basic Safety Equipment, Ventilation, Chemical Storage Areas,

and more. Whether you are building a new lab or

redesigning an existing lab, Flinn Scientific can help. 12

MnSTA Newsletter

Publication No. 11176

Introduction to GHS â&#x20AC;&#x201C; Pictograms

Acutely toxic

Oxidizer

Gas under pressure

Burns skin Damages eyes Corrosive to metals

Explosive Self-reactive Organic peroxide

Acutely toxic (harmful), Irritant to skin, eyes or respiratory tract, Skin sensitizer

Carcinogen, Mutagen, Reproductive toxin, Respiratory sensitizer, Toxic to target organs, Toxic if aspirated

Toxic to aquatic life (optional)

Flammable, Self-reactive, Pyrophoric, Self-heating, Emits flammable gas, Organic peroxide

11176

Summer 2013 13 083012 SAFETY-FAXî &#x2026;. . .makes science teaching easier.

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 Orr-Johnson

Humboldt Secondary 30 E. Baker St.

St. Paul, MN 55107

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

Carolyn Fruin

Eastview High School

Earth Science

Dana Smith W:507-232-3461X4114

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

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

West St. Paul, MN 55118

Gustavus Adolphus College 800 West College Ave. SMM

St. Peter, MN 56082

120 W. Kellogg Blvd

St. Paul, MN 55102

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

Minneapolis, MN

Webmaster

Eric Koser 507-387-3461 x 322

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

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

Mankato, MN 56001 W:

Region Representatives: Region 1&2: North

Laurie Arnason

South Point 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

Elizabeth Kersting-Peterson Piedomont Elementary 2827 Chambersburg Ave.

W:218-336-8950 X 2759

F:218-336-8954

Bemidji, MN 56601

e:jtruedson@bemidjistate.edu Duluth, MN 55811

supersciencefriday@gmail.com

Region 4: Westcentral Vacant

MnSTA Newsletter

Region 5: Northcentral Marie Zettel

Aitkin High School

306 2nd St. SW

W 218-927-2115 X 3313

Region 6: Southcentral Philip Sinner

Aitkin, MN 56431

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 8: Southcentral Philip Sinner

Renville, MN 56284 St. Cloud, MN 56304

kari.dombrovski@isd742.org

Renville County West

301 NE 3rd St. PO Box 338

Renville, MN 56284

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

Region 9: South Vacant Region 10: Southeast

Sharie Furst

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

Kasson-Mantorville Elemementary .604 16th St. NE

Region 11: Metro

Peter Anderson

Science Museum of Minnesota

Kasson, MN 55944

120 W Kellogg St. Paul, MN 55101

ande4082@umn.edu

Ancillary Positions: Database

Mark Lex 55416

Historian/Parlimentarian Fred Riehm

Benilde-St. Margaretâ&#x20AC;&#x2122;s 2501 Hwy 100 S W: 952-927-4176 F: 952-920-8889 Retired â&#x20AC;&#x2DC;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. 21-22, 2014 Verizon Center in Mankato

Summer 2013

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

MnSTA Regions

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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