The Newsletter of the Wisconsin Society of Science Teachers
Excellent science learning for every student!
Fall 2024 Vol. 66, #1
67th Annual Conference: Welcome to Osh-Vegas!
Stacey Strandberg and Jamie Groark, Conference 2025 Co-Chairs
WSST invites you to engage with your peers at our annual conference held in Oshkosh, where what happens in OshVegas does not stay in OshVegas, but will be used back in your classroom! Mark your calendars today for April 3 –5, 2025.
Plan to attend several field trips to EAA (including a museum tour, control tower visit and RC build and fly), Oshkosh Corporation headquarters, Sturgeon Spirits distillery, a dairy tour and many more. There will be workshops and sessions for every disciplinary level covering
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From the President
WSST President, Dennis Rohr
I hope that everyone has had an opportunity to find some time this summer to relax and recharge for a new school year! At this point, my summer seems like a blur – it was too quick, and I still have things on my “to do list”. But I guess they will just have to wait to find a weekend day this fall to get the most important things done.
I am honored to take my turn at being “the next WSST’s person in holding the gavel” for the next two years, and I am excited to work with each of you to help everyone move our volunteer organization forward. This is not a me thing, it is a “we” thing. I want to send a big thank you to Kristin Michalski for leading us as President for the past two years. Thank you to the outgoing WSST
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The Wisconsin Society of Science Teachers
Our Mission:
WSST provides a welcoming collaborative network, useful resources, and professional learning to support all Wisconsin science educators in delivering high quality instruction.
Our Vision:
All Wisconsin students engage in meaningful and relevant three-dimensional science learning that prepares them to use valid evidence to make sense of the world and solve current and future problems.
WSST Newsletter Archive
Visit www.wsst.org/newsletter to download past issues of the WSST newsletter. Available from 2002, all newsletters are in Adobe PDF format.
Jonathan Baker, District 4 (CESA 3 & 4) bakejon@wc.k12.wi.us
Patrick Mootz, District 5 (CESA 2 & 5) district5@wsst.org
Teri Dillenberg, District 6 (CESA 6) teridillenberg@hasd.org
Stacey Strandberg, District 7 (CESA 1) strandbergs@dsha.k12.wi.us
WSST Committees
Awards/Recognition
Miranda Dahlke (co-chair)
Laura Ramthun (co-chair)
Tom Davies
Stephanie Bartels
Jennifer Bault
Sue Whitsett
Document Review
Terry Schwaller (chair)
Nancy Smith
Michelle Howe
Karen Messmer
Megan Sprague
Dave Bergerson Sue Whitsett
Darsha Olsen
Elementary Education
Chad Janowski
Shelly Petzold (co-chair) Leah Aubert (co-chair)
Melissa Wimmler Teri Dillenberg
Jena Jorsta Riley Terpstra
Equity and Access
Kevin Anderson (co-chair)
Kelly Steiner (co-chair)
Zach Pratt Kristin Michalski
Lalitha Murali Karen DeShong
Karyl Rosenberg Sara Krauskopf
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
Deanna McClung
New Teacher Network
Jayne Ryczkowski (chair)
Jacquelyn Curran
Megan Sprague
Darsha Olsen
Jamie Lauer
Rebecca McDermid
Tracy Swedlund
Matt Lindsey
Stephanie Ruder
Terry Schwaller
Jamie Cauley
Sara Renish
Nominations and Elections
Marcia Gardner (chair)
Mary Ellen Kanthack Zach Pratt
Dan Nelson Kathy Biernat
Professional Development
Chad Janowski (co-chair)
Jamie Groark (co-chair)
Kevin Anderson Shelley Petzold
Stacey Strandberg Andrea Christianson
Sonja Gasper Tom Davies Mallory Conlon
Publications
Brian Bartel (co-chair) - Newsletter Editor
Julie Fitzpatrick (co-chair) - Website
Sarah Adumat (Copy Editor)
Karyl Rosenberg (Historian)
Tracy Swedlund Dan Nelson
Strategic Planning
Kevin Anderson (chair)
Dennis Rohr Ray Scolavino
Kevin Niemi Kristin Michalski
WESTA
Shannon Previte (chair)
Dennis Rohr
Margaret Guderyon
Ben Sanderfoot Beth Allcox
Ken Budill Chad Wilkinson
WSELA
Kevin Niemi (co-chair) Kevin Anderson (co-chair)
WSST Conference Director Ray Scolavino
WSST Vendor Coordinator Rodney Dymesich
WSST Conference Chairs
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
Jamie Lauer and Megan Sprague Middleton - 2028
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a diversity of science education topics. If you’re inserted in volunteering, reach out to Stacey Strandberg at biologystacey@gmail.com or Jamie Groark at groark.jamie@gmail.com. Keep an eye on the newsletter, WSST website and IMPACT e-mails for more information!
President continued from page 1
District 5 Director Sara Krauskopf, and we welcome Patrick Mootz of Deforest as our new District 5 Director. You may remember that Patrick also co-chaired our 2023 WSST Conference in Madison last year. We also would like to welcome Marcia Gardner of LaCrosse as our new Chair of the Nominations and Elections Committee, and send a Thank You to Kathy Biernat for your past service as our Nominations and Elections Chairperson. Marcia was a co-chair for our most recent WSST Conference in LaCrosse.
Somehow when I look into a mirror, it tells me that I am now more experienced, but I don’t feel that way in my heart. I still remember the feeling I had when I was a new teacher in Marion, WI. Even to this day, I don’t feel like I am perfect yet, and I keep striving to improve my craft. This has mostly happened by my borrowing tips, tricks, and ideas from everyone else I have observed and collaborated with over the years. I survived my first few years in part thanks to the many other teachers I either worked with at Marion, or met through my involvement in WSST. This is why I am so excited to remind each of you of the New Teacher
Network. This is so needed, and we thank Jayne Ryczkowski - our District 3 Director - who had this vision to help new teachers, young and old, with a place to share, learn, and collaborate with each other. We also have a fantastic team of outstanding individuals who have volunteered to be members of the New Teacher Network Committee, and are always looking for other experienced teachers who would like to serve as a mentor for others. If you are a new or recently new teacher, I highly recommend you please look for emails, social media posts, and/or information on our wsst.org website.
Do you need money to help with projects, research ideas, or other activities? Make sure you check out the wsst.org website for information on how you can apply for a Foundation Grant to be used for your students, classroom research projects, or your professional development outside of attending the WSST annual conference. Grants are available now, and are due December 1, 2024. Also look for a special grant opportunity in WSST’s Back to School Grants that will become available at the beginning of October.
If any of you are interested in attending our WSST Fall/Winter Board meeting and experiencing first-hand what your volunteer District Directors and rest of the WSST Board does, this will be held on Saturday, October 19th, at the Central Wisconsin Environmental Center - which is located between Iola and Amherst. Please let Tammy Dymesich or me know that you are interested in attending so we
can plan on meals for lunch.
This next spring, WSST will be looking for nominations for President-elect, and District Directors for both District 1 (Northwest Wisconsin, which is CESA 11 & 12), and District 4 (Southwestern WICESA 3 & 4).
Make plans now to attend and even share your ideas and activities at our next WSST Conference in Oshkosh, April 35, 2025. The theme is OshVegas! Jamie Groark and Stacey Strandburg are our Conference Chairs and are already deep into planning with their Conference Team. I learned a long time ago that my district is most likely willing to support my attending the conference if I am also a presenter or co-presenter of a session where you will be representing the district at a state conference. Think about a proposal too!
And next summer, our WSST’s Professional Development team is planning our next Professional Learning Retreat which we call WINGS (Wisconsin Institute for Next Generation Science); this will be held July 13-17, 2025 just west of Land O’ Lakes at Lowenwood. Please mark your calendars and look for more information to come on this amazing opportunity to collaborate with your peers from across the state on the latest “best practices” in Science Education, and also to relax with your peers in a pristine setting in Northern Wisconsin.
Now that I have shared important WSST information with you, I wanted to give you a little more of my background. I graduated from UW-Stevens Point, and
met my wife Janice in Shawano when I was a young science teacher in Marion, WI. Janice continues to work in Headstart with the Oneida Nation and is the rock in our family. Our oldest daughter is spending the school year as a traveling Speech Pathologist in Washington state, and our youngest daughter is living her dream as a Social Worker in Door County. We have a rescue beagle named Pip, and are watching our oldest daughter’s cat named Bella. It’s amazing how dogs and cats are so different! This is my 35th year teaching – I taught the last 25 at Seymour Community High School. As a new teacher in a small school, WSST newsletters opened the door to new opportunities for me. I went to my very first WSST Conference at Manitowoc in 1991. It was there that I learned about Earth Science Resources Associates, so I applied and had the opportunity to collaborate with many amazing science teachers from across the state. The next year I was accepted to participate in both Science World for Teachers in 1993 and Larry Scheckel’s make and take weeklong physical science demo workshop in Shawano in 1994. It was the support and encouragement of the many science teachers I met through these early opportunities that helped form the base layer to where I am today.
I hope you have a fantastic start to your school year. Enjoy all of the good moments and learn from others. Thank you for being a teacher of science and keep making a difference in the lives of our students!
WSST Awards & Recognition
It is the purpose of the WSST Awards and Recognition Committee to recognize outstanding achievement in the field of science education in the state of Wisconsin.
To nominate someone for an award, visit www.wsst.org and click on “Awards” to submit your nominations online. You may nominate as many qualified individuals as you like! When a nomination form is received, the person nominated will be mailed an application packet to complete and return.
Remember, our professional celebration depends on your involvement, so go to www.wsst.org, navigate to “Awards” and start nominating now!
Excellence in Science Teaching Award
The purpose of this award is to foster excellence in science instruction and to recognize that excellence. The award is given annually to persons who have made outstanding contributions to the improvement of science education in Wisconsin. This would include elementary, secondary or college teachers, and any other active supporters of science education. The award consists of a plaque presented at the WSST spring convention, and a one-year membership in WSST.
Ron Gibbs Award for Excellence in Science Education
This is the WSST’s most prestigious award. This award may be given annually to honor a person who has made outstanding contributions in science education over a long and distinguished career in Wisconsin. Those eligible would include elementary, secondary, or college teachers and any other active supporter of science education. The award is a plaque presented at the WSST spring convention, and a lifetime membership to WSST.
Friend of Science Education Award
The intent of this award is to recognize outstanding contributions to the support of teachers by individuals, groups, corporations, founda-
tions, etc., outside the science education community. This plaque award is presented at the WSST spring convention.
Frank Zuerner New Science Teacher Scholarship
This scholarship goes to an elementary, middle or high school science teacher who is in the first 5 years of service (preference given to first 3 years), and has been recommended as outstanding by at least one other science teacher who has direct knowledge of the applicant. An administrator, with credible knowledge of the nominee could also make a recommendation. The purpose of the scholarship is to encourage a new-to-theprofession science teacher who demonstrates potential for teaching and leadership to become involved in and network with others in WSST. The teacher must be a certified elementary or science teacher with the majority of their assignment in that position and must be recognized as having extraordinary potential for working with and serving students. The recipient should be able to attend the WSST Conference for which this grant is provided, attend two days of sessions and the Milton O. Pella banquet. The awardee will receive registration for the Conference, one day of substitute teacher pay, one night of accommodations at the convention hotel, a complimentary meal ticket to the Pella Banquet, and one year's membership in WSST.
Administrator Award
This award was designed to acknowledge the superior K-12 Principals, Vice Principals, Curriculum directors and District Superintendents who promote, showcase and support science education. Nominators should choose a candidate that understands the unique nature of science education, and goes above and beyond the call of duty to offer teachers of science the creativity, time, and resources to develop a dynamic science classroom. They should be strongly involved in the development of curriculum, in supporting and engaging in teacher instruction, and advocating for professional development and engagement.
WSST VOTING DISTRICTS AND CESA CORRESPONDENCES
WSST District 1 (CESAs 11 & 12): Ashland/Turtle Lake
WSST District 2 (CESAs 9 & 10): Tomahawk/Chippewa Falls
WSST District 3 (CESAs 7 & 8): Green Bay/Gillett
WSST District 4 (CESAs 3 & 4): Fennimore/West Salem
WSST District 5 (CESAs 2 & 5): Whitewater/Portage
WSST District 6 (CESA 6): Oshkosh
WSST District 7 (CESA 7): Peewaukee
Don’t know your CESA? Find out here: https://apps6.dpi.wi.gov/SchDirPublic/home
Do you have a project in mind that requires more money than is in your budget? Do you need help with costs for education, conference attendance or a field trip? WSST offers members five grant opportunities that can be applied for online now at www.wsst.org
The Founder’s Grant ($1000) can be used for expenses related to professional development beyond the WSST Conference, the Byerly Grant ($500) and Pella Grants (up to $1000) can each be used to improve the classroom experience for students, and the Foundation STEM Grant (up to $1,000) can be used to improve STEM learning.
Please see the WSST webpage for more information about the grants and the application process. The deadline is December 1st at midnight. Take the time to apply now!
Milton Pella Grant:
These grants support the professional activities of our members. Each grant can have a value of up to $1000 to defer costs of attending conferences, pay for technology, start an after school program or implement that awesome curriculum idea you always wanted to pursue.
Byerly
Grant:
The grant, in the amount of $500.00 can be used to improve the science classroom experience for students. Any WSST mem-
ber is eligible for this grant, however the following order of preference is used to award the grant: teacher or school is north of Highway 8, Science World/ Science Futures/WINGS teacher participant, Science World/ Science Futures/WINGS staff member, or any WSST member with a worthy project.
Founders Grant:
This $1000 grant can be used to reimburse costs of professional development beyond the WSST Conference (including graduate coursework, professional development fees at other science conferences, materials, or other costs related to a member's professional learning.
Foundation Stem Grant
These grants, up to $1,000 each, are to be used to improve STEM (science, technology, engineering or maths) learning for science students through the purchase of innovative technology hardware or other STEM equipment tied to a specific project or curricular topic. Any WSST member is eligible for this grant. Proposals need to be tied to a specific project or curricular topic.
Back to School Science Grants from the WSST Foundation
They're back! The WSST Foundation will be opening applications for "Back to School Science Grants" in early October. Back to School grants could fund $200 ideas for a project that you'd like to implement within your science classroom at the start of the school year. Ideas should showcase innovation in the classroom with an eye on inquiry.
Applications for Back to School grants will be open only for a short window (52 hours) from wsst.org. All applicants will be expected to submit their grant application between Friday, October 4 at 5 pmSunday, October 6 at 9 PM. The application must be 500 words or less. Selected grants will be announced and awarded by the end of October and checks will be sent out in November.
Prepare your grant now, and check the WSST Website to complete your application starting Friday, October 4, 2024 at 5 PM.
WSST’s Digital Presence
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/
Nominate a Colleague for a WSST Award Today!
Do you have a colleague you wish to nominate? Nominations for the coming year are accepted at any time through the first Friday in December of each year. See the WSST website for links to nominate at www.wsst.org/awards
WSST Equipment Adoption
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). You do not 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, contact Sarah Klingbile sklingbile@seymour.k12.wi.us or Ray Scolavino rscali3@yahoo.com
Calling All Elementary Teachers!
Are you looking for ways to incorporate more science into your read alouds? Then join our book study!
Science is everywhere - in everything we see, do, and read. Join colleagues across Wisconsin for an online book study where we will examine the seven cross cutting concepts in the NGSS and develop our scientific mindset. Then we will use literature to help our students think, talk, and read like scientists.
We will read Sharing Books, Talking Science: Exploring Concepts with Children’s Literature by Valerie Bang-Jensen and Mark Lubkowitz. Find out more at ppld.overdrive.com/media/5819511
Check your calendars!
Tentative dates: Nov 12, Jan 7, Feb 4, and in person at the WSST Conference April 3rd-5th.
7 p.m. via Google Meet
Sign up by October 11 here: forms.gle/WrFMYJNtFtdXt9HfA
To get your book: You can purchase your own book OR All WSST members can receive a FREE book (membership is $25). Visit www.wsst.org/join to join WSST now.
Questions? Contact Shelley Petzold at spetzold@madisoncountryday.org or Leah Aubert at laubert@lacrossesd.org Sponsored by Wisconsin Society of Science Teachers
WSST Baseball, Madison EAA Teacher Day
WSST Summer Board Meeting, Beaver Creek Reserve, Fall Creek
Wings 24 Professional Development at Lowenwood in Land O’Lakes
From July 14-18, thirty-six members, with classroom experience ranging from less than a year to thirty plus, gathered at Lowenwood, for the 3rd annual Wisconsin Institute for Next Generation Science (WINGS 24). During the week, presenters and participants enjoyed the rest and relaxation that Lowenwood’s 1200+ acres the Northwoods campus offers - all while learning how to support their students and the Wisconsin State Science Standards, through the use of storylines, asking questions, inquiry labs, leadership building, team-building and discovering, re-discovering, or building on their passion for teaching. Be on the lookout for these inspiring educators, whether they are in your building, community, or at the next conference!
Look forward to WINGS 25, which will be held July 13 - July 17, 2025 at Lowenwood. Applications will open in the late winter of 2025.
Grand Grand Grand prize prize prize winner winner winner
WESTA 2024 Rock raffle
WSST MEMBER SUBMISSIONS
Tracking Part 2: Middleton High School Vignette
By Jacquelyn Curran, Craig Gagnon, Leah Williams, and Kathryn Eilert; synthesized and edited by Kevin Anderson
To begin, the educators at Middleton High School readily admit that they do not have all the answers. What they did (and do) want is more equitable and engaging science learning for ALL students. Thus, they changed their system and graciously shared a bit about that process for this article.
In the early 90s, some freshmen took physical science and some “more advanced” learners were tracked into biology. So, some freshmen went through a course sequence of physical science, biology, and chemistry, while others tended to take biology, chemistry, and physics. Then, later in the 90s, they got rid of the option of different initial courses and all freshmen took biology.
Engagement in physical science had been low. Students took life science in 6th grade, physical science in 7th, and earth science in 8th, so it also seemed more beneficial to get them into biology as freshmen. There were, however, still three levels of biology at this time: general, regular, and honors.
Over time they found that the disparities in physical science versus biology were mirrored in the three biology tracks. Student performance, attendance, and behavior data noticeably varied across these tracks. When students were given
the opportunity to essentially self-track into honors biology (originally, students needed to test in), most of the students who were ready to enter rich conversations and tackle deeper challenges were separated out from their peers. In that shift, students in the general and regular level biology courses lost role models, supportive peers, and collaborative learning opportunities. General biology, especially, held a makeup of students that was disproportionate to the natural balance of our school population, which raised red flags. Specifically, students of color, students receiving special education services, and male students were significantly more likely to be in that course. Furthermore, the classroom environment there was often not positive.
In 2011, the biology teachers, with the blessing of the administration, made the decision to integrate their biology courses. Chemistry followed soon after, as they eliminated the ChemCom, (regular) Chemistry, and Honors options. Honors became an embedded option that was open to any student, requiring further, structured work beyond the classroom curriculum. Physics continued to keep two separate courses: “Math Physics,” which was the rebranded honors physics, and Conceptual Physics. Physics was, and continues to be, a “recommended” 11th grade course, so students can take other electives instead.
In terms of meeting the needs of learners in a one-classroom setting, the Middleton educators admit that it can be
challenging. They have several sections that are co-taught with special education teachers, to support those students and try to keep proportions closer to the overall school ratios. There are also five main levels of differentiation that happen: honors/extension, a regular/base curriculum, a single level modification (with scaffolds), a double level modification with paired-back learning outcomes, and a triple level modification for students accessing a more tangential curriculum. They have consistently been evolving and working to improve these supports and noted that the work is never really finished. All of their “regular” education science teachers contribute to creating all levels of curriculum, as do their special education teachers. They feel that their core curriculum, while not perfect, has a strong foundational structure.
Within differentiation they work hard to provide a challenging, rigorous curriculum based on the NGSS and Ambitious Science Teaching principles to every student. Students who struggle with reading and writing can be great at making observations, asking questions, and carrying out experiments. They can make connections among separate pieces of information. Having peers to model certain behaviors in class really helps. Reading and writing support comes through modifications, assistive supports (like Snap N Read), and co-teaching partnerships. Special education co-teachers are seen as teachers and act fully as teachers for all students in their co-taught classroom spaces.
Most “honors” level students are already
challenged by the regular curriculum; however, if they choose, they can work on honors extension activities for the unit. These activities are currently based on topics needed in AP Biology or Chemistry classes and serve as extra foreshadowing for that content. Honors students currently answer honors questions on assessments to show understanding. They also run honors labs at times, either in class or during the all-school resource period, which happens every other day. Discussing this work, teachers say:
“I enjoy teaching in an inclusive classroom because we see students of all ability levels, personalities, and more come together to reach a common goal in the classroom. We get to teach and then learn how students work together and become accepting and eventually allies of all students.”
“I love my classrooms. The personalities make the community so much better. You can have one student who knows so much science helping another student that struggles with content, but they are teaching the first student how to relax, laugh, and work with others. It’s not homogenous and neither is the real world.”
In the end, Middleton educators want to emphasize that it has been YEARS of work and continues to evolve. That is probably one of the biggest messagestake the leap and keep moving forward. It is the right work for students!
You can find more details of their story, examples of classroom modifications and differentiation, and their contact information in the slides from their 2024 WSST conference presentation: bit.ly/4aLryBC.
The CASE Story:
Two decades of science education improvement efforts in Wisconsin
By Karyl Rosenberg, WSST Historian
Most current science educators in Wisconsin are likely familiar with programs sponsored and presented by WSST like Science Futures and WINGS. However, these programs have only been in existence since the early 21st century and have not existed together. What sorts of science professional development and science education programs preceded these? What led to the growth of previous programs and how were they supported? For answers to these questions, we must go back to the late 20th century to search through some publications called Inside the Academy and Wisconsin Academy Review.
It is important to know that the Wisconsin Academy of Sciences, Arts and Letters (WASAL) is not a school, but a legislative-created entity charged with encouraging investigation and dissemination of knowledge in the sciences, arts and letters. It is not a state funded agency; in fact its funding has not always been steady or guaranteed over its 150+ years of existence. Membership dues, occasional bequests and a variety of random grants sustained the Academy in its efforts at multidisciplinary scholarship advocacy.
In 1957, the launch of Sputnik (the first artificial satellite) by the Soviet set off a
rush to improve and support science teaching and learning through a series of National Science Foundation (NSF) grants. Many science teachers in the late 1950’s and through the 1960’s benefited from these training programs in the curriculum projects that seemed to take over science classrooms - mainly in high schools at that time. In fact, I learned biology from a BSCS trained teacher and a BSCS book (BSCS = Biological Sciences Curriculum Study). There were chemistry, physics, earth and physical science projects as well.
Soon, the Academy started getting some support for science connected programs for students by way of the University of Wisconsin-Madison school of education. This initial program was called the Wisconsin Junior Academy. A young Madison teacher, Le Roy Lee, became the leader of this program. It was a sort of after-school science activity that also fostered fair like competitions called Congresses or Symposiums. In LeRoy’s words “the opportunities of the junior academy appeared to help increase student interest in science” (WI Acad. Review, 12/1979).
Professional development in science at this time started out with some big NSF curriculum project program grants. It seemed that any teacher interested in professional growth went to these programsthey were pretty much the only game in town. Over time, NSF came under scrutiny for both content and methods, and by the mid 1970’s, funding for its various programs was cut. At that time, the focus of American education was shifting to a
“back-to-basics” approach with a focus on questioning the place and value of science and social studies. There was also a growing concern over the general lack of science literacy and an inability to solve real world problems. Although testing as we presently know it did not exist, educational researchers were finding these issues in their investigations with students of various ages and levels of schooling. How should this be addressed? (WI Acad. Review 12/1979)
A group of concerned professors and DPI staff believed that something needed to be done at the state level. Thus, a University of Wisconsin-Superior and Department of Public Instruction cooperative program was born called CASE: the Center for the Advancement of Science Education. However, this combination of a single campus and agency proved too small and difficult to coordinate. But WASAL could help to provide a physical as well as philosophical place where a wider range of interested parties could legitimately be brought together and build a stronger base of support. In 1981, a wider group agreed to expand the governance and operation of CASE with the following representation: the DPI Science Supervisor, two WASAL Councilors, two WSST members, one elected official, and one business/industry representative (Inside the Academy, 2/1982).
In 1982, the DPI allotted funds for a general study of the state of science education in Wisconsin. The governance board planned a conference of a wider group of stakeholders to be held at Wingspread - the S.C. Johnson estate
near Racine. The intent of the conference was to develop a “Wisconsin Model for the Improvement of Science Education”. The following Conclusions, Concerns and Recognitions came out of the 1982 Wingspread conference (Inside the Academy, 10/1982).
Conclusions: Changes have occurred in public understanding of science, in national science education policies, in how science affects daily life, in business and industry support for science education, and in the school age population and their interest in science.
Concerns: There is a lack of scientifically literate citizens to participate in revitalizing the American economy. (The early 1980’s was a period of what was called “stag-flation”- low growth, rising unemployment, plant closures, inflation and high interest rates, reaching 16% at one point!)
Recognitions/Recommendations:
Science is the “4th R”, or reasoning, which needs to be part of a solid basic education. Therefore, the following specific recommendations are made:
• ment to 3 years
Increase high school science require-
• ence curricula
Encourage districts to update their sci-
• Develop model academic standards
Develop new levels of public support
• Thus, ideas for potential change in science education within Wisconsin took form. The expanded CASE working group began to put some plans in space. The results of these plans will be discussed further in the next newsletter.
September’s Night
Sky Notes: Marvelous Moons
By Kat Troche
September brings the gas giants Jupiter and Saturn back into view, along with their satellites. And while we organize celebrations to observe our own Moon this month, be sure to grab a telescope or binoculars to see other moons within our Solar System! We recommend observing these moons (and planets!) when they are at their highest in the night sky, to get the best possible unobstructed views.
The More the Merrier
As of September 2024, the ringed planet Saturn has 146 identified moons in its orbit. These celestial bodies range in size; the smallest being a few hundred feet across, to Titan, the second largest moon in our solar system.
Even at nearly 900 million miles away, Titan can be easily spotted next to Saturn with a 4-inch telescope, under urban and suburban skies, due to its sheer size. With an atmosphere of mostly nitrogen with traces of hydrogen and methane, Titan was briefly explored in 2005 with the
Huygens probe as part of the CassiniHuygens mission, providing more information about the surface of Titan. NASA’s mission Dragonfly is set to explore the surface of Titan in the 2030s. Saturn’s moon Enceladus was also explored by the Cassini mission, revealing plumes of ice that erupt from below the surface, adding to the brilliance of Saturn’s rings. Much like our own Moon, Enceladus remains tidally locked with Saturn, presenting the same side towards its host planet at all times.
This mosaic of Saturn's moon Enceladus was created with images captured by NASA's Cassini spacecraft on Oct. 9, 2008, after the spacecraft came within about 16 miles (25 kilometers) of the surface of Enceladus. Credit: NASA/JPL/Space Science Institute
The Saturnian system along with various moons around the planet Saturn: Iapetus, Titan, Enceladus, Rhea, Tethys, and Dione. Credit: Stellarium Web
The Galilean Gang
The King of the Planets might not have the most moons, but four of Jupiter’s 95 moons are definitely the easiest to see with a small pair of binoculars or a small telescope because they form a clear line. The Galilean Moons – Ganymede, Callisto, Io, and Europa – were first discovered in 1610 and they continue to amaze stargazers across the globe.
Ganymede: largest moon in our solar
• system, and larger than the planet Mercury, Ganymede has its own magnetic field and a possible saltwater ocean beneath the surface.
Callisto: this heavily cratered moon is
• the third largest in our solar system. Although Callisto is the furthest away of the Galilean moons, it only takes 17 days to complete an orbit around Jupiter.
Io: the closest moon and third largest
• in this system, Io is an extremely active world, due to the push and pull of Jupiter’s gravity. The volcanic activity of this rocky world is so
intense that it can be seen from some of the largest telescopes here on Earth. Europa: Jupiter’s smallest moon also
• happens to be the strongest candidate for a liquid ocean beneath the surface. NASA’s Europa Clipper is set to launch October 2024 and will determine if this moon has conditions suitable to support life. Want to learn more? Rewatch the July 2023 Night Sky Network webinar about Europa Clipper here.
We hope you had a chance to celebrate International Observe the Moon Night here on Earth September 14, 2024 and the super full moon on September 17th! You can learn more about supermoons in our mid-month article on the Night Sky Network page!
This article is distributed by NASA’s Night Sky Network (NSN). The NSN program supports astronomy clubs across the USA dedicated to astronomy outreach. Visit nightsky.jpl.nasa.gov to find local clubs, events, and more!
The Jovian system: Europa, Io, Ganymede, and Callisto. Credit: Stellarium Web
WSST Newsletter
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Volume 66, No. 1
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WSST Calendar
Fall/Winter Board Meeting Oct 19 Central Wisconsin Environmental Center
