Contents
Volume 56, Number 1
February 2012
Calendar President’s Message Affiliate News STAT BOD Nominees Exclusive: Interview with Dr. Karen Ostlund STAAR Resources T3 : Teachers Teaching Teachers STAT Membership Benefits Contacts
Inside This Issue:
• An Exclusive Interview with Dr. Karen Ostlund, President of NSTA • Our First-Ever “T3 Spread,” Packed with Teaching Tips, Including How to: • Engage Your Students with Smart Phones • Get Up to Date by Flipping Your Classroom: Social Media-Style • Use Bulletin Boards for Motivation • ...and much more! 1
The Official Newsletter of the Science Teachers Association of Texas
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Remember the first time you fell in love with science?
Calendar
We do. It is the reason we believe in hands-on scientific technology. It
President’s Message
engages students in a meaningful way, develops keen analytical skills, and awakens a love for discovery.
Affiliate News STAT BOD Nominees
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Contents
About Us Calendar President’s Message Affiliate News STAT BOD Nominees Exclusive: Interview with Dr. Karen Ostlund STAAR Resources T3 : Teachers Teaching Teachers STAT Membership Benefits Contacts
We are STAT, the Science Teachers Association of Texas. STAT is committed to the enhancement of the teaching of science in Texas at all levels and in all science disciplines. For STAT Position Statements, go to: http://www.statweb.org/positions STAT is: o A statewide organization of elementary, middle level, and high school teachers, college educators, supervisors of science, and others dedicated to maintaining the highest levels of science and education in our schools. o A chapter of the National Science Teachers Association o Visit the NSTA site STAT seeks to: o Serve as a unified voice for the science teachers of the state. o Keep science teachers and other members informed about current trends in science education. o Provide opportunities for members to examine techonology, curriculum, materials, and services. o Inform members of local, state and national meetings, conferences, seminars and workshops related to sciences. o Cooperate with other science oriented organizations and teacher associations in the promotion of teaching of science. History: STAT, Science Teachers Association of Texas, was formally organized in 1957 during the 4th Annual Conference for the Advancement of Science & Mathematics Teaching (CASMT). STAT membership is now more than 7,000 strong!
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Contents
Calendar
Calendar ....................................................................5 President’s Message ................................................6 Affiliate News ..........................................................8 STAT Board Nominees .........................................12 Interview with Dr. Karen Ostlund.....................14 STAAR Resources .................................................17 T3: Teachers Teaching Teachers ..........................18 • Rock-It Science: Bulletin Boards .....................19 • Smart Phones and Kinesthetic Learning ..........20 • Flip Your Classroom: Social Media-Style.........21 • Acronyms... for Science! ....................................23 • Nurturing Through Science Curriculum .........25 STAT Membership Benefits ................................28 STAT Contacts ........................................................32 Standing Commitees ................................32 Elected Officers ..........................................33 Appointed Positions .................................33 Affiliate Representatives ..........................34 Texas State Board of Education ...............35
President’s Message Affiliate News STAT BOD Nominees Exclusive: Interview with Dr. Karen Ostlund STAAR Resources T3 : Teachers Teaching Teachers STAT Membership Benefits Contacts
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Grade 10 &11 Science TAKS Testing April 26 Calendar
Call for STAT Officer Nominees
President’s Message Affiliate News STAT BOD Nominees Exclusive: Interview with Dr. Karen Ostlund STAAR Resources T3 : Teachers Teaching Teachers STAT Membership Benefits Contacts
February TSELA Meeting February 24 Harris County Dept. of Education Houston, TX Region 5 Mini-CAST February 25 Location TBA March STAT Officer Elections Open April STAT Awards Application Online April 15 The Texas Science Teacher Published April 15 Grade 5 Science, Grade 8 Science STAAR Testing April 26
May Proposals Site Closed May 7 the STATellite Published May 15 STAT BOD Retreat May 18-20 TBarM Ranch: New Braunfels, TX CAST 2012 Early Registration: TBA June CAST 2012 Presenters Notified June 8 Award Applications Due June 15 July NCSE: CAAGS Conference July 11-14 Albuquerque, New Mexico
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A Message from President Hill
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Believe it or not, CAST 2012 planning is in full force! The Conference for the Advancement of Science Teaching (CAST) will be in Corpus Christi November 8 - 10, 2012. The city and its eager volunteers are welcoming us with open arms.
President’s Message Affiliate News STAT BOD Nominees Exclusive: Interview with Dr. Karen Ostlund
This year’s CAST will be a bit different because we will be spread across the city using seven different venues. (Quality transportation is my personal priority!) The proposal site is open from February 15th through May 7th, but you’ll notice a few changes we’ve made. We are hoping that many presenters will be willing to repeat their workshops throughout the conference. By doing so, this would ease crowding and give ample opportunity for others to learn about the extraordinary happenings in your classrooms.
STAAR Resources T3 : Teachers Teaching Teachers STAT Membership Benefits
CAST 2012 will be targeted for you, the Texas science teacher, since our state standards and STAAR test are unique unto us. Never have the stakes been higher for us and for our students. Attending CAST will keep you informed about the latest news and the most valuable classroom practices as previous CAST attendees can attest. If you’ve never experienced CAST before, you will be in for a treat! Start soliciting your principal now because early-bird registration begins in May. If you want to be a top science “STAAR,” CAST is truly the place to be. No one can do Texas like Texans! Come to
Contacts
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Corpus and Get Your Geek On! For the past few years, I have served on the STAT board in several capacities: recording secretary, vice-president, and currently president. (Hmmm, some might call me a groupie!) Not only have I been amazed by the numerous opportunities STAT has presented me; but I have been humbled as well because I am “just” a middle school teacher who, for one, traveled to Washington, D.C. to lobby my state officials concerning No Child Left Behind. Also, I had two opportunities to speak to the powers-thatbe: 1) at our State Board of Education on the issues of science and the importance of a full K-12 adoption and 2) at the House Committee on Public Education regarding the EOC 15% rule. This month I shall meet with leaders throughout our nation regarding the Next Generation Standards and its impact upon our state. Now it is your turn to have the same astonishing chances and exhilarating experiences. SBOE members love to hear from teachers. When the Texas Legislature meets next year, we teachers need to “storm the hill,” making certain that education AND funding are at the forefront. We can never start too early letting them know our stance on issues. I urge you to run for a STAT office, write letters, or attend meetings at the State Board of Education or the Texas Legislature. As professionals, we cannot sit idly by, wondering why education has taken a back seat or why science education isn’t as valued as other subjects. We
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Calendar President’s Message Affiliate News STAT BOD Nominees Exclusive: Interview with Dr. Karen Ostlund STAAR Resources T3 : Teachers Teaching Teachers STAT Membership Benefits Contacts
must fight for what is right, and it begins with you and me. The STAT Board knows the importance of advocating for the science teacher, yet we need all possible support. One of STAT Board’s priorities is to find undertakings that will ultimately benefit the science teachers of our organization. You, the science teacher, are the heart and soul of this organization! Please submit a proposal to do a workshop or short course at CAST 2012 or join a committee or run for a STAT office. Many of you deserve a STAT award, and the award suggestion site will be open April
15th through June 15th. Nominate yourself or someone you know. It’s imperative you toot your own horn because no one else knows the brilliance taking place between your four walls better than you do. How we love to recognize and honor those who deem our profession worthy! As always, we are seeking articles for the STATellite, too! As you see, there is a plethora of ways to become involved in this worthwhile organization; so please take the plunge. You’ll never regret it.
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Texas Association for Environmental Education TAEE
Calendar President’s Message
by Lisa Brown
Affiliate News
SAVE THE DATE for the 2012 Texas Association for Environmental Education Conference. Join us for a weekend full of professional development, networking, and fun in the outdoors. Workshops and sessions will offer opportunities to expand knowledge and experience in a variety of areas including natural history, geology, technology, TEKS correlation, interdisciplinary education, STEM, outdoor programming, formal and informal education, and best practices. Sessions will be aligned with the TEKS when appropriate. Field trip options will include the Canyon Lake Gorge and other local attractions. The conference is September 21-23 at the T Bar M Ranch in New Braunfels. For more information and to submit a proposal, go to www.taee.org
STAT BOD Nominees Exclusive: Interview with Dr. Karen Ostlund
Experiencing Physics
STAAR Resources
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T3 : Teachers Teaching Teachers
Physics, A First Course - Second Edition Physics A First Course, is an ideal approach to physics at the introductory, conceptual level. This program uses an inquiry-based approach. Students discover science concepts by investigating with hands-on equipment.
STAT Membership Benefits Contacts
Foundations of Physics - Second Edition Foundations of Physics, is a friendly, readable, conceptual approach to physics that is accessible to every student. This program includes successful STAAR strategies and a focus on mathematics for conceptualized physics.
Features of CPO Science Teaching and Learning Systems • Student textbooks and Investigation manuals • High-quality equipment included with minimum purchase • Teacher resources and professional development
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Calendar President’s Message Affiliate News STAT BOD Nominees Exclusive: Interview with Dr. Karen Ostlund STAAR Resources T3 : Teachers Teaching Teachers STAT Membership Benefits Contacts
Texas Earth Science Teachers Association TESTA by Gail Gant We hope you were able to join us last November at CAST where TESTA presented a strand that not only looked at events taking place on our own planet but also looked at our place in the solar system. Teachers attending the “Geology in COLOR” workshop and “Weathering, Erosion, and Deposition in “Real” Time COLOR” had a chance to win free materials and learned how to get a beautiful framed “Tapestry of Time” map for their classrooms. Attendees at other sessions learned ways to enhance their teaching of geologic time and plate tectonics. Other workshops and short courses explored fun ways for your student to learn about the solar system, lunar cycles and seasons.
Speaking of next year, TESTA has set up a fund to pay the registration fee for one teacher to attend CAST. This fund was established to honor the memory of a long-time TESTA member Kathie Poff who loved the synergy created by the sharing of ideas and energy that takes place at CAST each year. If you are a teacher with between 1 and 5 years of teaching experience I encourage you to apply. Here’s what you need to do. Send me • a current résume or curriculum vitae • a description of what you hope to gain from the experience and • an explanation of your financial need (one page maximum)
Meal prices seem to be going through the roof but a Saturday breakfast proved somewhat less costly than a lunch. Our esteemed guest speaker, Dr. Louis Jacobs of SMU, gave us an account of his on-going paleontological excavations in Angola including an account of how they came to work in that region of the world.
Please let us know if you are a first-time attendee as well.
Loads of rocks were available at our popular Friday afternoon Rock Raffle emceed by the entertaining and informative Charles Swift. I do mean that literally about the loads of rocks. My poor car practically hugged the ground on the drive from Houston to Dallas. Please remember that our Saturday morning Share-a-Thon is a great place to pick up ideas for your classroom or to share some of your own. This year we were honored to have graduate students from SMU attend and share their research with us. Please consider sharing some of the things that work best for you in your classroom with us at next years CAST in Corpus Christi.
And finally, check out this website, http:// www.laboiteverte.fr/visualisation-des-tremblements-deterre-en-2011/. Make sure you have your sound turned up as this summary of last years earthquakes plays. This really brings home the force of the devastating earthquake that hit Japan last March.
In case you missed seeing the flyers at our booth, Charles Swift is working with Holbrook Travel to host a TESTA sponsored trip to South West Africa. Please see the following and reserve your place now. Swift’s Safaris.pdf and Swift_Southwest_Africa-1.pdf.
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Contents
Calendar President’s Message Affiliate News
GeoX 2011 class in the Gulf Coast Repository.
STAT BOD Nominees
GeoX
Exclusive: Interview with Dr. Karen Ostlund
GEOSCIENCES EXPLORATION SUMMER PROGRAM
Give us a week. Discover a world. June 1–8, 2012
STAAR Resources
geox.tamu.edu
WHAT YOU WILL DO
T3 : Teachers Teaching Teachers
A mix of classroom, campus and field trip visits, including -
STAT Membership Benefits
Visiting a Fortune 500 company
-
Navigating a rural river
-
Contacts
Exploring an environmental sanctuary
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Talking with industry leaders and counselors to explore career options in geosciences
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Attending sessions on the college application and financial aid process, study skills, and mentoring
WHERE YOU WILL STAY
On campus, at one of Texas A&M’s premier Residence Halls with geosciences mentors and counselors.
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WHAT YOU WILL EXPERIENCE
A week of hands-on experiments, field trips, lectures/presentations by top geosciences faculty, and student connections.
WHAT WE NEED FROM YOU
College placement scores, high school ranking, AP classes, 500- to 1000-word statement of interest, the name and email of two references, and your strong desire to learn all there is to know about geosciences!
WHAT IT WILL COST YOU
GeoX is sponsored by BP, former students and the College of Geosciences. It is free to participants. Texas A&M and the College of Geosciences supply your room, board and any supplies needed for the weekend.
WHO CAN APPLY
Students who will be juniors and seniors by Aug. 31, 2012.
APPLY ONLINE geox.tamu.edu
DEADLINE
April 9, 2012
CONTACT
Dr. Sonia Garcia Director of Recruitment College of Geosciences 979-845-3651 garcias5@tamu.edu roadtodiscovery.tamu.edu
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Submit CAST 2012 Proposals! Dear CAST Presenters,
Calendar President’s Message Affiliate News STAT BOD Nominees Exclusive: Interview with Dr. Karen Ostlund STAAR Resources T3 : Teachers Teaching Teachers STAT Membership Benefits Contacts
Get on the ball and submit your CAST 2012 Proposals Online Today!
Click Here to Access the Online Proposal Site. Remember: you must be logged in to create a proposal. We look forward to reviewing your stellar presentations! Remember, CAST is November 8-10! Sincerely, The CAST 2012 Planning Committee Houghton Mifflin Harcourt and Holt McDougal Texas Supplemental Science
SCIENCE 5–12
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Learn more at www.hmheducation.com/tx/science
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The STAT 2012 Voting Site Will Open in March.
Calendar President’s Message
The Nominees
Affiliate News STAT BOD Nominees
Click on each nominee’s name to see their position statement.
President-Elect
Donald Burken, Spring Branch ISD
Exclusive: Interview with Dr. Karen Ostlund
Vice President
Lola Henning, Region 16 ESC
STAAR Resources
Walter Smith, Texas Tech University
Dara Williams, Southern Methodist University
T3 : Teachers Teaching Teachers STAT Membership Benefits
Denise Hill, Texas A&M University
Secretary
Cayla Cordell Cielencki, Amarillo ISD
Jo Anne Jackson, Lubbock ISD
Andrea Tracy, El Paso ISD
Contacts
Member At Large (3 Positions) Carol Bullock, Dickinson ISD
Kiki Corry, Texas Parks and Wildlife
George Hademenos, Richardson ISD
Denise Hill, Texas A&M University
Deidre Parish, Frisco ISD
Katrina Sellers, Lamesa ISD
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Contents Rice University STEMscopes™ preparatory program for the 5th grade science STAAR® Calendar President’s Message Affiliate News STAT BOD Nominees Exclusive: Interview with Dr. Karen Ostlund
Features a comprehensive review of all 3rd, 4th, and 5th grade readiness and supporting TEKS standards and the 5th grade process skills TEKS standards! Instructor Lesson Plan STAARter Engage Activity Concept Exploration
STAAR Resources
Vocabulary Development
T3 : Teachers Teaching Teachers
Science Challenge!
STAT Membership Benefits
Readiness Assessment (Dual-Coded and STAAR® Rigorous)
Contacts
Phone: 713.348.5433 Email: STEMscopes@rice.edu Website: www.STEMscopes.com
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Exclusive: Interview with Dr. Karen Ostlund An Exclusive Interview with Dr. Karen Ostlund Another Texas President? We’ve Already Got One!
Calendar Just around the corner from the STAT office in Austin lives Dr. Karen Ostlund, a successful woman with a broad smile and a professional yet lighthearted disposition. Chuck Hempstead, Executive Director of STAT, sat down with her on Friday, January 27th to speak about her new appointment as President of NSTA, the office she will assume in June of this year.
President’s Message Affiliate News STAT BOD Nominees Exclusive: Interview with Dr. Karen Ostlund STAAR Resources T3 : Teachers Teaching Teachers STAT Membership Benefits Contacts
STAT: Before we get into NSTA, share with us some background about your involvement with STAT. Karen: When I first started at Texas State University in 1985, they were holding the STAT conference on our campus. It was a brand new thing for me. I mean, I didn’t even know the conference myself, but I was immediately “drafted” into putting up signs directing people to the various buildings. I didn’t even know where the buildings were! But the nice part was I got to know the campus, and the other nice thing was I got to know the science teachers. STAT: So STAT gets credit for showing you around your place of employment. Karen: Yes, you could say that! That year was the only time they had CAST there. It grew so much that they couldn’t do it there, at a campus that size, anymore. STAT: What were you doing before you ended up at Texas State? Karen: I was in graduate school at the University of Minnesota. I have a Ph.D. in Science Education from the University of Minnesota. My first responsibility was to teach the elementary science educa-
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tion courses, and some math as well. I had a lot of experience with computers, which were just then coming into being. I was using the Apple 2E’s - is that what they were called? You know, they were the big box-like ones. I was really into computers. STAT: So, when you got out of grad school, you were not only recruited to STAT, but were recruited immediately into CAST. What were your first observations about CAST? Karen: They held the exhibits in the gym, and it was just so wonderful to go around and see all the vendors. They have such a significant role in the conference’s success. I thought, “Wow, perfect!” Because of them, I could familiarize myself with things that were Texas-specific, since I was new to the state. It also helped that I looked like I was in a position of authority… I had to help with every aspect of the conference, you know. I helped with the program, the signs, everything. I was just plunged right in, total immersion. Then, several publishing companies asked me to work with them, and I got into developing textbooks. Many good things have come out of CAST for me. STAT: How have you been involved in CAST since then?
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Exclusive: Interview with Dr. Karen Ostlund Karen: I’ve been to CAST every single year. Wow, it’s been almost 30 years, and I haven’t missed a CAST. I am always present and accounted for.
Calendar President’s Message Affiliate News STAT BOD Nominees Exclusive: Interview with Dr. Karen Ostlund
STAT: And you give presentations at the conference, too. Karen: Yes, I always do. I do presentations for all levels. When I was with UT Austin’s UTeach program in the College of Natural Sciences, we trained secondary science teachers. I’ve since retired from there now, which is fortuitous given my new responsibilities at NSTA. STAT: Describe a little more in-depth what you did at UTeach.
wouldn’t have pursued the NSTA President position. While at UTeach, I was recruited heavily by NSTA, so when I let go of the job they came after me! I submitted my paperwork, was nominated, but I didn’t really think I would win. One day, I got a phone call saying, “You’ve won!” and that was it. STAT: I spent some time yesterday with Sharon Kamas, President-Elect of STAT, at the SBOE meeting. She suggested we put our legislative activity up higher on the association’s agenda. Right now, we’re advocating for science supplemental materials. It’s important for science teachers to get the materials they need in order to teach. Karen: Yes, definitely: you can’t teach if you’re unprepared. I started at UTeach in 2002, and around that time, TEA put out a call for professional development personnel, when they first developed the Essential Elements, and they wanted to train all teachers in Texas with it. So I got the grant from TEA, and it was called “Stepping into Successful Science Teaching.” I had the opportunity to meet all the leader s in science education in the state. I got to meet everyone and it was just so much fun. I was very fortunate to have this opportunity… it got me off and running in leadership in the state of Texas.
STAAR Resources T3 : Teachers Teaching Teachers STAT Membership Benefits
STAT: Let’s fast forward… how did you segue from Minnesota, to UTeach, to CAST, then into NSTA activities?
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Karen: We trained secondary teachers in science, math, and computer science. If I hadn’t retired, I
Karen: We always had a budget to go to conferences, so I started going to NSTA meetings via University funds. Since 1983, when I was a grad student, I’ve been going to their conferences as well. I would also do presentations there. Soon, I became President of the Council of Elementary Science International (CESI). At that time we were an NSTA Affiliate, so I sat on the Board of Directors for NSTA. I worked on projects for them, like teacher training books. When the last standards came out, NSTA wrote books for elementary, middle, and
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Contents
Exclusive: Interview with Dr. Karen Ostlund high, and I worked on all of them, but mostly on elementary. These were books showing how to implement the educational standards.
Calendar President’s Message Affiliate News STAT BOD Nominees Exclusive: Interview with Dr. Karen Ostlund
STAT: Tell us the story of how you heard the news of your election. Karen: Well, I was also on the NSTA nominations committee in the past. When they asked people to submit resumes for consideration last year, I didn’t think I would even be nominated! But I respect the nominations committee members, and one day they called and said I’d been nominated! Then they called and said I’d be elected. It was all a shock to me! STAT: What are your goals for NSTA this coming year? Karen: My theme is “Build the Scaffolding for 21st Century Science Literacy.” I’ve been amazed since I see more closely now what all the wonderful staff does at NSTA, and how much they are involved with Congress and making policies that impact the whole country. Also they are embracing STEM, which is very important, so I see that as another direction we’ll launch into. It’s not just about science. It’s integrated. They’re taking an active role in the new generation’s science education standards. The TEKS will be out in draft form at the Indianapolis conference, and in Austin there is a conference to launch them.
Continued on Page 29
STAAR Resources T3 : Teachers Teaching Teachers STAT Membership Benefits
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Contacts
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STEMscopes Kits are available exclusively through
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Contents
STAT STAAR Resources
Calendar
Are You Lost in the Mess of STAAR-Related Materials?
President’s Message
Not sure what to believe, or where to turn?
Affiliate News STAT BOD Nominees
Visit our compilation of the most important STAAR Links @
Exclusive: Interview with Dr. Karen Ostlund STAAR Resources T3 : Teachers Teaching Teachers STAT Membership Benefits Contacts
www.statweb.org/staar We’re trying to make the transition easier on you, so you can spend more time teaching and less time worrying. Have a helpful tip or article that you’d like to share? Send it to stat@bizaustin.rr.com and we’ll put it up on the STAAR page. 17
T3:Teachers Teaching Teachers Contents
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Rock-It Science: Bulletin Boards Smart Phones and Kinesthetic Learning
Calendar President’s Message
Flip Your Classroom: Social Media-Style
Affiliate News STAT BOD Nominees
Acronyms... for Science!
Exclusive: Interview with Dr. Karen Ostlund
Nurturing Through Science Curriculum
STAAR Resources
education
We believe a grocery store should help feed hungry minds.
T3 : Teachers Teaching Teachers STAT Membership Benefits
When we’re not stocking shelves, we’re taking stock in Texas education by donating over $4 million annually to over 1,000 educators, schools and districts. We’re honoring educators with Texas’ largest monetary recognition program, and we’re enriching classrooms through grants for teachers. We do this and more so those who are eager to learn will always have their fill.
Contacts
Working together. Making a difference. ©2012 HEB, 12-2070
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nurturing the future
education • volunteerism • hunger relief • environment • disaster relief
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Calendar President’s Message Affiliate News STAT BOD Nominees Exclusive: Interview with Dr. Karen Ostlund
T3:Teachers Teaching Teachers Rock-It Science: Bulletin Boards by Celene Rosen, Barksdale Elementary
In an effort to promote student interest in science as well as foster and develop higher-order thinking, two of our grade levels are using interactive bulletin boards this year. I designed a format that we first implemented in third grade. As chair of our campus Integrated Curriculum team, I was able to persuade our fifth grade team to adopt a similar format in their grade level. Student response has been exciting! Each bulletin board is on display for one month. Correct answers are shared with all students at the end of each month, so that even students who haven’t participated learn something of value. Students who do participate are either given a certificate (third grade) or tickets (fifth grade). Students often congregate in the grade level hallways for dismissal, lunch, etc., and teachers encourage students to visit the hallway to complete the activities on the interactive wall each month.
STAAR Resources T3 : Teachers Teaching Teachers STAT Membership Benefits Contacts
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T3:Teachers Teaching Teachers Smart Phones & Kinesthetic Learning by Kristen Jernigan, Westlake Academy
Calendar President’s Message Affiliate News STAT BOD Nominees
One of my favorite new apps for my smart phone is Teacher’s Pick developed by Brad Brooks. This is the old-fashioned “names on a popsicle stick” idea, but it stays organized in my phone, and I don’t have to search for the right stack of sticks to use in class. I can copy my class roster from my gradebook into an email, which I then open on my phone. I can copy from my phone email into the app, and my classes are created. They are easy to read and edit. You can have the app pick students at random and use them for questioning or to create groups. It costs $0.99, less than the package of popsicle sticks I bought last year. There are other versions available, but I think it’s a great idea.
Exclusive: Interview with Dr. Karen Ostlund
An old idea I use that might be helpful for new teachers is to create labels on a word document for the pipets and supply beakers you use in lab, then print, cut and tape them on. Some pipets are ok to reuse for several years, and it saves time on setting up for next year, plus the printed labels are easy to read, and I can fit in lots of information (name, formula, molarity, etc.) on one “turn” around the pipet.
STAAR Resources
To help beginning chemistry students remember ionic and covalent compounds, we do a “cheer.” Have the class stand and face the periodic table with hands by their sides. Pointing to the right side of the periodic table with both arms stretched out at about 10:00 relative to your body, say “A metal and a metal make A for alloy!” Make a letter A at the top of your arms using your fingers to make the “A-frame” and your thumbs to make the crossbar on the A. Then use your left arm to point to the metals and your right to point to the nonmetals, “A metal and a nonmetal make I for ionic.” Clasp your hands together over your head while you say the I. Your arms should be straight. Make the clapping together part emphatic. Lastly, point both arms at 2:00 to the nonmetal (right) side of the periodic table. Say, “Two nonmetals make C for covalent!” When you say, “C”, use your arms to make a C shape on the right side of your body. Have the class repeat after you the first time, to show them the motions. Then do it all together one more time and cheer “Hooray!” at the end. It’s great kinesthetic learning, and I will see students at their desks making the motions in miniature during quizzes to determine if a compound is ionic or covalent. Alloys aren’t compounds, but I have found if I don’t include them in the cheer, someone always asks me what you get if you combine two metals.
T3 : Teachers Teaching Teachers STAT Membership Benefits Contacts
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Calendar President’s Message Affiliate News STAT BOD Nominees Exclusive: Interview with Dr. Karen Ostlund STAAR Resources T3 : Teachers Teaching Teachers STAT Membership Benefits Contacts
T3:Teachers Teaching Teachers Social Media Spotlight: Flip Your Classroom Now!
by Anthony C. Edwards, Marine Creek Collegiate High School In case you haven’t heard, one of the latest trends in teaching is flipped instruction. “Flipping” your classroom involves a shift in the traditional teaching model, where teachers lecture during class and students do homework problems on their own. The flipped instruction model, pioneered by educators Aaron Sams and Jonathan Bergmann, means teachers shift content delivery online where students can watch videos outside of class so students can do “homework” in class where they can work with other students and receive feedback from the teacher. An infographic (visual explanation) of the flipped instruction model can be found at http://bit. ly/zrQtTC. Here are some reasons why you should consider flipping your classroom: 1. Engaging students with technology 21st century students interact with technology everyday. Therefore, educators must stay up to date with social media applications that can be used to engage students. I make videos with an iPod touch or digital camera and upload them to my YouTube channel (http://www.youtube.com/ edwardslearninglab). I use Edmodo, a free learning management system for educators (www.edmodo. com) to assign web content to students to study at home. 2. Spending less time lecturing
their gained knowledge and questions with them to class. Teachers can assign online study materials to students with ample time for students who do not have home or mobile Internet access to watch the assigned educational videos. While most “flippers” use video to deliver content, teachers can use a variety of methods to present content to students in an engaging way. 3. Improving classroom management When students are engaged, they are ontask. Hopefully, in a more engaged classroom, there will be fewer discipline issues. 4. More time for hands-on classroom activities. Since less class time is spent lecturing, students get more time to practice content area-related skills. In addition, students can engage in inquiry and collaborative learning activities. 5. Students take an active role in their own learning Rather than rely on the teacher for learning everything, students become empowered in the learning process. In short, transitioning from the traditional model of instruction to the flipped instruction model means classroom time is focused on what the students know and do rather than what the teacher knows and does.
Rather than assign traditional homework where students have to practice skills learned in class without help, create or find content to explain concepts to students online. Students can bring
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T3:Teachers Teaching Teachers Ready to learn more? Check out these educational resources:
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Blogs: flippingwithkirch.blogspot.com aflippedapproach.blogspot.com flipped-learning.com
About the Author
Anthony C. Edwards is a science teacher and instructional coach at Marine Creek Collegiate High School, an early college high school on the Northwest Campus of Tarrant County College District. Nasco Science Division STATellite Newsletter Twitter: @edlearninglab Spring 2012 STAT1204 Email: tony.edwards.fwisd@gmail.com
flippedclassroom.blogspot.com
YouTube: http://www.youtube.com/edwardslearninglab
edwardslearninglab.blogspot.com
Blog: http://edwardslearninglab.blogspot.com
Websites vodcasting.ning.com flippedhighschool.com http://www.flippedclassroom.com/ http://www.fi.ncsu.edu/project/fizz/pd/lecture Twitter: ● #flipclass ● @edlearninglab
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● @fliplab ● @bennettscience
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T3:Teachers Teaching Teachers Acronyms... for Science! by Erin Ellis, Piner Middle School
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CHEMISTRY LESSON: Chemistry is not the easiest for students to understand. One of the more difficult lessons to teach is how to draw atoms. Not only do they have to know the subatomic particles of an atom, they have to know the charges, location, and amount of each. This can get very confusing after a while. I found an easy way to go through the entire process that the students understand very well. I call it:
Use the A=P=E
M-A=N to help you find the
P E N
so that you can draw the atom!
Let’s use Chlorine as an example. We will use the APE MAN to help us find the PEN (subatomic particles) so we can draw the structure. What we are looking for ->
P
E
N
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Dreamstime. (Photographer). (2000). Chlorine from periodic table of elements. [Web Graphic]. Retrieved from http://www. dreamstime.com/
Students will have already learned the subatomic particles, charges, and locations. Then they need to take an element and draw the 2-D structure.
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T3:Teachers Teaching Teachers 1. First we need to know how many protons, electrons, and neutrons Chlorine has. This is where we use the A=P=E M -A=N’s help.
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2. A -> Atomic Number = P -> Protons = E -> Electrons
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3. Atomic # = 17 so that means that Protons = 17 and Electrons = 17 so this would be filled in on the PEN.
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4. P = 17 E = 17
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N= 5. Now they will need to find the Neutrons. This is where MAN comes in. M -> Mass Number – A-> Atomic Number = N -> Neutrons.
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6. Mass # = 35 (rounded) – Atomic # = 17 -> 18 7. P = 17
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E = 17 N = 18
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8. Now they have all of their subatomic particles and can begin drawing their structure using previous knowledge of particle placement within the atom and the rules of the electron clouds.
This makes my lessons so EASY because all I have to say is “Let’s use the ape-man to find the pen so we can draw our atoms today” and they go right to it! It is very exciting and much less stressful.
Contacts EARTH SCIENCE LESSON: I use a simple way to remember the difference between lava and magma. Ma – Ma and La – La Magma = Mantle and Lava and Land
I have several ways that I try with dozens of lessons and they just keep getting better and better!
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T3:Teachers Teaching Teachers Nurturing Through Daily Science Curriculum by Dr. Gilbert Dueñas, Auburn University at Montgomery
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To offer future generations a planet that includes the natural resources to sustain the lives of billions of individuals, as well as cultivate animal and plant life, each one of us must remain actively engaged on a daily basis in the preservation of our home, the planet Earth. As a third grade teacher, I began to question whether my teaching enabled or inhibited students’ learning and understanding of these topics. Specifically, I wondered if my students felt ownership for their science learning and if they saw the curriculum beyond just classroom science lessons. Furthermore, I wondered whether I could nurture, perhaps even inspire my students to view their classroom learning as relevant to their own interests and strengths and regard themselves as stakeholders of their world in the future (Dodge, Colker, & Heroman, 2002; Collard, 2003; Brown & Abell, 2009). Thus, I explored the following question in terms of my classroom practices: “How could I integrate science throughout their school day to correspond with my students’ daily lives?” Discovering Science through the School Curricula As the children entered the classroom, they heard the sounds of music coming from a classroom CD-player representing different genre, cultures, and languages. Thereafter, I used this early morning, walk-in experience to engage the children in thinking about various questions such as Why does the music start very slow, with a low volume and suddenly become fast and loud? What person, place or thing does the sound of music remind me of? What other ways could we show the beats or sounds that were heard in the music? What do you think makes the sound of music? At times, the children conversed with each other and then wrote their thoughts in a science [process] journal (Victor
& Kellough, 2004); but at other times the children worked in pairs and used different body movements to represent the music. It was fun; it got the children to collaboratively interact from the start of the school day; to reflect and record their questions or impressions; and through their body movements to perform a little exercise. At times, we used chart paper to make a list of music sounds and then connect those sounds to settings, environments or habitats where the sounds might be found to facilitate science learning for all students (Coskie & Davis, 2009). Later in the morning, I regularly used an inquiry prompt (based on students’ comments in prior classes) written on the board such as “Why are apples hard and tomatoes soft? How can sleep or rest help you be attentive at school? What happens to an ice cube that is left outside of the refrigerator? What kinds of food are important for a healthy body? What things will float or sink in a tub of water? How long can a redwood tree live? Why is the Sun important to life on Earth? Why can some animals breathe underwater? Why should we take care of our natural resources?” As I had nonEnglish speaking students in the classroom, I wrote on the dry erase board a particular question in both the English and Spanish language to help my English Language Learners (ELL) participate in this classroom conversation. Later, at the suggestion of our ESL teacher, we used chart paper to highlight a particular National Science and Education Standard such as Science as Inquiry; found at http://www.nap. edu/openbook.php?isbn=0309053269 On the paper, I wrote the science standard and underneath I wrote one of the student’s inquiry question with one or two short phrases to help explain key terms in the question (Carrier & Tatum, 2006).
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T3:Teachers Teaching Teachers I often said to the children that each question was important; we could use each question as a step toward more questions, conversations and investigations (Victor & Kellough, 2004). During these 5 – 10 minute impromptu conversations, I often observed that the children freely expressed their views; responded to each other with questions; and even drew conclusions such as, “An ice cube is like a rock when you take it out of the refrigerator, but after some hours it slowly becomes soft, it comes apart, and then it becomes water.” Another child once said, “You gotta eat lots of those vegetables, like the red carrots and the green celery so that you don’t get sick and you can grow up strong.” On one occasion after talking about ways to save electricity, a child suddenly exclaimed, “I better start opening my window shades so that my mother doesn’t have to pay for a lot of that heat power.” In sum, through these whole-class discussions, supported with English-Spanish translation, my third grade students could more readily make meaningful connections between science learning and talk (Winokur, Worth, & Heller-Winokur, 2009). At mid-morning, as the children returned from their physical education or music class, they enjoyed their daily 10-minute snack period with snacks brought from home. Seizing the teachable moments, I often referred to our classroom nutritional food pyramid visual aid and to the online web site http://www.choosemyplate.gov/ sponsored by the U.S. Department of Agriculture. In those few moments (10 minutes per day, 50 minutes each week) the children and I talked about developing healthy eating habits, having a positive attitude toward healthy eating, and knowing examples of food items in each food group. At lunch time, I encouraged my students to ask questions about my daily home lunch that regularly contained water or juice, fruit or small salad, and a sandwich. In an effort to promote student aware-
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ness with online learning tools, I often referred to the following web links http://www.nutritionexplorations.org/educators/lessons/littled/littledmain.asp?tab=1; and http://www.lifeclinic.com/ focus/nutrition/food-pyramid.asp#grains. What was significant about this instructional strategy was that my children were simultaneously gaining science knowledge about nutrition; gradually valuing how healthy food items contributed to doing well at school and healthy bodies (Wolfe, Burkman, Streng, 2006); and valuing multimedia literacy as a tool for receiving and interpreting information in public education (Share, 2002). In the middle of the afternoon, we used a rotating schedule to have students water our classroom plant, observe and record changes such as the growth of the plant stem and its leaves, changes in color, texture, and size of leaves, or in the dryness and moistness of the plant soil. During the one-year life cycle of the small plant, the children adopted the plant as their own collective responsibility and readily took turns to nurture the plant and at times they uttered endearing phrases such Have a nice day, Keep growing, and We want you to stay green. Their written comments in the class response journal included short, descriptive narratives, or at times only a few words or phrases that represented their reaction to observing and studying the plant. In the evenings, as I read their journal entries, I came to realize that the children viewed their plant-caring activity, in contrast to just focusing on facts in a textbook, as a meaningful, hands-on activity in their learning of science (Sachse, 1989) and as noted in Gibbons (2003) as an opportunity to personally contribute toward the classroom’s construction of science knowledge. To help reinforce the different parts of a plant; incorporate reading and singing aloud; and make science learning fun, I used the printable, The Parts of a Plant: A Learning Song featured on the scholastic news for kids’ web site http://www2.scholastic.
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T3:Teachers Teaching Teachers com/browse/search?query=Plants and I projected that passage on our large classroom screen. These alternative approaches created genuine excitement for science learning and the oral literature connection provided an important instructional vehicle for students to openly reflect, share questions, and create meaning from direct, cumulative observations of plant life (Kaser, 2001). Near the end of the school year, I learned of a wonderful educational technology to connect my classroom, located in the southeast United States with teachers and science learning around the world. By linking the Global Science Network web site http://www.globe.gov/ to my own Facebook page, I used a laptop computer station to display photographs and their narratives reflecting national school projects to promote global awareness for preserving the environment. Often, the images prompted in-class discussion about how the children might help to preserve or recycle vital resources in their local neighborhood. Amongst the many ideas that have surfaced, I recall one child who talked about asking his parents to walk to a library that was five blocks away from their home instead of using their family car; another child who talked about writing on the other side of scratch paper before throwing it away; and a third child who now wished to help his parents by keeping his dirty shoes outside their home so that the electric vacuum cleaner would not need to be used as often. My children had become intellectually and emotionally connected via the Global Science Network and now felt as partners alongside peers around the world inspired to preserve their planet. To further my student’s use of technology to develop their emerging science literacy, we referred to the science teacher resources available on the Scholastic News for Kids web site: http://www2.scholastic.com/browse/home. jsp as a prompt for classroom discourse or at-home learning.
Looking to several pieces of educational literature, Secker (2002) reported that educators must replace traditional modes of science instruction that have commonly emphasized teacher-or studentdirected activities with an inquiry, problem-solving paradigm. Giving value to a student’s thoughtful reflections, ongoing peer-to-peer discourse and hands-on experiencing are lifelong skills that motivate students to “uncover the curriculum” and thus become responsible agents for their own investigations (DuVall, 2001). Scientific literacy permits a child’s curiosity to function as the framework for asking questions, talking to others, making connections, and drawing informed conclusions about the everyday world (Ebbers, 2002). Consequently, classroom teachers can help facilitate their children’s science learning through frequent reading, writing, speaking and listening (Ebbers, 2002). Ballenger (2004) noted that classroom teachers can discover the extent of their children’s science knowledge and perhaps even challenge their own assumptions about the subject matter by paying close attention to the children’s talk such as, “In her way of stating ideas, in her thinking, in her scientific clarity, and in her impact on her classmates” (p. 304). Similarly, Fountas and Pinnell (1996) reported that children’s continuous classroom discourse amongst themselves and with their teacher during guided reading provide a framework for teaching and learning. While children collaboratively engage in authentic, real-life activities through literacy activities such as reading, conversation and shared decision making, they gradually begin to construct new knowledge about their environment and their world (Woolfolk, 2001). Furthermore, teaching practices tailored to student learning preferences and diverse backgrounds represent important reforms in promoting academic excellence and equity in the classroom (Secker, 2002).
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Exclusive: Interview with Dr. Karen Ostlund Continued from Page 16 STAT: What does that theme, “Build the Scaffolding for 21st Century Science Literacy,” mean to you?
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Karen: We really need a society that’s scientifically literate: if you look at the jobs that students will get, they all involve some aspect of science. We have to make sure that they understand and can talk about science, can do tasks that involve science, and get jobs in the field. It seems like some money from the national educational budget is being earmarked for science. We hope that all states will get some money from it! As I get more involved on a daily basis, I see how much NSTA staffers are involved with federal policy and with making this happen in D.C. STAT: You keep saying that the staff is amazing at NSTA. What do they do that’s amazing? Karen: I am just amazed at the competency of the staff at NSTA: putting on these conferences is unbelievable… all the details! Three regional conferences, a national conference, and a STEM conference. They’re like a machine! You have to keep looking ahead. I’m sure you know all about conference planning and what great amount of effort it takes from everyone. They also produce science teaching journals, one at every level. Every time I get mine, I go through it and find something I need. They keep you up to date on scientific discoveries, and they publish books as well! They get teachers from the membership to write the books. STAT: What are some more general observations you can give us, as President-Elect? Karen: I’m amazed at all of the associated competitions the kids can go to, and that companies donate funds to help power these programs. Siemens, Toyota Tapestry, and more are involved. Kids can get recognition for how well they do with their science fair projects, for inventing things, for being innovators. I’ve been to a lot of competitions. I think they encourage kids to go into science, especially if they get recognition.
Kids will need, for example, exposure to robots, as they’re taking over more and more of the repetitive jobs. Kids will need to hone their problem solving and creativity skills the most in order to ensure future employment. “Explore-a-Vision” is also another great competition. It requires kids to think into the future: as in, what are some of the problems we will face in the future? A lot of it is medical/health related. Kids are really connected to the medical stuff sometimes; they’ve seen their grandparents suffer and they want to help. They are also more and more aware that we have heavy energy needs in the future. STAT: These conferences and competitions sound great, but some teachers can’t even get the funds to go to CAST each year. Can you speak to what teachers can do to keep themselves informed, even if they can’t go to conferences? Karen: That’s what is great about the “digital age”: any teacher can view the NSTA webinars and see the speakers I saw in Chicago! We also took questions from the people watching. There are more and more innovations in online education every day. Professional development online is definitely what they need to do. There are actual courses they can take from NSTA. The New Teacher Academy is for teachers in their first years. They don’t even have to pay for it, and it’s all online. There is a facilitator to help them learn the methodology. They are also sent to a national convention. They have all kinds of resources for all sorts of teachers. They can download packets of info on all kinds of topics at NSTA website. There is just so much available. STAT: What direction do you see NSTA taking in the next ten years? Karen: I think that NSTA needs to connect with all of the state organizations more frequently and closely. We do regional conferences, but it’s still an effort for me to stay in contact with everyone in every state. I would like to see us become more open
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Calendar President’s Message Affiliate News STAT BOD Nominees Exclusive: Interview with Dr. Karen Ostlund STAAR Resources T3 : Teachers Teaching Teachers STAT Membership Benefits Contacts
Exclusive: Interview with Dr. Karen Ostlund to partnering and sharing resources with state organizations as well. I think we can all learn from each other. The knowledge needs to be spread out so we can do a better job of disseminating the info. Everything we’re doing, we have to show we want to help by giving info and professional development, publications, etc. We need to keep going in that direction. STAT: Finally, a lot of our members are concentrating heavily on the new STAAR testing and what it means for students and teachers. What do you think about STAAR? Karen: I think assessment is good: we have to find out what our students know! Formative assessment tells us what they need to learn, and summative assessment tells us what they did learn. And the STAAR is based on the TEKS. But if our kids’ futures lie in their ability to be creative, is the test going to be able to tell us whether or not the students are getting these critical skills? I think assessments can be designed to judge these things, but they wouldn’t be easy to grade or administer. The ones that are easier to grade and administer are the ones that don’t necessarily test higher level thinking skills. STAT: We’ve heard that on the STAAR test, you have to be very specific and succinct. It’s “do it my way or the highway.” Karen: So often the questions on science exams are pretty closed-ended, and you are forced to choose one option over the other. It’s unfortunately a product of that kind of assessment. STAT: What would you say to the science teachers reading this article today? Karen: I would say, simply, that I think science teachers are doing a great job. To do an even better job, they need to take advantage of the resources that STAT and NSTA can provide them with. I would say, “We believe in you, we think you’re
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good teachers, and we have all kinds of things that we can give you to help you.” I think that we have to have faith in our science teachers that they can teach our students creativity and problem solving. Teachers open the window to their students’ futures.
About Dr. Ostlund
KAREN L. OSTLUND, Ph.D., Adjunct Professional Developer, Lawrence Hall of Science, University of California at Berkeley; Adjunct Graduate Faculty, Texas State University, San Marcos; Retired, UTeach, College of Natural Sciences, The University of Texas at Austin; BS, ’70, MA ’73, PhD, ‘83 University of Minnesota, Twin Cities. NSTA Activities: Life Member; Children’s Book Council, ’10; Conference Presenter, ’84-’10; Board of Directors, ’97-’99; Contributor, Pathways to the Science Standards; ‘98, Advisory Board, Science and Children, ’97; Program Committee, Albuquerque, NM, ’97-’98; Local Arrangements Chair, San Antonio, ’95 State Chapter, and Associated Groups Activities: Texas Council of Elementary Science (TCES) Life Member; Science Teachers Association of Texas (STAT) Member; Presenter, Conference for the Advancement of Science Teaching (CAST), ’84-’10; Board of Directors, Informal Science Education Association, ’00-‘02; Special Events Coordinator, Association for the Education of Teachers in Science (AETS), Austin, ’99; President, Council for Elementary Science International (CESI), ’97-’99; Board of Directors, CESI, ’93’99; Local Arrangements and Program Committees, CAST, Austin, ’93
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STAT Standing Committees
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Awards Committee
Chair – Patsy Magee pmagee@beaumont.k12.tx.us
Nominations Committee
Chair – Susan Talkmitt susan.talkmitt@ttu.edu
Legal/Legislative Affairs Committee Chair – Sandra West sw04@txstate.edu
CAST Committee
Chair – Ross Ann Hill rahill@idalouisd.net
Membership Committee
Chair – Donald Burken donald.burken@springbranchisd. com
Archives Committee Chair – Karen Hewitt hewittkaren@yahoo.com
Policy & Procedures Committee
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Chair – Sharon Kamas kamas.sharon@gmail.com
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Mailing Address: 5750 Balcones Dr., Ste 201 Austin, TX 78731 Phone: (512) 491-6685 Fax: (512) 873-7423 www.statweb.org stat@bizaustin.rr.com
President: Ross Ann Hill (806) 892-1900 president@statweb.org
Past President: Dr. Joel Palmer (972) 882-7388 pastpresident@statweb.org
President-Elect: Sharon Kamas (281)-604-7000 presidentelect@statweb.org
Treasurer: Terry Ward (817) 305-6741 treasurer@statweb.org
Vice President: Donald Burken (713) 723-0273 vicepresident@statweb.org
Secretary: Jo Anne Jackson (806) 766-1162 secretary@statweb.org
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Members At Large: Kiki Corry Dr. Denise Hill Dr. Deidre Parish
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Executive Director: Chuck Hempstead (512) 491-6685 stat@bizaustin.rr.com
TEA Representative:
Irene Pickhardt Curriculum Division: Science (512) 463-9581 irene.pickhardt@tea.state.tx.us
Assistant Executive Director: Texas Science Teacher Lauren Swetland Editor: (512) 491-6685 lauren@statweb.org
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Dr. Joel Palmer
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ACT
Calendar
ISEA
President’s Message
Associated Chemistry Teachers of Texas
Informal Science Education Association
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Amiee Modic
Amy Moreland
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TABT
amodic@sbcglobal.net
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TCES
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Texas Association of Biology Teachers
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mwells@springisd.org
swall@gccisd.net
deborah_rang@roundrockisd.org
TESTA
TMEA
TSAAPT
Matthew Wells
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Sally Wall
Texas Earth Science Teachers Association
Texas Marine Educators Association
Gail Gant
Marolyn Smith
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Texas Association for Environmental Education
marolyn.smith@yahoo.com
Texas Council of Elementary Science Deborah Rang
Texas Section of the American Association of Physics Teachers Paul Williams
pwill@austincc.edu
TSELA
Texas Science Education Leadership Association Kevin Fisher
kfisher56@msn.com
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Contents Barbara Cargill, Chair Bob Craig, Vice Chair Mary Helen Berlanga, Secretary Calendar
SBOE District 1 - Charlie Garza
SBOE District 10 - Marsha Farney
SBOE District 2 - Mary Helen Berlanga
SBOE District 11 - Patricia Hardy
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SBOE District 13 - Mavis B. Knight
SBOE District 5- Ken Mercer P.O. Box 781301 San Antonio, TX 78278-1301 (512) 463-9007
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SBOE District 6 - Terri Leo 23516 Twin Oaks Dr. RR#5 Spring, TX 77389 (281) 257-0832 fax
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900 North Elm Weatherford, TX 76086 (817) 598-2968 (817) 598-2833 fax
SBOE District 12 - George Clayton
2130 Vermillion Oak St. Fresno, Texas 77545 (713) 203-1355
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P.O. Box 99 Georgetown, Texas 78627 (512) 966-6771
SBOE District 3- Michael Soto 2034 W. Kings Hwy. San Antonio, TX 78201 (210) 685-8378
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William B. Travis Building 1701 North Congress Avenue Austin, Texas 78701-1494
526 Tiffany Trail Richardson, Texas 75081 (972) 834-3618 6108 Red Bird Court Dallas, TX 75232 (214) 333-9575 (214) 339-9242 fax
SBOE District 14 - Gail Lowe
11 Chris Avenue Lampasas, TX 76550 (512) 556-6262 (512) 936-4319 fax
SBOE District 15 - Bob Craig
P.O. Box 1979 Lubbock, TX 79408-1979 (806) 744-3232 (806) 744-2211 fax
SBOE District 8 - Barbara Cargill 61 W. Wedgemere Circle The Woodlands, TX 77381 (281) 465-8095
SBOE District 9 - Thomas Ratliff P.O. Box 232 Mount Pleasant, TX 75456 (903) 717-1190
Need to find your state legislators? Search by zip code at:
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