WSST Newsletter, Volume 65, #2 by WSST

Winter 2023 Vol. 65, #2

Prepare for the Driftless Wonders in LaCrosse!

From the President WSST President, Kristin Michalski

As I was scrolling through social media recently, I came across this statement Get ready to embark on an incredible from a teacher, “as an educator, I often journey into the world of science education! We are thrilled to announce Driftless struggle with “differentiate for every child” but have the same expectations to Wonders - our upcoming spring conferthe child and “accept that motivators” differ but it’s your job to motivate every child and “set boundaries” but do what it takes”. This statement perfectly reflects the contradictions that are so common in education right now. Teachers are often held to high expectations, both from their students and from the public. We are expected to be experts in our subject matter, to be able to manage a classroom of students, and to be able to meet the needs of all our students, regardless of their individual challenges. This can be a ence. Mark your calendars for April 18continued on page 4 20, as we gather at the La Crosse Conference Center for an event that promInside this Issue! ises to be both enlightening and enriching. Page 1 President’s Address & Conference Info Driftless Wonders is not just a conferPage 6-7 WSST Election Info, Nomination Form ence, it’s an opportunity to connect, learn, Page 8-9 WSST Essay Contest Page 10-12 WSST News and explore the fascinating realm of sciPage 14-20 WSST Member Submissions ence education. Whether you are a seaPage 22-23 NASA’s Night Sky Notes By Stephaine & Jonathan Baker, Directors of Regional Promotions

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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.

Winter WSST Newsletter

WSST Directory, 2023-2024 Kristin Michalski, President mickri@easttroy.k12.wi.us Dennis Rohr, President-Elect drohr@seymour.k12.wi.us Stephanie Baker, Secretary bakeste@wc.k12.wi.us Kevin Niemi, Chief Financial Officer kjniemi@wisc.edu Tammy Dymesich, Chief Operating Officer coo@wsst.org

Erik Duhn, District 1 (CESA 11 & 12) e00drik@gmail.com Thomas Davies, District 2 (CESA 9 & 10) tdavies@dce.k12.wi.us Jayne Ryczkowski, Dist 3 (CESA 7 & 8) jayneryczkowski@gmail.com Jonathan Baker, District 4 (CESA 3 & 4) bakejon@wc.k12.wi.us Sara Krauskopf, District 5 (CESA 2 & 5) district5@wsst.org

WSST Advertising Rates Teri Dillenberg, District 6 (CESA 6) Full page ads: $250 Half page ads: $150 Quarter page ads: $75 1” Bottom page banner: $40 Business card: $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)

teridillenberg@hasd.org Stacey Strandberg, District 7 (CESA 1) strandbergs@dsha.k12.wi.us

Winter WSST Newsletter

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WSST Committees Awards/Recognition Miranda Dahlke (co-chair) Laura Ramthun (co-chair) Tom Davies Nancy Smith Stephanie Bartels Michelle Howe Jennifer Bault Karen Messmer Sue Whitsett Document Review Terry Schwaller (chair) Dave Bergerson Sue Whitsett

Darsha Olsen

Elementary Education Marcia Gardner (co-chair) Shelly Petzold (co-chair) Melissa Wimmler Teri Dillenberg Leah Alburt Equity and Access Kevin Anderson (co-chair) Sara Krauskopf (co-chair) Kelly Steiner Amy Zientek Dennis Rohr Zach Pratt Kristin Michalski Lalitha Murali Karen DeShong Karyl Rosenberg Finance Kevin Niemi (chair) Matt Lindsey

Terry Schwaller

Foundation Brian Bartel (President) Denise McCulley (1st Vice-President) Carol Ochsner (2nd Vice-President) Dale Basler (3rd Vice-President) Tracy Swedlund (Treasurer) Ray Scolavino (Secretary) Higher Education Joel Donna (chair) Mike Beeth Membership Michelle Griffin-Wenzel (chair) Ray Scolavino Tracy Swedlund Matt Lindsey

Nominations and Elections Kathy Biernat (chair) Mary Ellen Kanthack Zach Pratt

Dan Nelson

Professional Development Chad Janowski (co-chair) Jamie Groark (co-chair) Kevin Anderson Shelley Petzold Deana Johnson Stacey Strandberg Sonja Gasper Andrea Christianson Tom Davies 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 Strategic Planning Kevin Anderson (chair) Matt Lindsey Ray Scolavino Kristin Michalski WESTA Shannon Previte (chair) Dennis Rohr Margaret Guderyon Beth Allcox Ken Budill WSELA Kevin Niemi (co-chair)

Kevin Niemi

Ben Sanderfoot Chad Wilkinson

Kevin Anderson (co-chair)

WSST Conference Chairs Marcia Gardner and Tim Sprain, LaCrosse - April 18-20, 2024 Stacey Strandberg and Jamie Groark, Oshkosh - April 3-5, 2025 Terry Schwaller and Kristin Kyde, Appleton - 2026 Dennis Rohr and Chad Janowski, Green Bay - 2027 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

Winter WSST Newsletter

continued from page 1 Seeking Presenters!

But wait, there’s more! Driftless Wonders is also seeking presenters. Do you have a great lesson or unit that you can share with others? Are you working with a sciNetworking Extravaganza ence series that has got you excited about One of the highlights of Driftless teaching? Perhaps you have demonstraWonders is the chance to network with tions or labs that worked exceptionally fellow science teachers from across the well. We need all areas of science educastate. In the ever-evolving landscape of tion represented – elementary, middle, science education, collaboration is key. and high school. Don’t be shy! You are Share your experiences, gain insights, all amazing educators, and we NEED and build lasting professional relationYOU! If you have something valuable to ships that will enhance your teaching share with your fellow science teachers, career. we encourage you to step forward and be a presenter at Driftless Wonders. Your Tailored to Your Needs We understand that teaching is as diverse insights and experiences can spark innovation in our classrooms and inspire our as the subject matter we cover. That’s students to become the scientists of why Driftless Wonders offers a wide range of sessions, geared toward specific tomorrow. grade levels and subject bands. Whether Stay Tuned for More you teach elementary, middle, or high As we prepare for this unforgettable school, you’ll find sessions that cater to event, keep an eye on your inbox and the your unique needs. Explore innovative WSST website for updates on speakers, teaching techniques, discover the latest in session details, and registration informascience curriculum, and get inspired by tion. Early registration is highly recomwhat you learn from your peers. mended, as this conference is expected to soned educator or just starting your teaching journey, this conference has something exceptional in store for you.

Unforgettable Field Trips One of the most exciting aspects of Driftless Wonders is the opportunity to embark on incredible field trips. This year, we have some extraordinary experiences in store, including a visit to a site normally inaccessible to the public. It’s a chance to bring science to life in a way that is both memorable and impactful. These opportunities for experiential learning will leave you with a treasure trove of ideas to share with your students.

be a sell-out event. Driftless Wonders promises to be an incredible opportunity for all of us to come together, to learn from one another, and reignite our passion for science education. We can’t wait to see you at the La Crosse Conference Center from April 1820. Let’s make this conference a celebration of the wonders of science education. Together, we’ll inspire the next generation of scientists, explorers, and innovators.

Winter WSST Newsletter

President

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who care about you and who want to help lot of pressure, and it can be difficult for you succeed. Sharing experiences can teachers to feel like they are meeting all provide perspective and reduce guilt. Dealing with the many expectations in the demands that are placed on them. One of the biggest challenges we face is the classroom and the guilt that teachers the feeling of guilt that we are not doing face by not meeting all the demands can be difficult. However, there are things enough. We may feel we are not spendthat you can do to cope with these chaling enough time with each student, not teaching the subject matter well enough, lenges. Identify the most critical tasks and focus on them first, not everything and not meeting the expectations of has to be done immediately. Try to estabadministrators or parents. This guilt can be overwhelming, and it can make it dif- lish clear boundaries between work and your personal life, and avoid over comficult for teachers to enjoy teaching. mitting; it starts with that little word There are several things that we as that’s hard to say: no. Finding the right teachers can do to deal with the many balance is an ongoing process. Prioritize expectations in the classroom and the your well-being to be the best educator guilt we feel by not meeting all the you can be for your students. Remember demands in our classrooms. First, it is important for us to remember that we are you are human, focus on the positive, and human and cannot be perfect. We need to seek support from others to manage stress and enjoy your work. accept that we will make mistakes, and that’s okay. Treat yourself with the same kindness and understanding you offer to others. Acknowledge that you are doing your best. Second, it is important for teachers to focus on the positive aspects of your job. Reflect on the positive impact you’ve had on your students. Quality often outweighs quantity. Remember that you are making a difference in the lives of students, and that is something to be proud of. Finally, it is important for teachers to seek support from others. Being a member of WSST gives you access to a supportive community. Whether it is at the conference, at District-sponsored activities, or with an assigned WSST mentor, you can talk to fellow colleagues about the challenges you are facing. There are people here continued from page 1

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Winter WSST Newsletter

WSST VOTING DISTRICTS AND CESA CORRESPONDENCES

WSST Voting District I......................CESA 11 & 12 WSST Voting District II.....................CESA 9 & 10 WSST Voting District III....................CESA 7 & 8 WSST Voting District IV....................CESA 3 & 4 WSST Voting District V.....................CESA 2 & 5 WSST Voting District VI...................CESA 6 WSST Voting District VII..................CESA 1 Don’t know your CESA? Find out here: https://apps6.dpi.wi.gov/SchDirPublic/home

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WSST and Wisconsin Water Week Present the 2024 Essay Contest! Deadline: March 1, 2024 Write an essay on the topic given for your grade level

Winter WSST Newsletter

etc. Thousands of people volunteer their time to help care for our lakes. Many of them belong to organizations that are made up of many people who work together to protect our lakes. • • • • •

Grades K-1 Every living thing on Earth needs water. •

• •

What are the different ways we use water every day? (drinking, showering, cooking, laundry but also for recreation and relaxation) What would happen if we didn’t have clean water? As people who live in Wisconsin, do we need lakes? How do we use lakes?

Grades 2-3 Every living thing on Earth needs water. •

• • •

Grades 4-5 The lakes in Wisconsin belong to all of us. They are a public good, which means we all can use them to swim, boat, fish,

Do you like swimming, boating, or fishing? What do you like to do at lakes? Do you have a special lake you visit? What does it mean for a lake or river to be healthy? How do you know if it’s healthy? Whose job is it to make sure lakes and rivers stay healthy?

Grades 6-8 Wisconsin has over 15,000 lakes and thousands of miles of rivers and streams; however, there aren’t enough careers to support the thousands of people needed to care for these lakes and rivers. Instead of people getting paid to care for our waters, thousands of volunteers work daily to monitor, maintain, and protect our lakes and rivers. • • • • •

Have you volunteered for something before? Why is it important for people to volunteer? Many of these volunteers belong to organizations that are made up of many people that work together to protect our lakes. Do you belong to a group of people who work together to get something done? Why do you think it is important for people to belong to organizations?

Grades 9-12 Wisconsin has over 15,000 lakes and thousands of miles of rivers and streams; however, there aren’t enough careers to support the thousands of people needed to care for these lakes and rivers. Instead of people getting paid to care for our waters, thousands of volunteers work daily to monitor, maintain, and protect our lakes and rivers.

Winter WSST Newsletter

To support the work of volunteers, in 1974 a law was created to help protect Wisconsin lakes. In 2024, we will be celebrating 50 years of this law being in existence. This lake law is called Chapter 33: Public Inland Waters. It created the pathway for landowners around lakes to form Public Inland Lake Protection and Rehabilitation Districts. Today, over 250 lake districts exist in the state, and they all operate under the same policies and rules laid out in Chapter 33. • Can you describe how laws are formed in Wisconsin? • Why is this lake law called Chapter 33? • Why do you think it’s important for landowners to form Lake Protection and Rehabilitation Districts? • Do you think 250 lake districts is a lot - or do you think Wisconsin needs more lake districts? Why? • Learn about Lake Districts and Chapter 33 with this link Awards The winning essay in each category will receive a $100 prize and publication in the WSST newsletter and website. The teacher of the winning submission will also receive a $100 prize. Honorable mention in each category will receive a $50 prize. Eligibility Any current WSST member can submit one student essay for each science course they teach. Student essays must be original work and be submitted in one of five categories: K-1, 2-3, 4-5, 6-8, and 9-12.

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No student self-submitted entries will be accepted. Essays must be submitted by a current WSST member. Format • K-1 category: Essays should be between 150-300 words and can include a picture. K-1 teachers can help with the conversion of spoken essay to text. • All other essays should be 500 words or less in length. The essays are required to be typed, 12 point font, and double spaced. • Text to speech and other adaptations may be made at any grade level based on a student’s Individualized Education Program. Submission Submissions should be emailed as ONE file that includes both the essay and release form in .pdf format to essay@wsst.org. All submissions must be received by 5:00 pm (CST) on March 1, 2024. All WSST communications in regards to essays will be made with submitting teacher. Essays submitted after 5:00 pm (CST) on March 1, 2024 are longer than 500 words, or do not include a signed release form may be disqualified. Submissions that cannot be read will not be judged. The decisions of the judges are final. Visit www.wsst.org/science-matters for more information, to download the essay flier with release form and see past essay award winners.

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Winter WSST Newsletter

WSST NEWS New Book for Secondary Science Teachers

WSST Equipment Adoption at the LaCrosse Conference

A new book for secondary science teachers titled Answers to Your Biggest Questions About Teaching Secondary Science is now available for pre-order for 25% off and free shipping. It will be shipped in January. Co-author (and Wisconsin science guru) Dr. Karen Mesmer thinks that Answers to Your Biggest Questions About Teaching Secondary Science will be a great resource for newer teachers as they navigate all of the things they need to do when teaching science. The book is organized around five overarching questions and answers: 1 How do I build a positive science community? 2 How do I structure, organize, and manage my science class? 3 How do I engage my students in science? 4 How do I help my students talk about science? 5 How do I know what my students know and how can I use that information to plan and move them forward?

Do you have equipment and resources you no longer use in the classroom, but are still in good shape and working condition? Please bring them to the Equipment Adoption at the WSST Conference so they can find a new home and be used. The Equipment Adoption is a science flea market extravaganza. All items are free for the taking (and you are not limited to how much you take too). You don’t even need to bring something to take items. So please save up your items and bring them to the WSST Conference. If you have any questions, please contact Dennis Rohr at drohr@seymour.k12.wi.us or Ray Scolavino at rscali3@yahoo.com

Historian’s Corner By Karyl Rosenberg I hope you all enjoyed my Science World article in the last newsletter. As always, if you have any Science World memories you would like to share, please send them my way! The CASE program I mentioned in that previous article is in the process of being researched and will be the topic of a future article, so stay tuned!

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We NEED YOU! Don’t forget to nominate someone (or yourself)! WSST promotes, supports and improves science education and how do we do it? With a team of dedicated members! Nominate yourself or others to become leaders in YOUR organization. This coming year, (2024) we will elect directors for Districts 5, 6, and 7 as well as Secretary. For more information, see the article in this Newsletter or contact the Nominations Committee at: nominations@wsst.org

Calling All Elementary Teachers !!! Join our book study! The book proposes four sets of core teaching practices: planning for engagement with big ideas; eliciting student thinking; supporting changes in students’ thinking; and drawing together evidence-based explanations. We will focus on the ﬁrst two this year, including the supportive discourse strategies and modeling skills that support them. Our goal is to dive deep on the ﬁrst half of this rich text this year, and do the same next year with the second half.

We will read Ambitious Science Teaching, by Mark Windschitl, Jessica Thompson, and Melissa Braaten. You can read more about the book here. Our tentative plan is to meet at 7PM via zoom on Jan. 15, Feb. 19, March 18, and in person at the WSST Conference April 18-20. Check your calendars!

To join, sign up by November 30 at this link. To get your book: You can purchase your own book OR All WSST members receive a FREE book. Membership is $25. Use this link to join WSST now for this free book as well as science teaching newsletters, student writing contest information, networking opportunities, access to grant money, and an invite to the WSST state conference In LaCrosse April 18-20.

Sponsored by Wisconsin Society of Science Teachers

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Listen to Lab Out Loud Listen to Wisconsin’s own 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. Listen to and download episodes of Lab Out Loud at www.laboutloud.com Questions, comments or suggestions should be submitted via laboutloud.com/contact/

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Winter WSST Newsletter

WSST MEMBER SUBMISSIONS Beyond Black History Month in Science Class

list of current scientists in Wisconsin or visit I Am A Scientist. You can also do a Google search for “scientist + ___” with By Kelly Steiner, NBCT, Shorewood an identity that your students have, and Intermediate School look for overlaps. As you begin with this, ‘Tis the season to reflect on our year, look for ways to integrate this new look for ways to get better, and prepare knowledge authentically through your for Black History Month. The goals of year and not just in February. You have to Black History Month are to increase rep- begin where you are and move forward in resentation, acknowledge contributions manageable but consistent steps. past and present, make the involvement of Black scientists visible, and most importantly to help us check our practice by seeing how much of a contrast Black History Month makes with the rest of our year. If we have a representative, responsive, and accurate curriculum, then Black History Month shouldn’t stand out compared to other months. As an example, working with a group of One way to move toward the goals of student advocates one year, we created a representation and acknowledging contri- role model for each teacher for February butions is to examine which scientists that connected to Black History month your students know and how those con- and their current topic. We highlighted tributions are represented. If Newton, one person in each class that year. The Mendel, Darwin and Einstein are the only next year we grew into one person per representation of scientists your students week in February and March. Then we see, they may assume that science is only grew into one person per week all year. done by long dead, quirky, white men. If Now, each week we highlight two role they believe that scientists are loners who models (built up from our collections) as have no social life and just think and do a showdown. I post as a question in equations all day - they are unlikely to Google Classroom two names and ask, see themselves as wanting a future in “which is a cooler role model?” Then the STEM. You can set up a broader set of last week of each quarter we place the students to see themselves in STEM by weekly winners in a bracket to decide on learning more about the scientists who the finalist for each quarter of the year. have contributed to the content areas you My goal is to normalize excellence across are teaching. You can begin with the DPI identities and to help every student see

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themselves reflected as scientists. represent Black scientists and current Feedback is helping me to see that I need issues in Science class and plan one way to help students create criteria for “cool to improve your practice this year. When role model” to keep the voting from you hear about celebrations like Black becoming weird or biased. That is my History Month (February), Women’s goal for this next quarter. If you would History Month (March), Hispanic like to reference my collection so far Heritage Month (September 15-October please feel free. 15), Native American History Month More importantly, we need to make sure (November), Asian Pacific Islander that we’re including multiple perspectives Month (May), or Pride Month (June), in the content we teach. Here are some take some steps to improve how represenexamples I have used: tation looks in your classroom one step at • examining whether or not race is real a time. and genetic in a genetics unit I am continually learning and growing, • looking at how climate changes are please share feedback about ways I can caused vs. how they impact different grow or improve at ksteiner@shorepopulations wood.k12.wi.us. I’m also eager to collab• including the positive adaptive nature orate on ways to improve these or any of sickle cell anemia and who it tends other connections. to impact Switching from what is “best” • examining the disproportionate for kids - A case for Storylines impacts and social determinants of health By Aaron Burg, Badger High School • making sure to teach the difference A couple of years ago, I had a colleague between gender and biological sex and who caused me to deeply question how to teach both in accurate ways decisions were made in our classrooms. • when studying cellular respiration and At the time, the experience was incredifood science – include concepts of bly uncomfortable, but I am now so access, nutrition, and food deserts thankful for the opportunity to become • looking at the impacts of green space intensely introspective of what we were • understanding how we have misused doing in our department. the ideas of natural selection for The work we were doing had always eugenics and social Darwinism in the been top notch, high quality work. past, as well as other ways that science However, our gut said we were leaving has been used harmfully or inaccurate- opportunities on the table. We kept comly in the past. ing back to “How does our college prep This winter, commit to growing in how you include multiple identities. Set aside some time in honor of Black History Month to reflect on how you currently

science really impact kids beyond our doors?”. The crux of the conversation comes down to what our associate principal

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Winter WSST Newsletter

started to ask: “Who are we? Why are we rylines are being completed with fidelic doing it this way? Who does this decision intent, the philosophy behind storylines serve? Whose needs are being met?” The will inherently guide instruction through a answer to these questions, especially lens of equity and 3-dimensional science “Who does this decision serve?” and learning. “Whose needs are being met?” — was We haven’t perfected storylining or NOT ENOUGH kids. instruction through anchoring phenomeWe believed our plan was the optimal na, but I think my colleagues and I agree path for kids through chemistry — if they that the effort is worthy of our attention. did our work, those who chose to go to We are committed to designing our Gen Chem 1 at University would be super instruction to provide ALL the kids who prepared. We were doing what was best walk into our classrooms an authentic for these kids! look at what it means to science. We were The trouble is, we really didn’t believe pushed into “Why are we doing it this our preparation was useful for kids who way?”, which started us down a wonderweren’t on that path. Further, when think- ful cascade of making changes to better ing deeply about our product, we weren’t serve ALL of our kids. Maybe we all sure all the intensive chemistry prepara- need a new colleague, or a WSST friend tion had much utility past Gen Chem 1. to question “Who do your decisions Was our work making better doctors, serve?” engineers, nurses, architects, business leaders, teachers — humans? Our resounding answer was “NO”. We were setting up kids to “destroy” Gen Chem 1 but maybe that’s it… Could there be a better way? All of this rambling is to say — we were servants to the wrong solution. “Why are we doing it this way? Who does this decision serve? Whose needs are being met?”. Our philosophy was too focused on a relatively small percentage of kids going into a very specific class. Our conclusion: We were missing the mark if we couldn’t confidently say our work was benefitting ALL students. Our solution has been to look at storyline science learning. Storylines themselves may or may not be the answer. But from what we’ve been able to tell, if sto-

WSST’s Digital Presence

www.wsst.org

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Winter WSST Newsletter

What’s the science in sciencebased reading instruction? By Brian Bartel and Kevin Anderson When we start to hear language about the science of [insert any topic], our science teacher minds tend to take notice. That’s why the current discussion about the science behind reading instruction in Wisconsin has captured our attention. Not only does reading instruction directly affect our members who are teaching reading at younger levels, but it also impacts secondary science teachers (and beyond) as they receive these students downstream, expecting them to be able to read proficiently. That’s why we wanted to take some time to address some questions for you, like what is the science of reading? What’s the problem with how we currently teach reading? What will new legislation about reading require and prohibit? Can I trust textbooks and their authors? And how could this affect science instruction? Let’s start with some of the background. What’s the problem with how we teach reading? Many schools in Wisconsin (and across the U.S.) have adopted an approach to reading that includes a strategy known as “three-cueing”, which teaches students to use cues in a book such as meaning, structure and visual clues (or MSV). This may be taught in place of structured programs like phonics, where students learn that letters themselves have specific and learned meaning in our spoken language. And this is when the “science of reading” starts to creep into the conversation. In

the last few decades, we have seen research to indicate that three-cueing isn’t a strategy that good readers use. In fact, it’s a strategy used by slower, inefficient readers. Nonetheless, three-cueing is still being actively used to teach reading. And millions of dollars have been spent in curriculum, teacher preparation programs, and even in graduate programs that have supported this method. Let’s take a moment to reiterate that teachers of reading were trained in methods like three-cueing, had curricula and books that reinforced these methods, and believed in programs that utilized them. It’s just that research for many years has indicated that three-cueing doesn’t work for all readers. But the methods and books they were using were rarely updated with current and emerging research, and that research was often hard for teachers to obtain on their own. Journalist Emily Hanford (from American Public Media) has been investigating how children are taught to read, and has described this problem with the public in her articles and groundbreaking podcasts. Along

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with others, this reporting has created a actual “science of reading” instruction demand for changing reading instruction and how that impacts Wisconsin students that’s grounded in “the science of readand teachers. ing”. Teachers of reading are now starting What About the Science of Reading? to realize that, and are struggling through Of course, that brings us back to ask: what that means for how they teach read- what actually is the science of reading? ing now and in the future. Politicians According to the Reading League, it is have also realized this, and a change in “the vast, interdisciplinary body of scienhow Wisconsin will be teaching reading tifically-based research about reading and has now been made at the legislative level issues related to reading and writing.” It through Act 20. does not solely mean phonics. It is not a What is Act 20? set reading program or package you can Signed into law in July 2023 by Governor buy and adopt, though many programs Evers, Act 20 requires that all Wisconsin attempt to build on this research (and schools provide science-based early liter- often not well). It does not mean that acy instruction. Act 20 FAQ (provided by teachers should not use a balanced the DPI) helps us out with the meaning of approach to reading instruction. While it “science-based early literacy instruction”, does mean that students need explicit and defined as “instruction that is systematic systematic phonics instruction, which has and explicit and consists of all the follow- frequently been lacking in many places in ing: phonological awareness, phonemic recent years, that’s not the whole awareness, phonics, building background approach. Students need phonics along knowledge, oral language development, with shared reading experiences, vocabuvocabulary building, instruction in writlary support, close studies of various ing, instruction in comprehension, and types of text, and application of learning reading fluency”. Districts will be tasked through writing and speaking. Of particuwith reviewing their existing curricula to lar relevance to science educators, see if they align with these nine areas of research in reading comprehension also early literacy instruction. suggests that students need broad support Perhaps most importantly, literacy in gaining background knowledge about instruction that includes “three-cueing” the world around them. will be prohibited. That is, students canSo why can’t we just implement the not be taught to use context clues like “science of reading” to fix our issues pictures when learning reading foundawith reading? Remember that piece about tional skills. There are other pieces of Act a vast body? The “science of reading” 20 that are important, such as support isn’t just something we can easily distill from statewide early literacy coaches, and into a tidy piece of legislation, a shiny a requirement for 3rd grade students to curriculum package or a few hours of pass reading tests, among other things. teacher PD. It’s an ongoing and changing For our purposes, we want to focus on the body of research that doesn’t easily fit

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Fall WSST Newsletter

into our large and complex educational there yet. system. UW-Madison cognitive science • We can’t forget the “affective” side of and pyscholinguistic professor Mark learning. From the comments, “The Seidenberg, who studies how children other piece from neuroscience that learn to read nicely summarizes the probcannot and should not be ignored is lem: “...connecting research and practice the research [that shows]… a steady is difficult, and what is being offered diet of scripted curricula, worksheets right now are interim solutions.” Here is (both paper and video games that are a summary of his research-related essentially worksheets), and direct thoughts (2023) that highlight some of instruction will not a reader make. the challenges of integrating “the science Readers also need to feel engaged, of reading”: interested, and motivated to read.” • More research needs to be done - there And that’s where science comes in - the are foundational research ideas out engagement and interest! We’ll discuss there, but it does not yet connect the that more in our next article in this series. dots to the most effective instructional Further, some interpret the “Science of strategies for implementation with Reading” as a “back-to-the-basics” kids. So called experts are creating approach, and may worry that science instructional materials and “filling in will follow suit, so we’ll address that too. what’s missing with additional Finally, given the complexity of educaassumptions that aren’t supported by tion research, as detailed by Professor these studies and are called into ques- Seidenberg, we will also explore potential tion by other research.” concerns of trusting research and text• What’s being put out now isn’t neces- books. sarily research-aligned. - What’s Learn More “being offered right now are interim • Sold a Story podcast. Emily Hanford, solutions.” There are many “wellhost and American Public Media. intentioned individuals with limited • Clearing Up Misconceptions About research backgrounds who offer strong The ‘Science Of Reading’. By Natalie but flawed recommendations (and Wexler. 31 May, 2023. Forbes. products) to teachers and school dis• About the science in “The Science of tricts.” Reading”. By Mark Seidenberg. 31 • Things are being implemented poorly. Mar 2023. Reading Matters blog. - if students can read well, you don’t • What People Are Getting Wrong have to keep grilling them on 44 About the Science of Reading. By phonemes. “Teachers need to have Brooke Wilkins & Lauren McNamara. enough background to be able to use 7 July 2023. EducationWeek. curricula and other instructional mate- • Act20 FAQ. Updated 26 Oct 2023. rials that draw on the broader research Wisconsin DPI. literature–materials that have the rele- • How is Act 20 Impacting Your vant science baked in.” We’re not Classroom? WEAC. 6 Nov 2023.

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Page 22

A Flame in the Sky – the Orion Nebula

Winter WSST Newsletter

Heavenly Shepard. In most cultures, it is Orion’s Belt that has many stories: Shen in Chinese folklore, or Tayamnicankhu in By Kat Troche Lakota storytelling. But the Maya of Mesoamerica believed that part of Orion It’s that time of year again: winter! Here contained The Cosmic Hearth – the fire in the Northern Hemisphere, the cold, of creation. crisp sky offers spectacular views of vari1,500 light years away from Earth sits ous objects, the most famous of all being the star-forming region and crown jewel Orion the Hunter. of Orion – Messier 42 (M42), the Orion Nebula. Part of the “sword” of Orion, this cloud of dust and gas sits below the first star in Orion’s Belt, Alnitak, and can easily be spotted with the naked eye under moderate dark skies. You may also use binoculars or a telescope to resolve even more details, like the Trapezium: four stars in the shape of a baseball diamond. These young stars make up the core of this magnificent object. Of course, it’s not just for looking at! M42 is easily one of the most photographed nebulae around, by astrophotographers here on the ground, large ground-based observatories, and space telescopes alike. It has long been a place of interest for the Hubble, Spitzer, and Chandra X-ray Space Telescopes, with James Webb Space Telescope joining the list in February 2023. Earlier this year, Credit: Stellarium Web NASA and the European Space Agency As we’ve previously mentioned, Orion released a new photo (next page) of the is a great way to test your sky darkness. Orion Nebula taken from JWST’s With your naked eye, you can easily spot NIRCam (Near-Infrared Camera), allowthis hourglass-shaped constellation. ing scientists to image this early star Known as an epic hunter in Grecoforming region in both short and long Roman, Orion and all its parts have had wavelengths. many names and meanings across many But stars aren’t the only items phocultures. In Egyptian mythology, this contographed here. In June 2023, JWST’s stellation represented the god Sah. The NIRCam and MIRI (mid-infrared instruBabylonians referred to it as The

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ment) imaged a developing star system of Newborn Stars activity. This will allow with a planetary disk forming around it. you to explain to audiences how infrared That’s right – a solar system happening in astronomy, like JWST, helps to reveal the real time – located within the edges of a secrets of nebulae. Or, you can use public section called the Orion Bar. Scientists projects like the NASA-funded have named this planet-forming disk MicroObservatory to capture M42 and d203-506, and you can learn more about other objects. the chemistry found here. By capturing Learn more about what to spy in the these objects in multiple wavelengths of winter sky with our upcoming mid-month light, we now have even greater insight article on the Night Sky Network page into what other objects may be hiding through NASA's website! within these hazy hydrogen regions of This article is distributed by NASA’s our night sky. Night Sky Network (NSN). In addition to our Dark Sky Wheel, a The NSN program supports astronomy fun presentation you can share with your clubs across the USA dedicated to astronastronomy club would be our Universe omy outreach. Visit nightsky.jpl.nasa.gov Discovery Guide: Orion Nebula, Nursery to find local clubs, events, and more!

ESA/Webb, NASA, CSA, M. Zamani (ESA/Webb), PDRs4ALL ERS Team

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