WSST Newsletter, Volume 63, #2

Winter 2021 Vol. 63, #2

Comeback Conference 2022

From the President

by Amy Fassler and Tracy Swedlund Planning is in full swing for the 2022 Conference. Below are a few highlights: • The conference headquarters will be the Central Wisconsin Convention and Expo Center in Rothschild • Registration opens in early January.

WSST President, Jay Gullickson Paradigm Shifts Happen...

My previous article referenced “Delta” (change) in science education, and this article, fueled by some fantastic email exchanges with WSELA members, will continue down that path. Please mind the lengthiness of this piece, but I feel that so much shared speaks volumes. Note to reader: as I drafted my thoughts, I’m wondering if a sharing session at our spring conference is a possibility, as many key and instrumental topics are embedded here, if for no other reason than to talk and hear from others in the same boat? Stay tuned and share your thoughts about that idea with me at president@wsst.org.

Thomas Kuhn’s 1962 book, The Structure of Scientific Revolutions, coined the phrase in a book that essentially changed the way many scientists think about their work, but inadvertently merged into pop culture as it was read by others outside of the science community (NPR,

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There are a wide variety of exciting workshops throughout the 3-day conference.

Workshops will be available for sign up on the registration form. Note: the deadline for workshop proposals has passed.

The deadline for Session and Snapshot proposals has been extended until January 3rd.

Visit the conference website at www.wsst.org/conference-20222 to submit your proposal today!

Thanks for all that have submitted proposalscontinued on page 4

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Inside this Issue!

Page 1 Page 7 Page 9 Page 11 Page 15 Page 16 Page 17 Page 18 Page 19

President’s Address & Conference Info WSST Member Submissions WSST Equity and Access in Science Education Position Statement Scioence News and Opportunities WI Computer Science News WSST Comeback Conf. Field Trips Paul Andersen: Bozeman Science WSST’s Digital Presence NASA’s Night Sky Notes

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Winter WSST Newsletter

The Wisconsin Society of Science Teachers Our Mission: Promoting, supporting and improving science education in the state of Wisconsin.

Our Vision: The Wisconsin Society of Science Teachers will carry out its mission of promoting, supporting and improving science education in the state of Wisconsin by providing leadership, advocacy and programs to enhance the teaching and learning of science.

WSST Advertising Rates Full page ads: Half page ads: Quarter page ads: 1” Bottom page banner: Business card:

$250 $150 $75 $40 $25

10% discount on two or more of identical ad in current volume Advertising must be submitted to editor in camera-ready form or electronically, with check or money order (payable to WSST)

WSST Directory, 2020-2021 Jay Gullickson, President-Elect jgullickson@whitnall.com Whitnall Middle School 5025 S. 116th St. Greenfield, WI 53228 Matt Lindsey, Past President president@wsst.org 715-321-3291 Stephanie Baker, Secretary bakeste@wc.k12.wi.us Kevin Niemi, Chief Financial Officer kjniemi@wisc.edu Tammy Dymesich, Chief Operating Officer coo@wsst.org Kevin Mason, District 1 (CESA 11 & 12) masonk@uwstout.edu Brad Wysocki, District 2 (CESA 9 & 10) bradley.wysocki@bloomer.k12.wi.us Dennis Rohr, District 3 (CESA 7 & 8) drohr@seymour.k12.wi.us Julie Lundeen, District 4 (CESA 3 & 4) lundeenj@cashton.k12.wi.us Sara Krauskopf, District 5 (CESA 2 & 5) district5@wsst.org Teri Dillenberg, District 6 (CESA 6) Cody Smith, District 7 (CESA 1) cody.smith@nbexcellence.org

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WSST Committees Awards/Recognition Miranda Dahlke (co-chair) Laura Ramthun (co-chair) Tom Davies Nancy Smith Kathy Biernat Stephanie Bartels Michelle Howe Bob Friedel Jessica Dennis Document Review Greg Bisbee (chair) Dave Bergerson

Professional Development Chad Janowski (chair) Kevin Anderson Karen Mesmer Shelley Petzold Jessica Dennis

Erik Duhn

Elementary Education Marcia Gardner (co-chair) Shelly Petzold (co-chair) Tanzeem Ali Crystal Schalliol Alice Szymik Finance Matt Lindsey

Nominations and Elections (chair) Mary Ellen Kanthack Erik Duhn Zach Pratt Matt Lindsey Dan Nelson

Terry Schwaller

Sarah Adumat

Publications Brian Bartel (co-chair) - Newsletter Editor Julie Fitzpatrick (co-chair) - Website Sarah Adumat - Newsletter Copy Editor Karyl Rosenberg - Historian Tracy Swedlund Dan Nelson Dale Basler

Foundation Brian Bartel (President) Denise McCulley (1st Vice-President) Carol Ochsner (2nd Vice-President) Dale Basler (3rd Vice-President) Tracy Swedlund (Treasurer) Steve Gustafson (Secretary)

Strategic Planning Matt Lindsey

Ray Scolavino

Kevin Niemi

WESTA Beth Allcox (chair) Dennis Rohr Margaret Guderyon

Cheryl Esslinger Jay Gullickson

Ben Sanderfoot

Higher Education (chair) Mike Beeth Lynn Diener

WSELA Kevin Niemi (chair) Kevin Anderson Gina Vogt

Amy Schiebel Josephine Mitchel

Membership Michelle Griffin-Wenzel (chair) Ray Scolavino Tracy Swedlund

WSST Conference Chairs Amy Fassler and Tracy Swedlund (co-chairs), Wausau 2022 Deanna McClung

WSST Conference Director Ray Scolavino

WSST Vendor Coordinator Rodney Dymesich

WSST Newsletter Archive Visit www.wsst.org/newsletter to download past issues of the WSST newsletter. All newsletters are in Adobe PDF format.

SHARE YOUR THOUGHTS. To submit a letter to the WSST Newsletter, send your thoughts via e-mail to newsletter@wsst.org Content may be edited for length, clarity and appropriateness.

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Conference

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we are excited about the scope and variety of proposals we are getting. Keep ‘em coming!

Encourage newer teachers in your building to get involved by teaming up to present, share with middle and elementary educators in your district, and reach out to Amy Fassler or Tracy Swedlund (email on form) for assistance if you are new to presenting.

The Field Trip Committee has assembled an amazing set of field trips with something for everyone! Field Trips are available for sign up on the registration form. Field Trip cost is $10. See page 16 for the full list of field trips and their descriptions.

The Exhibit Hall opens on Thursday night where there will be opportunities to connect with vendors and suppliers, and later there will be a chance to connect with old colleagues and meet some new ones during the President’s Social/Casino Night!

Our Friday Lunch Speaker is Dr. Ed Belongia from Marshfield Clinic Labs, who will speak about Vaccine Development and Misinformation.

For our Friday Banquet and Awards, there will be a buffet dinner for only $20, followed by our keynote speaker - Bozeman Science’s Paul Anderson presenting The Wonder of Science There are three hotel options: Holiday Inn & Suites Wausau-Rothschild is adjacent to the conference center.

Stoney Creek Hotel (0.2 mile away). Use the code word “Science 42” Grand Lodge (0.3 mile)

President

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Lombrozo, “What Is A Paradigm Shift, Anyway?”). One of my graduate professors referred to the title often. But when does a paradigm shift happen? When a group of like-minded, goal-oriented people work together to think about or act in a different way. With the spreading acceptance of the NGSS, science education is at the shifting point (or was, until COVID-19 made its presence felt across the globe).

Kevin Anderson (the Wisconsin “DPI Science Guy”) was recently the catalyst of a conversation when he referred to the comments from a UW group addressing the question “what does college readiness mean for science?” Members stated that they specifically said they do not care what chemistry knowledge students come in with. They want students who are thoughtful problem solvers and can effectively reason mathematically. Students who were solid with the knowledge (e.g. good test takers, memorizers of facts, those that were good at playing the “game of school”) were typically 1) not likely to be engaged in the science, 2) not likely to retain the information, and 3) not likely to be able to reason through concepts to apply them to new phenomena. Teachers from all around the state chimed in with various perspectives on what we see in our classrooms, many echoing discussions from the WSST Winter Board meeting about the reluctance of learners to explore science from a perspective of curiosity, preferring to seek “correct answers''. Has our system created/supported these students, and if so, how do we change to best support their future success (all while keeping in mind their social emotional wellness, diverse needs, and equity)? These comments from contributing members struck me hard (and thanks for the liberties of allowing me to share): • …we want students to recognize which ideas are relevant as resources when doing intellectual work, without being prompted by the teacher. Great teachers set up conversations that lead students to make these connections for themselves. When students are always told what the relationships are, they are “bor-

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rowing” the sense that someone else has made, and consequently their learning is both fragile and temporary.” (Ambitious Science Teaching, p 174) • ....trying to teach that way currently is very hard. Kids learned that they don't have to do work during the pandemic and they will be passed (to) the next grade level for doing nothing. Activities that require kids to think, problem-solve, or try something new that cannot be Googled are oftentimes turned back in the blank. I have kids that claim to be sick when they have to work through scenarios because they want the quick answer that Google or Siri gives them and move on.

Nearly all teachers’ eyes look like they are on cocaine (they’re not). Wired eye stress, from what is in actuality, pure adrenaline.

Those without the look to whom I’m brave enough to ask about the phenomenon say, “uh, I’m hiding it well”... This is a very serious situation, and one that is going to get a whole lot worse, very soon... In the meantime, while they are getting back to ’the basics’ even in science, we absolutely have to give them something more and meaningful to think about. They must be challenged in ways that they believe their thoughts matter.

I remind teachers that they are already doing many great things to inspire students.

Pushing themselves to put in the work to make this shift may be difficult. The reward, however, when we have entire systems, K16, operating under such a vision, will be truly transformational.

I teach high school chemistry, physics and physical science in a rural school. These last two years have been very difficult. My students want to learn and succeed. However, they need a little more hand holding this year. It is important to go for depth, rather than breadth in our instruction this year. We may need to teach one, or two less units this year in our science classes... For the last 500 years, western society has on average had a pandemic every 50 years. We were lucky the •

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last pandemic free time was 100 years. I am grateful that I get to be there to help my students work through this challenging time.

When I look at Kevin's email, it makes me think of the vision of a science learner outlined in the standards and associated pedagogies. As NGSS has shifted the definition of college and career readiness and what it means to be scientifically literate, it has additionally shifted methodologies and instructional practices that support science teaching and learning. For many, this challenges fundamental beliefs, mental models, and paradigms. In addition to providing a new context, it has created new expectations related to the role of a classroom teacher, as well as demands for instructional practices that are new for many. For many of our educators, including those coming out of institutions at this time, we were not taught science this way, nor to teach this way. The knowledge, skills, and dispositions of effective science educators has shifted significantly and there is a need to support our teams in all of these areas… For me, the items mentioned in the above thread are real but not mutually exclusive from each other. Rather, they support the challenges we face (individually and systemically) and reaffirm the mindfulness of our team as leaders as we support our staff and students to continue to learn and grow, while at the same time navigate the challenges of the current times. Supporting best practices in teaching, learning, and leadership, not only supports achievement, equity, and the idea of scholarship reconsidered, they assure students get what they need academically… Being mindful of the needs of our team(s), and our approaches, as we continue to move forward in growing our individual and collective professional capacity and providing each other and ourselves with grace, assures people have what they need and is foundational in all we do in education (thank you Maslow).

From an elementary science teacher’s per-

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spective… Patience and Perseverance.

Classroom teachers have been operating in adaptability mode for almost 2 years.

Pushing them to change their instruction is all they have heard and been required to do, and that’s just to put a band-aid on a broken arm through the COVID pandemic. I feel pushing them to change instruction for more effectiveness is burning out some very good educators. I believe they are trying their best under all circumstances in the classroom. I think in order for the true vision of the NGSS to take place there needs to be systemic change in education. This doesn’t happen overnight. There are some very real obstacles that need to be addressed and overcome (e.g. student & parent mindset, teacher’s professional capacities, leadership & vision from administration, etc.) I’ve read somewhere that change in the education system takes about 8-10 years to happen. It will take intentional action and encouragement from all stakeholders to see that today’s students are not going to thrive on yesterday’s pedagogy. As a community of science educators, we need to continue to be patient with the current issues classroom educators are facing through the pandemic, and we need to keep pursuing the push for more effective instruction. This can be done by leading by example. Actions speak louder than words. Sharing the positive outcomes and being excited about how we see students grow when given (the) opportunity to learn science as prescribed in the Frameworks for K-12 Science Education is sure to help.

As a middle school science and ELA educator, my personal points align best with the last comments - it is hard work and will take time. We all need to believe in what is best for our students. Some will always play the game, and until the rules change, the results won't (or at least as drastically as we might hope). Believe in yourself, do what's best for the kids in front of you, and you will be doing the right thing. We are all in a tough battle right now, but we're in it together!

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If “shift” is going to happen, I’m proud of the people that are on my side, fighting for what’s best for all students and their futures!

Wishing everyone a safe, restful holiday season.

Spend time laughing with friends and loved ones. Take a break to relax and recharge - you’ve earned it!

Thanks for all you do!

Listen to Lab Out Loud A biweekly podcast from NSTA on science teaching, science news, and anything else with “science” in it.

Listen to Brian Bartel and Dale Basler discuss science news and science education with leading scientists, researchers, science writers, and other important figures in the field. A selection of links and notes accompanies each episode, enabling the listener to dig deeper into the topics discussed.

Lab Out Loud episodes and show notes can be found at www.laboutloud.com/episodes Subscribe to our RSS feed, or by email. All episodes are archived, and can be downloaded at any time.

Lab Out Loud is sponsored by the National Science Teachers Association. Any questions, comments or suggestions should be submitted via laboutloud.com/contact/

Winter WSST Newsletter

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WSST MEMBER SUBMISSIONS Historian’s Corner: WSST Stories: Field Trip Memories

with his 35mm film camera-when the developed film came back there were spots on the film from the radiation and the spent fuel rods looked green! He was amazed to see how the nuclear

By Karyl Rosenberg power generation worked.

As planning for the 2022 Six years earlier, I also visited the same power Comeback Conference plant. In 1988 it was only about two years since moves forward, the field the reactor was shut down and the long term trip plans are developing “mothballing” of the plant was just getting startquickly. Be sure to check ed. We were required to wear goggles, shoe covthe conference informaerings, and the radiation badges were the very tion section of this issue first protective item we got when we entered the to learn more about this building. We did not get into the fuel storage year’s plans. area because the spent rods stored there at that Looking back over some memories of past time were still too radioactive! How things can field trips, it turns out that Rod Dymesich and I change with the passing of time. have a common field trip memory from two difWhat other field trip stories are out there? Let ferent conferences; we both visited the reactor at us know where you have been! Send your stothe Dairyland Power Cooperative Nuclear Power ries to historian@wsst.org.

Plant at Genoa, WI! Rod visited the plant while attending his first WSST Conference in 1994. One of the first things he noticed was that the reactor was built

by Allis-Chalmers Manufacturing Company of West Allis, WI - a company better known for its farm tractors. In fact, the reactors came to be nicknamed “tractor reactors”, something that caught Rod’s attention because he knows a lot about tractors. He remembers visiting the control room, learning about the safety procedures, and then receiving a radiation badge before visiting the reactor room.

Once in the reactor room, the specific reactor operation was explained as well as the storage of “Genoa Generating Station and La Crosse spent fuel rods. The rods looked silvery in color Boiling Water Reactor - Wisconsin” by Tony and were stored under water. Rod took pictures Webster is licensed under CC BY-SA 2.0

What other field trip stories are out there?

Let us know where you have been!

Send your stories to historian@wsst.org

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Leadership in Effective Science for All — Equity!

By Kevin Anderson This past summer, DPI leadership received some critical comments on the joint DPI/WSST Equity Position Statement. Due to these comments, these leaders (past Superintendent cabinet) asked me to take this equity statement off the DPI website and revise it. I took the feedback to the new WSST Equity Committee, who revised the statement and shared those revisions with the board. I’m proud to say that on November 4th the WSST Board discussed the statement, made some suggestions, and re-adopted it for the organization! You can find the full text of the revised statement below. I’m still waiting to see whether or not the new DPI leadership will accept it.

In the meantime, I want to be mindful that some Wisconsin people have misgivings about current equity work, often because they’ve received misinformation on what it really means (like on Critical Race Theory). With this statement, we want to boldly emphasize the importance of high-quality science instruction for all students and recognize that bias and prejudice is not only part of the larger world, but part of scientific communities too. Clear communication and staying away from or clarifying jargony terms is critical as we share our convictions with integrity.

Writing these ideas now, I feel it’s important to acknowledge that I’m a white, cisgender, hetero, male (Northern European/Scandinavian), from a suburban, Christian, middle class background.

That identify frames my perspective on the world, and I also I think it’s important to acknowledge that the WSST Board is all white (and has almost always been all white), though we have the benefit of male/female and urban/rural/suburban perspectives. I hope we can make educators from diverse ethnic and cultural backgrounds feel our hope to lead and learn with them through WSST and as science educators in general. We need a wider range of perspectives

Winter WSST Newsletter

to innovate and to serve all educators and students well.

The WSST Board and Committees are taking new steps to work within an equity lens. The reports submitted three times annually by all Board and Committee leaders will now include a question about how diversity, equity, and inclusion (DEI) have been part of their work. Each of the WSST committees plans to take some time in the coming year to reflect on how DEI is part of their work, with the equity committee as a resource for those conversations. The board further plans to have an outside consultant come in and do a more thorough equity audit and support some new organizational thinking in relation to DEI. It feels a little awkward to feel like a qualified voice for equity and diversity. But, it’s a responsibility we all have, so I’m going to do it anyway. I will probably screw things up a bit and say things in a way that bothers some people, as I’m figuring things out as I go. Luckily, I work as part of a committee of amazing people with different backgrounds. I welcome you joining the equity committee work if you’re interested!

Email me (kevin.anderson@dpi.wi.gov). One project we will be working on is an in-depth set of resources, citations, and examples to support the statement below.

On the following page is the revised WSST (and hopefully DPI soon) Equity and Access in Science Education Position Statement. Please read and connect with me and the WSST leadership for any comments and feedback.

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WSST Equity and Access in Science Education Position Statement Equity in science education means that every student has consistent access to the resources and educational rigor they need in their education across race, gender, ethnicity, language, ability, sexual orientation, age, family background, religion, and/or family income. They are “empowered, challenged, supported, and provided full access to become successful science learners.”1 All students should have access to learning that is rigorous (at least grade-level and aligned to the three dimensions of the science standards), relevant (tied to their community, identity, culture, and interests), and relationshipbased (includes respectful and meaningful relationships with adults) to support them in becoming college, career, and community ready.

Access to educational opportunities and jobs, and support within those environments, has not been and continues to fail to be equitable for all groups of students.

Students must see themselves as able to, as well as be able to, engage in challenging scientific reasoning and practice that require them to make sense of the world around them and solve meaningful problems. Throughout their lives, they will need to evaluate the scientific merits of information from the world around them.

Students should also be ready and able to apply science as a tool to advocate for change within their own communities.

When school structures divide students into more and less rigorous science classes, educators and school systems give students the message that they are or are not capable scientific thinkers. Tracked course pathways should be eliminated. All students deserve access to rigorous courses and high standards, so they must be provided with the support needed to be successful in those courses. Further, to see themselves as scientists, students must do real science where their cultural knowledge, languages, and ways of thinking are valued. Students should have the opportunity to make meaningful choices about their learning pathway and how they show their understanding.

Evidence shows that students’ identities as being a “science person or not” are often formed by the end of elementary school. Thus, it is critical that all students engage in standards-based science learning beginning in kindergarten. They should be supported in investigating, questioning, and wondering about the world around them from their preschool years onward. Therefore, school structures and schedules should support sufficient time to effectively teach the state or district science standards.

As members of the Wisconsin Science Education Community, we acknowledge and know that science is practiced by imperfect people within a society where racism, sexism, and other forms of prejudice still exist. As we consider the nature of how science is done, we should emphasize the desire for objectivity within the discipline but acknowledge the reality that it is carried out in a world where bias continues and decisions can be subjective. While there have been improvements, mainstream science practice still tends to reflect the perspectives of culturally dominant groups, excluding a significant portion of human experience and knowledge. We acknowledge that our students, families, and communities represent a wide range of ways of knowing and being and all have valuable contributions to make within and beyond the classroom; We know that not all perspectives and voices have been heard and been adequately or equally part of the science educational system. It is critical for students to understand communities and cultures that are different from their own and how each contributes to scientific understanding. At the same time, we acknowledge that science does have unique characteristics and is based on rigorous, evidence-based ways of knowing.

As a science education community, it is not our job to “fix” the groups who are underrepresented, but to be co-creators and co-advocates with them to make sure that both science and society are improved through the respectful collaboration of diverse, evidence-based perspec-

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tives. As we work together, we must not ignore the ethical horrors of how science and research (e.g. medical testing) have been performed on certain communities and racial/ethnic groups.

As individuals and as a community, we commit to supporting equity in science education by doing the following: • Calling out and addressing racism, sexism, other prejudices, or injustice within science classrooms and the scientific community; • Engaging in challenging conversations and having the grace to believe that all people can learn and grow; • Advocating for and ensuring rigorous scientific learning for all students in our schools and other organizations; • Sharing the message that all students can be scientists and other STEM professionals by eliminating tracking and by detailing stories of a diverse range of professionals whose work connects to class subjects; • Recruiting and retaining a wider diversity of members, leaders, newsletter authors, and conference presenters; • Ensuring that attention to equity is embedded and addressed in conference presentations, newsletter articles, and other organizational activities; • Teaching each other about institutional and societal racism and other prejudices, and how that plays out in science education and the scientific enterprise; • Supporting educators in becoming advocates for anti-racism and social justice in their schools and communities; • Supporting all science teachers and education leaders in implementing equitable instruction and systems of support.

Some initial language from and inspired by the Wisconsin DPI Equity Statement and NSTA Gender Equity in Science Education Position Statement 1

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Welcome Student Teachers!

by Sara Krauskopf, District 5 Do you work with student teachers? WSST now provides a free one-year membership to student teachers. To join, all they need to do is check the appropriate box on the membership page, let us know the name of their University instructor or cooperating teacher, and they're a member!

Please encourage our newest educators to become part of our community.

NSTA/WSST Joint Membership

by Sara Krauskopf, District 5 Are you a member of both NSTA (National Science Teaching Association) and WSST? Did you know that we have an agreement with NSTA for a reduced membership cost if you renew both at the same time?

From our website on the Join Us! Membership page, look in the upper left part of the screen for options to get a combined membership through the NSTA website and save $5. If you are not yet a member of NSTA, it is worth investigating the benefits of joining their organization as well to receive access to some of their nation-wide resources, conferences and publications. Don’t forget - the 2022 National NSTA conference will be held in Chicago in July!

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SCIENCE NEWS AND OPPORTUNITIES IRIS Offers Lessons to Help STEM Educators Teach About Recent Earthquakes

using the lessons during distance learning.

Teachers can also use Teachable Moments as a jumping off point to explore other tools available on the IRIS Education and Public Outreach website that provide information about recent The Incorporated Research Institutions for earthquakes such as live earthquake maps, staSeismology (IRIS) is providing free resources to tion monitors, and more. help STEM educators teach about recent earthTeachable Moments are a service of IRIS quake events, such as the 7.0 magnitude earthEducation and Outreach and the University of quake in Mexico on September 8 and the 7.2 Portland. magnitude earthquake in Haiti on August 14.

To learn more about IRIS and access the These Teachable Moments presentations contain Teachable Moments lessons, visit an explanation of the science of why the earthwww.iris.edu/hq/retm/ To sign up for notificaquake occurred, and often also include tions when new Teachable Moments lessons are Associated Press photos, animations, and other available, click on the email or Facebook signresources to help educators link the Next up links at the top of the Teachable Moments Generation Science Standards (NGSS) to earth- webpage. quake phenomena in a way that makes it releAbout IRIS vant and engaging for students.

The Incorporated Research Institutions for “The Teachable Moments lessons help engage Seismology (IRIS), a university consortium with students in scientific inquiry and offer a critical more than 125 U.S. member institutions and the connection to real-life events,” said Dr. Tammy operator of the National Science Foundation’s Bravo, Seismology Outreach Specialist of IRIS. Seismological Facility for the Advancement of “By bringing knowledge, insight, and critical Geoscience (SAGE), is a world leader in thinking to the classroom following a newsworadvancing discovery, research, and education in thy earthquake, teachers are able to help students seismology to understand our planet and to benexplore and analyze real event data, which helps efit society. The organization operates global to further spark their passion for science and seismic networks, portable seismic instrumentaSTEM learning.” tion, and data access facilities. Additionally, it Each Teachable Moment lesson consists of a provides free educational resources for faculty downloadable and editable PowerPoint presentaand teachers, students, and the general public, tion, which is available in both Spanish and including lesson plans, animations, animated English and pertains to a specific earthquake. gifs, earthquake data, wave visualizations, severThe lessons include interpreted U.S. Geological al easy-to-use online applications, and much Survey earthquake information, plate tectonic more. and regional tectonic maps and summaries, concept animations, seismograms, damage photos, and other event-specific information and hazards.

The data in the lessons is generated within hours of each event. The presentations are prepared by seismologists and educators, are classroom-ready, and can be customized to fit the needs of students. IRIS also provides suggested questions that teachers can ask students who are

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ChemTalk Reimagines Chemistry Education ChemTalk, a grassroots 501(c)(3) science education and outreach non-profit based in Thousand Oaks, CA, announced the official launch of the organization and the ChemTalk website, chemistrytalk.org. To date, the all-volunteer organization has received donations from several organizational and private donors including the American Chemical Society and CABRI foundation, and today launched a $50,000 GoFundMe fundraising campaign.

“ChemTalk is reinvigorating the world’s love for chemistry, science and the elements. In a land full of video games and social media, ChemTalk breathes a well needed fresh perspective into STEM education and how people can perceive & experience chemistry” says Dr. Eric Scerri of UCLA, considered one of the world’s experts on the periodic table.

After commissioning a survey showing that 85% of students felt that chemistry could have been more fun and interesting, the four co-founders of ChemTalk put together an ambitious plan to improve the process of chemistry education – making it more fun, easier to learn, and more relatable to everyday life.

“Chemistry needs a catalyst, and that catalyst is ChemTalk. The Organization for Economic Co-operation and Development, OECD.org, ranks the United States #18 globally in science education, and we know we can do better.

ChemTalk will advance students’ understanding of chemistry and spark their interest and excitement about science.”

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says executive director Scott Gietler.

ChemTalk is creating the world’s first free chemistry “super portal” to educate and inspire the next generation of scientists. ChemTalk creates unique multimedia and written content designed for middle-school, high-school, and college science students. The content will be expanded into organic chemistry, material science, and the life sciences. This unique content is combined with easy-to-read articles and tutorials normally found on disparate platforms.

ChemTalk is also developing the ChemTalk LiveLab, a revolutionary concept that changes the way students without access to the best facilities can experience science. Launching in 2022, the LiveLab will live-stream experiments and demonstrations over Twitch and Youtube Live, allowing students around the world to interact in real-time, ask questions, and participate virtually.

ChemTalk is actively seeking writers, volunteers, partners, and advisory board members. Achieving ChemTalk’s fundraising goals will allow it to easily reach over 2,000,000 students in 2022, helping to create the next generation of the STEM workforce.

ChemTalk is a wonderful initiative that inspires young people to gain a broad understanding and practical knowledge of chemistry concepts by leveraging the network effects and promoting collaboration, diversity, and inclusion. It is helping to build the future workforce of the chemical industry” says Dr. Selma Duhovic, a scientist at Kebotix Inc.

ACS Central Wisconsin Teaching Enhancement Grant Attention K-12 Science and Chemistry Teachers, The American Chemical Society (ACS) would like to help you enhance your curriculum through a new grant initiative! We in the Central Wisconsin Section of the ACS, the local section in which your school resides, will be administering funds to help teachers enhance their chemistry curriculum. Do you have an idea that you would like to implement but cannot obtain the materials due to limited funding?

Please apply for an ACS Central Wisconsin Teaching Enhancement Grant by Monday, January 10! We will notify award winners by Monday, January 31.

Examples of proposed activities that could be funded: • • •

Materials (such as red cabbage, blender, acidic and basic household items, etc.) to createa pH indictor for demonstration or hands-on use in an elementary school course.

Materials (such as a plastic stand, zinc and copper washers, alligator clips, vinegar, felt pads,etc.) to create an example battery as a hands-on activity or demonstration for a middle school class.

Materials (such as black tea, vinegar, universal indicator, starch solution, etc.) to create a demonstration or hands-on activity in the classroom of Le Châtelier’s Principle for a high school class.

The focus and goal of an activity should be to demonstrate or provide a hands-on experience for students on a topic related to chemistry. While we recognize the opportunities virtual learning presents, we hope that students will benefit from in-person experiences through this grant.

Requests for electronic equipment (computers, iPads, etc.) and video equipment (microphones, webcams, etc.) must include an explanation for why the activity cannot be done in person.

Please complete the entry form found at the following link by Monday, January 10th at 5 p.m. https://uwsp.az1.qualtrics.com/jfe/form/SV_d0yPfgx0DFTkXEa Required items in the form: 1.

2.

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4.

5.

Name Email School Name City of School County of School

6. Grade(s) of Students for the Activity 7. Targeted Learning Outcome(s) 8. Summary of Teaching Proposal (up to 1000 words) 9. Estimated Budget (up to $500)

Contact: Katie McGarry (kmcgarry@uwsp.edu) Website: https://communities.acs.org/t5/Central-Wisconsin-Local-Section/gh-p/cent-wisconsin

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Apply for a Space Camp Scholarship from the Geek Partnership Society

Winter WSST Newsletter

Geek Partnership Society while attending Space Camp.

• Be able to attend the 2022 CONvergence convention in Geek Partnership Society (GPS), a nonMinneapolis for the announcement on profit 501(c)3 organization in stage during Opening Ceremony. The Minneapolis, Minnesota, is now accepting winner and responsible adult will applications for the 2022 Space Camp receive complimentary memberships Scholarship through January 17, 2022. to the convention.

This allows a student (age 10-14) living In addition, GPS is offering a scholarship in the states of Iowa, Minnesota, North for an educator to attend Space Camp.

Dakota, South Dakota, or Wisconsin to Teacher Qualifications: attend Space Camp in Huntsville, • Live in the 5-state area (MN, IA, WI, Alabama at no cost (other than transportaSD, ND) tion to the airport).

• Be able to demonstrate an interest in This year’s essay theme: “As the space and understanding of space exploindustry grows, we will need a wider ration diversity of professions beyond mathe• Be able to attend Space Camp during maticians, rocket scientists and astrothe available time period nauts. Tell us about two or three different • If you win the scholarship, you must kinds of occupations, why they are needfill out additional forms from Space ed, and how they contribute to the space Camp and agree to follow its rules and industry.” Student qualifications: regulations.

• Be age 10-14 (at the time they attend) • Be able and willing to represent the Live in the 5-state area (MN, IA, WI. SD, Geek Partnership Society while attendND) ing Space Camp.

• Be able to demonstrate an interest in Optionally, attend the 2022 CONvergence and understanding of space exploconvention in Minneapolis for the ration announcement on stage during Opening • Have parental consent and fill out the Ceremony and for assorted panels and application fully and accurately events. The winner will receive a compli• Be able to attend Space Camp during mentary membership to the convention if the available time period they choose to go.

• Be able to attend a 5-night program If you have any questions about the out of state without a parent scholarship, the application process, or • If you win the scholarship, you must anything else, please email them to spacefill out additional forms camp@geekpartnership.org from Space Camp and agree to follow its rules and regulations.

• Be able and willing to represent the

Winter WSST Newsletter

WI Computer Science News

Page 15

computer science teachers trained in more recent approaches to teaching computer science with CESA led SCRIPT district level workshops teachers newer to teaching computer science. available WI-Dairyland co-Presidents, Amy Fetherston All CESAs have a trained SCRIPT facilitator and Linnea Logan are leading this yearlong available to districts to plan implementation of effort. Newer CS teachers are receiving rigorCSForAll efforts. ous, ongoing, one-on-one support from experiSCRIPT (Strategic CSforALL Resource enced high school CS teachers. Teachers & Implementation Planning Tool) is a frameinvolved are teaching one of the newer curricula work to guide teams of district administrators, – Exploring Computer Science or AP CS school leaders, and educators through a series of Principles. Further information can be found collaborative visioning, self-assessment and here. At this time it is unclear whether this will goal-setting exercises to create or expand upon a continue for the 2022-2023 school year computer science education implementation plan Free Practice for Praxis CS Exam from for their students.

CompuScholar School districts and other local education CompuScholar is offering two of their courses organizations are the unit of change toward creand study guides which should prepare you to ating rigorous, inclusive and sustainable K-12 take the Computer Science Praxis Exam (5652) computer science education. The SCRIPT supin Wisconsin. This is entirely free of charge and ports systems-level change by addressing five offered by CompuScholar in conjunction with key areas: (1) Leadership, (2) Teacher Capacity the CSTA WI-Dairyland. The courses are online, and Development, (3) Curriculum and Materials self-paced and self-study, so you can get started Selection and Refinement, (4) Partners, and (5) at any time and take up to 6 months to complete Community. them. Here is the registration link: Midwest is Best CS Education Unconference – https://www.compuscholar.com/schools/standard Coming! s/states/wisconsin/praxis Hang on to your hats and caps! Several CSTA Useful Links chapters in the Midwest (at least Iowa, Ohio, WI CS Teachers Google Group: to join contact Illinois, Michigan and Wisconsin) are beginning Joe Kmoch at joe@jkmoch.com to plan to have a Virtual CS Summit. The date PUMP-CS Professional Development: will be Saturday, March 5, 2022 from 9am – 2pm CST. We’ll be asking you for thoughts and pumpcs.mu.edu ideas on what you’d like to see included. If you WI CS K-12 standards: bit.ly/wi-cs-standards have some ideas now, please contact one of these Join CSTA: Visit csteachers.org and click on four CSTA WI-Dairyland chapter leaders: Membership tab at the top (free membership or Amy Fetherston CSTA+ membership is available) (fetheram@wauwatosa.k12.wi.us), Saghar Homayounpour (saghar.homayounpour@nbexcellence.org), Joe Kmoch (joe@jkmoch.com), or Mary Walz (mary.walz@saukprairieschools.org) CSTA WI-Dairyland Implements the CSTA Personalized Mentoring Program For 2021-2022 CSTA WI-Dairyland is one of several chapters in the U.S. who is implementing the CSTA NSF program to match experienced

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Winter WSST Newsletter

WSST Field Trips for the Comeback Conference

April 7, 2022 1:00-3:00 PM FT 4 - Granite Peak Ski Area & Rib Mountain State Park

All times include travel. Bus will leave at the time listed, so arrive a few minutes early. Limit 30 unless otherwise listed.

Take a behind the scenes tour of Granite Peak Ski Area.

Learn how snow-making can be affected by many factors and the chemistry behind the process. We will tour the facility and get an up close and personal look at the operations that make a ski resort work!

Thursday, April 7 9:45 - Noon FT 1 - Woodson Art Museum, Limit 30 Come visit an amazing art museum in an historic mansion with complimentary modern additions in Wausau’s east hill Historic District. Leigh Yawkey Woodson was the wife of a turn of the 19th century Wausau businessman who collected art with connections to nature. She and her family were friends with Owen J. Gromme, the well known artist of “Birds of Wisconsin” who encouraged Mrs. Woodson’s daughter to create a museum of her mother’s extensive collection of nature art, including many of his bird paintings.

The museum opened in 1975 and has annually hosted the nationally known show “Birds in Art” for over 40 years. In addition to this event, the museum has developed highly creative STEAM activities for schools in central Wisconsin and has regular traveling exhibits of a wide range of artistic products. During our time in Wausau it will be hosting an exhibition of early 20th century glass objects. If the weather is nice, stroll the lovely sculpture garden.

FT 2 - Northcentral Technical College Robotics Tour

Friday, April 8 10:30am - 1:30 PM FT 5 - Stoney Acres Farm & Microbrew Stoney Acres is not just a farm, it's a farmomenon! Visit a 3rd generation family farm that is as dynamic a farm as exists. Tour the microbrewery, renewable energy systems, certified organic CSA farm, and maple syrup operations. Relax with an Athens Light or Bock Joy while enjoying a couple slices of pizza from the woodfired brick oven. Pizza night at Stoney Acres has been featured on Wisconsin Foodie and draws folks from around the state every weekend between April and November! This field trip includes one beverage and pizza for lunch.

Friday, April 8 9 AM - Noon FT 6 - Dells of the Eau Claire River & Ice Age Trail, Limit 30

Visit a place where precambrian hard rock geology Tour Northcentral Technical College to learn more about the meets pleistocene glacial deposits. One of the more striking small parks in central Wisconsin, visitors will NTC campus and the robotics they use in their labs. This see the Eau Claire river wind its way through ancient tour will feature robotics in the manufacturing programs such as the electromechanical/automation and welding labs, meta-volcanic rocks in a series of rapids and falls. Walk along with a trip out to the Agriculture Center to see the dif- along the Ice Age National Scenic Trail to note how the ferent robotics that help with daily chores such as the robotic signature Wisconsin Glacier interacted with the ancient rocks. Amazing vistas, great photo opportunities. milker, the robotic calf feeding system, and much more.

Be sure to wear comfortable hiking clothing! NOTE: No Thursday, April 7 12:45-4:30 OR 2-4:30 PM restroom on site as our trip will be a preseason visit.

FT 3 - School Forest Tour (s) and Sawmill Demonstration Did you know that the Wisconsin School Forest program was the first in the nation? Established in 1928 as part of the Community Forest Law, there are over 400 school forests! Tour two Central Wisconsin School forests with near daily programming for their K-8 students. Twin Oaks School Forest of DC Everest, established in 1979 and the Wausau School Forest established in 1942. Tour the grounds, lodge, museum, special exhibits, and a demonstration of Wausau School District’s portable Wood Mizer sawmill used in their high school Career and Technical Education courses. Come gather ideas for your school forest!

Friday, April 8 12:45 - 2:45 PM FT 7 - Biomass Cogeneration Plant @ Domtar Rothschild Mill, limit 20 Tour this renewable energy plant that burns clean wood waste from saw/lumber/paper mills, forest residue, and right-of-way clearnings to power generators that supply up to 50 MW electricity to the Domtar paper mill and some local residential areas.

Winter WSST Newsletter

Page 17

Bozeman Science Keynote Speaker for Comeback Conference Don’t miss Paul Andersen at the 2022 Comeback Conference in Wausau. Paul will be the Keynote Speaker for the Milton Pella Banquet on Friday, April 8, and will also be presenting some sessions during the conference. Make sure talk to your administration so you can go to Wausau in April!

Paul Andersen is an educational consultant and YouTube creator living in Bozeman, MT. Paul is an experienced educator having taught science in Montana for 20 years.

Paul was the 2011 Montana Teacher of the Year, and was also one of four finalists for the 2011 National Teacher of the Year. In addition to teaching Paul has created hundreds of YouTube science tutorials that have been viewed millions of times by students around the world. Paul has provided training for thousands of students, teachers, and administrators around the world. Paul enjoys providing meaningful professional development that can be applied immediately in the classroom.

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Winter WSST Newsletter

WSST’s Digital Presence

www.wsst.org

www.twitter.com/wiscienceteach

www.facebook.com/wiscienceteach/

Winter WSST Newsletter

The James Webb Space Telescope: Ready for Launch!

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and mirror fully deployed and instruments checked out, Webb will begin observing! Webb’s 21-foot segmented mirror will be trained on targets as fine and varied as planets, moons, and distant objects in

By David Prosper our outer Solar System, active centers of galaxies, NASA’s James Webb Space Telescope is ready for and some of the most distant stars and galaxies in our lift-off! As of this writing (November 15), the much- universe: objects that may be some of the first lumianticipated next-generation space telescope is being nous objects formed after the Big Bang! Webb will carefully prepared for launch on December 18, 2021, join with other observatories to study black holes and will begin its mission to investigate including the one lurking in the center of our some of the deepest mysteries of our unigalaxy, and will study solar systems around verse. other stars, including planetary atmospheres, The development of the Webb began earlito investigate their potential for hosting life. er than you might expect – the concept that Wondering how Webb’s infrared observawould develop into Webb was proposed tions can reveal what visible light cannot? even before the launch of the Hubble in the late The “Universe in a Different Light” Night Sky 1980s! Since then, its design underwent many refine- Network activity can help - find it at bit.ly/differentments, and the telescope experienced a series of light-nsn. Find the latest news from NASA and Webb delays during construction and testing. While frusteam as it begins its mission by following trating, the team needs to ensure that this extremely #UnfoldTheUniverse on social media, and on the complex and advanced scientific instrument is sucweb at nasa.gov/webb. cessfully launched and deployed. The Webb team can’t take any chances; unlike the Hubble, orbiting at an astronaut-serviceable 340 miles (347 km) above Earth, the Webb will orbit about one million miles away (or 1.6 million km), at Lagrange Point 2. Lagrange Points are special positions where the gravitational influence between two different bodies, like the Sun and Earth, “balance out,” allowing objects like space telescopes to be placed into stable long-term orbits, requiring only minor adjustments - saving Webb a good deal of fuel.

Since this position is also several times further than the Moon, Webb’s sunshield will safely cover the Moon, Earth, and Sun and block any potential interference from their own infrared radiation. Even the seemingly small amount of heat from the surfaces of the Earth and Moon would interfere with Webb’s extraordinarily sensitive infrared observations of our universe if left unblocked. More detailed information about Webb’s orbit Webb will follow up on many of Hubble’s observations and concan be found at bit.ly/webborbitinfo, and tinue its mission to study the most distant galaxies and stars it can a video showing its movement at - and as you can see in this comparison, its mirror and orbit are bit.ly/webborbitvideo both huge in comparison, in order to continue these studies in an Once in its final position, its sunshield even deeper fashion! Credits: NASA, J. Olmsted (STScI)

WSST Newsletter 192 Depot Road Cambridge, WI 53523

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Volume 63, No. 2 Published in Appleton, Wisconsin Editing & Layout: Brian Bartel Publisher: Kevin Niemi

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Submissions to the Newsletter If you wish to contribute to the WSST Newsletter or place an advertisement, please forward items to Newsletter Editor, Brian Bartel, Morgan Building, 120 East Harris St, Appleton, WI 54911. The preferred method of submission is by e-mail at newsletter@wsst.org. Please send as text or Microsoft Word Document.

WSST Calendar 2022 Conference, Central WI Convention Center, Wausau April 7-9, 2022 WSST Spring Board Meeting Wausau April 9, 2022

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