The Newsletter of the Wisconsin Society of Science Teachers
Excellent science learning for every student!
Spring 2025 Vol. 66, #3
67th Annual Conference: Welcome to Osh-Vegas!
Stacey Strandberg and Jamie Groark, Conference 2025 Co-Chairs
We are a little over a month away from the 2025 WSST OshVegas Conference! Have you registered? Have you decided on which field trips or workshops you want to attend? Did you get your ticket to the banquet? Did you get your hotel room? If you haven’t, head to the WSST website to register today! Registration increases after March 15.
This year, we have a full lineup offering a variety of presentations, from using phenomena in the classroom to supporting multilingual learners and workshops that will help ignite elementary curiosity to the
continued on page 4
From the President
WSST President, Dennis Rohr
Hello science educators! I am so looking forward to seeing you in Oshkosh April 3-5! Stacey Strandburg, Jamie Groark and the entire WSST Conference Committee members are putting in a ton of work to make sure this conference is extra special, as this is the first time since 1966 that WSST will be held in downtown Oshkosh.
Do you want to know a secret? You and I both know of the many positive impacts that attending the WSST conference does for our own teaching. Wouldn’t it be nice to show your administrators first-hand how awesome the conference is? Make sure to invite your administrator; they are able to join us for free. Have them fill out the registration form and select the correct spot for a complementary
continued on page 4
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.
Erik Duhn, District 1 (CESA 11 & 12) e00drik@gmail.com
Thomas Davies, District 2 (CESA 9 & 10) tdavies@dce.k12.wi.us
Chad Janowski, Dist 3 (CESA 7 & 8) district3@wsst.org
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
Michelle Howe Jennifer Bault
Karen Messmer Sue Whitsett
Megan Sprague
Document Review
Terry Schwaller (chair)
Dave Bergerson Sue Whitsett
Darsha Olsen Chad Janowski
Elementary Education
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
Leigh Kohlmann
Finance
Kevin Niemi (chair)
Matt Lindsey Terry Schwaller
Sue Whitsett
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) Ray Scolavino
Membership
Michelle Griffin-Wenzel (chair)
Ray Scolavino Tracy Swedlund
Deanna McClung Matt Lindsey
New Teacher Network (ad-hoc)
Jayne Ryczkowski (chair)
Jacquelyn Curran Stephanie Ruder
Megan Sprague Terry Schwaller
Jamie Lauer
Sara Renish
Rebecca McDermid Sonja Gasper
Nominations and Elections
Marcia Gardner (chair)
Mary Ellen Kanthack Dan Nelson
Professional Development
Jamie Groark (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
Conference continued from page 1 Saturday is the day to take home rejuvenating ideas for your classroom or district.
fungus among us. Every day is jampacked with ways to increase your student learning odds. Check out the schedule on Sched to start planning your conference days.
After a long day of learning, join us for the Vendor Social, followed by the Member’s Social on Thursday night. The Vendor Social will allow you to mingle with our vendors to learn about their offerings, including hands-on builds to curriculum and some demonstrations that will make you think. Then join us at the Member’s Social to try YOUR ODDS at winning at blackjack, craps, roulette, or music bingo. If you are not a gambler, no problem; pick your game tables that will be available for some friendly, risk-free games.
Don’t forget to pre-order lunch during registration to enjoy on Friday for luncheon speaker Jesse Wilcox, Ph.D., sponsored by Saavas; he will be sure to engage you on ways to include phenomena in your classroom. To end the day, join us in celebrating the accomplishments of WSST members at the Milt Pella Banquet; online registration is required and will be followed by a Night at the Museum. If you just want to enjoy the Night at the Museum, tickets for just this event can be purchased during registration.
The learning continues Saturday with more workshops and presentations that include creating inclusive classrooms, using Legos to teach chemistry, and finding electives to spark student curiosity.
New this year, MiniOne will be sponsoring 10 life-science teachers to attend the conference. For more information on this sponsorship, contact Kevin Niemi at cfo@wsst.org. Also, this year, attendees will be asked to have their badge visible at all times. This is to increase the safety of our attendees; lanyards donated by our partner EAA will be available on a firstcome, first-served basis after you get your badge from registration.
President continued from page 1
Administration registration. The link to register can be found at www.wsst.org/2025-conference. There is an incredible number of fantastic field trips to explore local industries and museums, and opportunities to use your taste buds in both breakfast on a farm and/or afternoon delights! Oshkosh is also home to EAA, and there are many opportunities to visit, explore, and par-
take in learning opportunities. There also is a wide range of amazing workshops and sessions where your fellow peers or outside researchers will share with you their latest activities or information about emerging topics and pedagogy in science education.
There are three days of activities and sessions that are available to you beginning on Thursday morning at 8am. Thursday afternoon is highlighted by both the Vendor Social from 4-6pm, which includes the (almost) world famous Rock Raffle from 4-5:30, followed by the Member’s Social.
Friday is another full day of workshops, sessions, and field trips. Don’t miss an outstanding speaker for lunch in Jesse Wilcox, our WSST’s Town Hall Meeting at 4pm, which will be followed by the Banquet where we will celebrate our latest award winners and hand out thousands of dollars in scholarships to highly deserving educators. This year we will have a unique opportunity to make your own “Night at the Museum” memories as we are partnering with EAA museum to have our post banquet inside their amazing collection of aviation history. That night, you will also have the chance to have your picture taken in the cockpit of a P-51 Mustang fighter plane!
Don’t forget Saturday, which includes a full morning of excellent sessions and workshops.
At the conference, I truly enjoy meeting new people and making new connections who, over time, have become good friends and colleagues in science education. I also enjoy talking with the vendors
in the vendor hall where I learn of new technology that I can take back for my students or meet with other vendors whom I learn of new opportunities for student research projects. Plus, I am always game for free stuff for my classroom from several of the vendors! I also want to remind you that you will have the opportunity to win amazing vendor prizes by filling out the Vendor connections card and turning it in at the WSST Booth in the vendor hall, then make sure you are at the Town Hall Meeting in person on Friday at 4pm to see if you have won a prize! These prizes are often worth more than your registration fee for the entire conference!
Your WSST Board of Directors and Committee Chairs continue to work feverishly, often behind the scenes, to move our organization forward. You are always welcome as members to join us for any of our meetings, both in person and virtually. Your Board and Committee Chairs will meet again on Sunday, February 16, 2025 at 5:30 pm for the Board of Directors, and at 6:15 for our Committee Chat. Let me know if you have any questions, or any ideas or issues that you would like to bring up to our board. And if you would like to join us, please send me a message at President@wsst.org and I will send you the link.
I look forward to seeing and catching up on how life is with each of you at the Conference in April! There is nothing better than hanging out with so many like-minded cool science people:)
Field Trip Highlights from President Dennis Rohr
The 2025 Conference is collaborating with a lot of local businesses to bring you a vast array of amazing field trips. Here are a few highlights I wanted to share with you.
There will be multiple opportunities to visit the world renowned EAA Museum to check out their famous Control Tower, which becomes the world’s busiest airport every July for their world Fly-in event. EAA also offers several trips to try your hand at mastering their high-tech Cessna 172 Skyhawk Redbird flight simulators (used for certification of pilots) coupled with learning activities for your specific teaching level and activities to take back to your classroom for your students, whether it be elementary/middle/or high school.
You can also visit a KEEP/Alliant Energy wind/solar farm during lambing season and then see master cheese making at Willow Creek Creamery coupled with wine tasting at WSST member - Pat Arndt’s Pine River Winery.
Interested in Biotech? You can experience both the Intelligent Biomedical Engineering (IBMEL) and the Environmental Engineering Labs at UW
Oshkosh where you will explore both cutting-edge healthcare and testing of drinking water for things like PFAS respectively.
If tasting the results of fermentation is your thing, then a short walking trip to Fifth Ward Brewing is worth your time. Start Friday with Breakfast on the Farm with an engaging trip sponsored by a collaborative effort Conservation organizations to also see baby lambs, a trip to the UW-O ERIC labs to explore ways you and your students can engage in water testing, renewable energy evaluations, and evaluation of emerging contaminants. Friday also brings you another opportunity to experience two different fermentation trips, one to see how distilled spirits are hand-crafted at Sturgeon Spirits, or local microbrews at Fifth Ward Brewery. With so many fantastic trips, don’t forget to attend some sessions too!
Apply for a $200 Front and Center Grant in Oshkosh!
From the WSST Foundation, Front and Center grants will again be open for application at the WSST Conference. Available to any WSST member registered for the conference, applications should describe ~$200 project in 500 words or less that showcases an innovative idea in the science classroom.
Plan ahead and have your proposal ready before you arrive at the conference. Applications open Thursday, April 3 at the Vendor Social and close Friday, April 4 at noon. Laptops will be provided at the WSST booth, and a link will be available online at wsst.org.
Some rules and restrictions may apply. Click here to find out more information about rules and restrictions, grant selection timeline, tips for writing a grant and rubrics for grant evaluation. Funds will be mailed to awardees after the conference concludes.
GUIDE FOR New Teachers and First Time Attendess
Dear Science Educators!
We're thrilled to invite you to the 65th Annual WSST Conference happening April 3-5, 2025, at the Oshkosh Marriott Waterfront Hotel & Convention Center. A s your conference cochairs, we're excited to welcome science teachers from across W isconsin to an incredible professional development experience!
The Wisconsin Society of Science Teachers (WSST) offers an amaz ing opportunity to:Connect with fellow passionate educators
Learn cutting-edge teaching strategies
Explore innovative classroom techniques
Build lasting professional relationships
Whether you're an elementary, middle, or high school science te acher, this conference promises engaging sessions, networking opportunities, and a cha nce to rejuvenate your teaching practice. From workshops on AI in education to hands-o n chemistry demonstrations using Legos, there's something for everyone!
We can't wait to see you in Oshkosh. Come ready to learn, share , and make new friends who are as passionate about science education as you are. Toget her, we'll inspire the next generation of scientists and critical thinkers!
A 45-minute session, presented by members and vendors. Pre-registration not required.
WORKSHOP
Similar to a session, but typically longer and requires pre-registration. May have a fee to participate.
ROUND TABLE
An “informal” discussion based on the topic or group. Agenda and discussion driven by those who attend.
FIELD TRIP
Explore the different locations of interest in the area. Requires pre-registration, may have a fee to attend.
STEPH RUDER MEGAN SPRAGUE
TERRY SCHWALLER
TOM DAVIES
Guide to Events
Lunch/Speakers:
Enjoy a meal while listening to special guest speakers. Pre-registration and fee required.
Vendor Social:
Kick off the conference with free snacks and beverages in the vendor hall. Explore booths and socialize with WSST members.
Rock Raffle:
Purchase tickets to win rock samples from the Wisconsin Earth Science Teachers Association (WESTA) for your classroom or collection.
Bingo Card:
Get a Vendor Hall Bingo Card at the Vendor Social, collect stamps from booths, and enter the Town Hall Raffle to win prizes. Must be present to win.
Equipment Swap
Bring unused equipment to donate and take home items you can use in your classroom.
President’s Social
Join us Thursday night for free food, beverages, and fun with WSST members after the Vendor Social.
Exploratorium:
Support future science teachers from UW-Milwaukee as they present interactive labs and activities on Friday afternoon in the Vendor Hall.
Town Hall:
Come hear from our President, CFO, and COO about the state of WSST. And don't forget: You need to be in attendance to win prizes from submitting your Vendor Hall Bingo Card!
Pella Banquet and Awards Ceremony:
Join us for dinner to celebrate the winners of WSST Awards including and the announcement of the Ron Gibbs Award winner. Pre-registration and fee required.
Highlighted Sessions
Thursday 8 am Building a Science Classroom Culture
9 am Newcomers Meeting
3 pm New Teacher Network
Friday 9 am Teaching Challenged Topics Science
1 pm Wisconsin Institute of Next Generation Science
2 pm Cross-Cutting Concepts
Saturday 9 am Creating Welcoming and Inclusive Spaces
10 am Building Productive Practices
For more detailed information visit Sched.
WSST Equipment Adoption at the Oshkosh Conference
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 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
Conference Hotel Reservations - Make Yours Today!
By Kevin Niemi, WSST CFO (cfo@wsst.org)
The organizing of our annual conference takes much planning. I want to share our planning for the hotel accommodations at the conference center. We contract our conference site several years in advance. We currently have conference contracts through 2029. This locks us into sites and offers us some financial stability in our planning. As you know, we rotate our conference amongst a limited number of sites around the state. Our conference has space minimums that only a few sites can offer. We also cannot afford all conference locations around the state. Both downtown Madison (Monona Terrace) and Wisconsin Dells (Kalahari Resort) have priced themselves out of our financial comfort zone. One aspect of conference site selection is the host hotel.
WSST, unlike many other state science teacher organizations, includes hotel room nights in our conference contract. This guarantees us a set room fee for a specified number of nights in the most convenient location for our attendees. We estimate those numbers based on past conferences. If we do not meet our number, we pay for empty hotel rooms. In Oshkosh, we are obligated to fill 210 room nights or approximately $25,000. The organization depends on the conference to at a minimum break even financially. It is an estimation as to how many room nights will be used each year. The take home message, if possible, register early and reserve those hotel rooms!
Visit all of the Exhibits and Vendors!
Horwitz-DeRemer Planetarium
• National Geographic Learning/Cengage
• Schlitz Audubon Nature Center
• ExploreLearning
• USDA-Natural Resources Conservation Service
• UW-Madison College of Agricultural & Life
• Sciences Carolina Biological Supply Company
• 3D Molecular Designs
• Studies Weekly
• Nasco Education
• University of Wisconsin Superior
• The University of Wisconsin - Stout
• Mosa Mack Science
• Wisconsin Department of Natural Resources
• UW-Milwaukee School of Freshwater Sciences
• Texas Instruments
• Einstein Project
• Civil Air Patrol
• Amplify
• Snapshot Wisconsin
• Trees For Tomorrow
• University of Wisconsin Sea Grant Program
• University of Wisconsin Oshkosh CAPP
• Ripon College
• ANATOMY IN CLAY® Learning System
• UW-Madison Science Alliance
• Engineering Tomorrow
• UWSP Wisconsin Forestry Center
• HMH
• Camp Anokijig
• Wisconsin Geological and Natural History Survey
• UW-O Environmental Research and Innovation
• Center hand2mind
• College of Natural Resources, UW-Stevens Point
• LEAF - WI K12 Forestry Education Program
• KEEP - Wisconsin's K-12 Energy Education
• Program
• Focus on Energy
School Specialty FOSS
• Capstone Publishers
• Savvas
• Nourish the Future
• Activate Learning
• Printed Solid Inc
• UW-La Crosse Graduate Education
• Capital Microscope Services & Science Supplies
• Wards Science
• WI Farm Bureau Foundation
• Madison Area Builders Association
• Wisconsin Science Festival
• PBS Wisconsin Education
• miniPCR bio
• Gearbox Labs
• Imagine Learning
• MiniOne Systems
• WSST Prize Booth
• WSST
•
• WSST 2026
W.E.S.T.A.
Wisconsin Earth Science Teachers Association
mission
WESTA, a Committee of WSST, is comprised of individuals who aim to help promote Earth and Space Science education across Wisconsin. WESTA seeks out opportunities to provide teachers with educational resources and hands-on field experiences and teacher field trips for members to connect with one another while learning.
Join us on Saturday 4/5/25 at 10am at the WSST conference to meet other Earth and Space teachers at the WESTA Round Table session to collaborate and share resources
WESTA annual Rock Raffle = to provide teachers an inexpensive and fun way to win new mineral/rock/fossil samples for their students and a place for others to donate their unused samples to be redistributed to others AND funds our teacher field trips in the summer which are then free for WSST members to attend!
ROCK RAFFLE: Thursday of Conference - OSHKOSH on 4/3/25:
Drop off ROCK donations as you check in - look for signs next to registration/badge pick up. BUY tickets during vendor social, $0.25/ticket - starts Thursday 4pm, and check out the Rock Raffle Table for your chance to win NEW rocks!
RUNNING FOR DISTRICT 1: ANDREA POKRZYWINSKI, ASHLAND
Position Statement and Vision for WSST:
I have a lifelong love for the study of science and nature. My teaching experience includes many years in rural schools across Minnesota, Wisconsin, and Alaska. As a rural teacher, I have relied heavily on professional learning communities and organizations like WSST and WINGS. These groups have been instrumental in helping me deepen my expertise as an educator. Through their support, I have successfully integrated practices such as inquiry learning, storylines, and service learning into my teaching methods.
I am deeply committed to giving back to the community that has supported me. This commitment is reflected in my active role as a mentor and frequent conference presentations. Sharing ideas, innovations, and experiences with peers enriches the broader educational community and fuels my personal learning and growth.
I am dedicated to supporting educators in remote locations who may face unique challenges but
wish to cultivate a rich professional network. As a director, I will reach out to teachers across our region, especially those new to science education, and connect them with valuable networking opportunities and resources to enhance their professional journeys.
Background Education
B.S in Biophysical Environmental StudiesNorthland College. Masters In EducationUniversity of Minnesota-Duluth
Present Teaching Assignment
9-12 Grade Science Teacher, Ashland High School
Professional Activities:
Modern Classroom Project Mentor and Distinguished Educator, 2024 Rivers2Lakes
Wisconsin Society of Science Teachers (WSST) Alaska Science Teachers Association (ASTA)
Interests
Art, photography, kayaking, and hiking.
WSST Voting Districts
District 1 (CESA 11 & 12)
District 2 (CESA 9 & 10)
District 3 (CESA 7 & 8)
District 4 (CESA 3 & 4)
District 5 (CESA 2 & 5)
District 6 (CESA 6)
District 7 (CESA 1)
WSST Elections · February/March 2025
RUNNING FOR DISTRICT 4: MEGAN SPRAGUE, ONALASKA
Position Statement and Vision for WSST:
As a candidate for District 4 Director, I am committed to creating a community of science educators. District 4 is full of passionate educators with untapped potential. I aim to bring our region closer together through intentional collaboration, meaningful engagement, and impactful professional development. Science education drives innovation, fosters critical thinking, and prepares students to be informed citizens. However, teaching can sometimes feel like a solitary effort - especially in many of our District 4 schools where there are only one or two science teachers. I want to change that by creating opportunities where educators can connect, share ideas, celebrate successes, and work through challenges as a team. I will do this by enhancing communication and outreach. My vision as District Director is to cultivate a thriving community of science educators where I will:
Engage Our Region: Strengthen connections
• across schools and communities by organizing regional events, such as baseball games, coffee talks, or visits to local nature parks to celebrate local successes and address shared challenges.
Background Education
BS Biology and Environmental Science Masters of Education
Present Teaching Assignment
Onalaska High School Science Teacher (Botany, Food Science, Biotech, Wildlife, and Waterways)
Professional Activities
Link Crew Advisor, Member of our district Science CSI Team, Presenter at NSTA and WSST conferences, Participated in Wisconsin Institute for Next Generation Science (WINGS)
Professional Organizations
Member of Awards and Recognition Committee
WSST, Member of New Teacher Committee
WSST, Nourish the Future Teacher Leader and Coach
Interests
Hiking, Kayaking, Sewing, Swimming
RUNNING FOR PRESIDENT: TERRY SCHWALLER, SCHIOCTON
Position Statement and Vision for WSST
Create a Culture of Collaboration and Advance
• Professional Development: Establish platforms for teachers to connect, such as virtual roundtables, resource-sharing hubs, and mentorship opportunities. To provide high-quality professional development opportunities tailored to the unique needs of our educators in this area. Champion Continuous Learning: Promote a • mindset of lifelong learning among educators by encouraging reflection, experimentation, and the integration of cutting-edge strategies in our teaching. Working to engage current and new members of WSST by building a sense of community and opportunities to grow together.
Together, we can create a vibrant community that drives positive change in science education. I’m eager to collaborate with all of you and look forward to the meaningful work we can accomplish together.
In my twenty-plus years as a member of the WSST, I have truly benefited from WSST’s community. At my first conference in 2004, I was hooked by the passion of the presenters and their willingness to share their experiences with the attendees. The theme “Building New Avenues” certainly did just that, as I found a new path forward in my career and realized that I was not alone; there was a community of dedicated science education professionals willing to help support those of us in need. That support has paid huge dividends not just for me professionally, but also to the success of the students in my classroom. It has additionally taught me many valuable lessons, which I hope to share with others if selected as WSST President-Elect.
One lesson that I have learned is that while we may not see ourselves as leaders, we are in fact all leaders. If you are a part of WSST, you are part of an organization dedicated to being at the forefront of science education. Being a part of WSST, whether as a part of the leadership team, as a committee member, a conference presenter, or just as an attendee at the conference, you are making
WSST Elections · February/March 2025
the choice to improve your own practice and science education for your students and colleagues. That makes you a leader in our profession. I have also learned that nobody leads alone. Whether chairing a committee, serving as a district director, or as president, nobody leads in a vacuum. WSST’s leadership team is exactly that, a TEAM. Everyone contributes, supports, and works together towards a common goal. As document review chair and as awards and recognitions co-chair, I have experienced this first hand. It is ultimately because of these experiences that I have decided to run for President-Elect of WSST. As President-Elect I would like to work with our WSST Equity and Inclusion Committee to continue to find ways to make more K-12+ science educators feel welcome in attending and participating in WSST events. I’d also like to work with the WSST Board of Directors and our WSST Affiliates to increase opportunities for our membership beyond the spring conference. It is also my vision to ensure that we continue to have programs in place to support science educators. We need to get the word out about our grant opportunities, the New Teacher Scholarship, and the New Teacher Network. We need to get the word out to members and non-members alike, to reach more science educators and bring them into our great organization.
My experiences with WSST have taught me so many lessons and made me more passionate about being a science educator. These experiences have also increased my passion for working to support others in our field. Seeing all the new, emerging leaders coming into WSST has continued to fuel my desire to contribute to the organization. I
would be honored to do so as WSST Presidentelect and then WSST President in the coming years.
Background Education
Bachelor of Science in Broad Field Physical Science Secondary Education, UW-River Falls, 2003, Masters of Science in Curriculum and Instruction (Physics Emphasis), UW-Oshkosh, 2010
Wisconsin Society of Science Teachers (WSST), Wisconsin Science Education Leadership Association (WSELA), National Science Teaching Association (NSTA), American Modeling Teachers Association (AMTA), Phox Valley Physics Share Group
Interests
I enjoy hunting and fishing and hiking in the fall/winter woods. As a big foodie I can often be found tinkering in the kitchen. I also nerd out over collecting comic books and Transformers figures. I’ve also been known to enjoy a good board game or game of cribbage!
WSST Madison Mallards vs. Lakeshore Chinooks Baseball Game
Sponsored by Foss
When: Sunday, July 20th
First pitch: 4:05 p.m.
Cost: $15.00
Where: Warner Park, Madison See Mallards website for directions
Cost includes:
• Seating this year is along the right field in the Busch Light Duck Blind G/A
• All-You-Can-Eat Buffet for 3 hours starting when the gates open. BBQ Pulled Pork, Brats, Hotdogs, Cranberry Walnut Chicken Salad Sandwiches, Vegan Black Bean Patties, Watermelon, Boneless Wings, French Fries, Potato Salad and Coleslaw
• Bottomless Beverages for 3.5 hours starting when the gates open. Over 25 varieties of Craft and Domestic Beers, Spiked Seltzers and Pepsi products
Need to choose either a beer or soda band
Registration deadline: We have 20 tickets get them while supplies last!!!!
Please complete the information below. Detach and send to:
WSST-Mallards Game
c/o Ray Scolavino
N8876 Townline Rd. East Troy, WI 53120
Once received you will be sent a code to purchase your tickets.
For more info contact rscali3@yahoo.com or call 414-460-0746 Make checks to WSST.
WSST Member Name (s)
Email (please print clearly). Will be used to send link for tickets
Phone
Beer or Soda Band
Number of Tickets ____________ Amount Enclosed _________________
Present the 2025 Writing Contest!
Write an essay on the topic given for your grade level. 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. Deadline: March 7, 2025
Grades K-1
Why is water important to you?
· 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?
· Use pictures, words, and labels to teach others how using kind and helpful words can make people want to protect our water and keep it clean.
Your entry must include an essay of 150 words or less. In addition to the essay, applicants may include accompanying materials such as art (poster, poem, collage, trifold, etc.) videos, or digital expressions. K-1 teachers can help with the conversion of spoken essay to text.
Grades 2-3
Why is water important to you?
· 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?
· How can our words and communication protect waterways?
· What message do you have for the world about keeping our waterways clean?
Your entry must include an essay of 500 words or less. In addition to the essay, applicants may include accompanying materials such as art (poster, poem, collage, trifold, etc.) videos, or digital expressions.
Grades 4-5
Why is water important to you and your community?
· Why is it important to protect our waterways?
· How can our words and communication protect waterways?
· What message do you have for the world about keeping our waterways clean?
· Why is using the power of words important for protecting our water resources now and for future generations?
Your entry must include an essay of 500 words or less. In addition to the essay, applicants may include accompanying materials such as art (poster, poem, collage, trifold, etc.) videos, or digital expressions.
Grades 6-8
Why is water important to Wisconsin?
· How can our words and communication protect waterways?
· What negative environmental impacts have humans had on Wisconsin waterways?
· What positive environmental impacts and conservation efforts have humans had on Wisconsin waterways?
· How can you inspire others to change or take action to protect our waterways?
Your entry must include an essay of 500 words or less. In addition to the essay, applicants may include accompanying materials such as art (poster, poem, collage, trifold, etc.) videos, or digital expressions.
Grades 9-12
Why is water important to Wisconsin?
· How can our words and communication protect waterways?
· What negative environmental impacts have humans had on Wisconsin waterways?
· What positive environmental impacts and conservation efforts have humans had on Wisconsin waterways?
· How can you inspire others to change or take action to protect our waterways?
· What Wisconsin water advocacy project is most important to you? How could you continue that advocacy through your own words/actions?
Your entry must include an essay of 500 words or less. In addition to the essay, applicants may include accompanying materials such as art (poster, poem, collage, trifold, etc.) videos, or digital expressions.
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 $50 prize.
Eligibility
Any current WSST member can submit one or two student essays 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. No student self-submitted entries will be accepted. Essays must be submitted by a current WSST member.
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 7, 2025. All WSST communications in regards to essays will be made with the submitting teacher.
Writing submissions from non-WSST members, turned in after 5:00 pm (CST) on March 7, 2025, 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.
WSST will notify the submitting teachers of winning essay prior to the conference to obtain student and teacher photos to create displays for the conferences.
Visit www.wsst.org/science-matters for more information, to download the essay flier with release form and see past essay award winners.
WSST MEMBER SUBMISSIONS
What Meaningfully Engages Students?
By Kevin J. B. Anderson, PhD, NBCTWisconsin DPI
I believe I was a good teacher. I did cool demos, and students did fun labs. The students gave feedback that they enjoyed my class. I could tell they learned science stuff. Nevertheless, I’ve realized that I could’ve done some things better, and I’m okay with that. While I think my students were engaged, I don’t think they were as meaningfully involved as they could have been in work that would have built up their conceptual understanding and scientific ways of thinking.
Of course, there are lots of different ways to engage and teach students. It’s important to realize, however, that some result in better outcomes for all students, as shown by multiple research studies. How Students Learn Science is an oldie but a goodie, while newer consensus reports like Science and Learning for Grades 6-12 and Science and Engineering in Preschool Through Elementary Grades deserve some thoughtful attention too. I thought I’d share a few patterns in what I see in the research and in classes where all students really move toward our vision.
First, students should have opportunities
to make sense of scientific phenomena. When I taught, either by lecture or through reading, I focused too much on providing information rather than having them put the pieces together. As is shown in misconception (naïve conception) research, we all learn better when we we’re doing the heavy lifting of connecting ideas and figuring concepts out. We also retain it better. I recently visited a classroom where the students were building rollercoasters. That was fabulous, but I realized they were only trying to get the outcome the teacher asked for in order to fill out that blank in the packet. They were continually asking if they were “doing it right,” as the teacher had already done the deep thinking. I would have loved to see them building up their own evidence over time to explain answers to their own questions and to figure out how to apply their physics learning to the motion they were seeing.
Second, students should be sharing their thinking and engaging in conversations with other students about differences in their ideas. I visited two classrooms at another school recently. In one I saw students individually working on a packet. In the other, I saw small groups of students discussing how to model a new application of a concept they had learned, presenting that to other groups, then modifying their models based on ideas from those other groups. In the second case, those students were really wrestling with ideas in thoughtful ways, and I’m sure they’ll remember it so much better than
filling out the “right” answers in the packet.
Third, I love seeing students involved in long-term projects. It could be an anchor project that they do in the background that links to one or more units throughout the year. They might share these projects through one of the many science competitions across the state and/or nationally (and it doesn’t have to be the typical, boring controlled experiment in those projects). Supporting students in projects often takes a culture shift and will take up some class time. Students often ask instead to be lectured at, do some confirmatory labs, read about those ideas, answer (mostly) comprehension questions, and do a test on the concepts. Those tests rarely go beyond DOK 1 and 2. It will take several months, if not years, to shift to a culture of learning where they have more responsibilities for their own learning. I appreciated hearing a Wisconsin educator who had his students test their wells or other local wells and then share that data with families and community leaders. That project built up deep chemistry and earth science understanding, connected to advocacy and real change!
Finally, students need time to unpack their learning, to discuss and debrief it. They need structured guidance in this process and in connecting it to other learning they have done. At a few check points, they should be looking back at all the data, research, evidence, lab reports, models, etc. that they have gathered to help them create a scientific explanation(s). This type of reflection
helps with retention and particularly helps language learners and students in special education. When I was a new teacher, I was impressed when an EL teacher conducted a lesson with my students where she had them discuss their learning and chart it out (even though I wanted new learning that day…). As an example of a template, I like the ongoing reflection work done in OpenSciEd to navigate a coherent series of lessons.
In the end, what I did as a teacher, and what I see in other classrooms, sometimes isn’t as student-centered as it could be (or could have been). When students are being told exactly what they need to learn and then asked to recall that back on a test, retention slips quickly. We need more opportunities for them to think scientifically—like they will after K-12 schooling w/ social media and internet news filters—and to connect their learning to new contexts and their communities. If you’d like more guidance on effective teaching practices, I highly recommend the book Ambitious Science Teaching. There’s also a website of videos and resources to go along with it.
Wauwatosa School District
Science Detracking Efforts
By Sarah Blechacz, K-12 Science Curriculum Coordinator in Wauwatosa
The Wauwatosa School District’s Science Department has undergone a significant transformation, which began in the Fall of 2022. The district’s curriculum review cycle prompted an external audit, the assembly of a curriculum review team, and a thorough process to create a plan to
respond to the audit, engage in professional learning, revise and improve instructional practices, and evaluate and update curricular resources and materials.
The review team saw clear alignment between the Wisconsin vision for science education and the Wauwatosa School District Mission, Vision, and Core Values, and felt compelled to make the changes necessary in order to realize this vision for the students of Wauwatosa. The three main objectives identified to bring this vision to life included foundational courses aligned to standards, clear course pathways to support varying student interests, and ongoing professional learning and support.
The Wauwatosa School District has prioritized improvements to address the issue of tracking students into leveled courses, a concern recognized by District leadership and emphasized in the external audit. The audit revealed that the system of regular and advanced science courses—particularly in subjects like biology, chemistry, and physics—was contributing to disparities in learning outcomes. These inequities were exacerbated by the fact that such leveled courses are not aligned with the guidance from the Wisconsin Department of Public Instruction, which emphasizes the importance of equitable access to rigorous content for all students. In response, the District took a proactive approach to rethink how students are grouped and how the curriculum is delivered, particularly at the high school level. Embracing the philosophy that the Next Generation Science Standards (NGSS) and the Wisconsin State Standards for
Science (WSS) are intended for all students, the District decided to dismantle barriers that had previously limited access to challenging science coursework for some students. This vision was grounded in the belief that all students should have equal opportunities to engage with a rigorous science curriculum that fosters critical thinking, inquiry, and problem-solving skills, regardless of their academic background or perceived ability.
To support this vision of science education, the team developed clear and equitable course pathways that focus on empowering students and supporting their varying interests. The changes to course pathways included: removing Advanced Biology, Advanced Chemistry, and Advanced Physics, and adding new courses: Introduction to College Chemistry and AP Environmental Science. Full details regarding the course changes and the rationale behind the updated pathways can be found here.
Additionally, the review team prioritized the selection of a high-quality instructional resource to support these changes. After careful evaluation, the team chose OpenSciEd as the primary curricular resource for biology and chemistry courses. The review team believed that OpenSciEd would enhance learning by delivering grade-level appropriate curriculum and instruction designed to support all students. Additionally, the OpenSciEd curriculum communicates that it is most effective when implemented universally for all students. OpenSciEd’s Design Specifications name that classroom activity structures are designed to
leverage the diverse assets and perspectives students bring in order to make sense of phenomena. Teacher materials provide instructional guidance to leverage the heterogeneity in student thinking to support the emergence of group concepts, forms of practice, and links to convention.
The Wauwatosa Biology and Chemistry teams are currently in their first official year of implementation, putting the course and curricular changes into practice. As teachers shift their instruction to an NGSS-aligned approach there is inevitably learning and adjusting along the way, however, the team has seen steady growth in scientific reasoning
skills among all students. Teachers report that creating inclusive, collaborative learning environments in universal courses is helping all students grow in ways that weren’t possible with the previous model. The team-based learning fostered by the OpenSciEd curriculum provides students with opportunities to collaborate with their peers, learn from different perspectives, and adopt various study methods. This approach helps improve both academic performance and overall engagement. Students of diverse strengths and experiences positively influence one another, contributing to a richer learning environment for everyone.
OPPORTUNITIES THAT DEFY EXPECTATIONS
Ripon College’s New Franzen Science Center
With the new Franzen Science Center, students can discover their unique interests and develop in-demand skills, alongside tenured faculty who want to see them excel.
Introducing:
New Engineering Program
New MSN Direct-Entry Program
Neuroscience
Computer Science
To schedule a classroom presentation about Ripon College STEM & Engineering Programs or for more information, reach out to:
On one of the cold sunny January mornings we’ve had so far in 2025, I was driving south on US 51 when in between the flipping the visor to avoid being blinded, I happened to see something I had not seen in a very long time - a 22° halo around the sun! It was mostly around the lower part of the sun and was visible for quite a few miles before the sun got too high in the sky to maintain such a thing. I got to thinking “Wow, this is the kind of thing one only can see when it’s very cold so I guess it makes the cold weather bearable.”
22° halo by Patrick Looß - Own work, CC BY-SA 4.0, https://commons.wikimedia.org/w/index.php?curid=938 89081
About a week later, later in the afternoon while heading west on a town road, I saw the brightest sun dog I had seen in a long time. It stayed with the sun for quite a while, but by the time I was heading back home the sun was too low and the sundog was gone. Seeing these two great atmospheric optical phenomena in such rapid succession brought back mem-
ories of one of my favorite physics topics and the great man who taught about them: Atmospheric Optics from Dr. Robert Greenler.
Dr. Greenler taught physics at the University of Wisconsin-Milwaukee between 1962 and 1992. He was instrumental in founding the community science program called “The Science Bag” in 1973. By the late 1980’s he was involved in the Physics Adaptation program - a wonderful way for broad field science teachers and math teachers to get certified to teach physics. This NSF grant funded program was established by a pair of professors from UWM and UW-River Falls who knew each other from their nuclear Navy days. They both saw a need for more physics teachers in Wisconsin at the time and decided to do something about it. The result was a number of summer classes at UW-RF and assorted school year classes at both UW-RF and UWM.
I happened to take Dr. Greenler’s Atmospheric Optics class through this program which is how I met him. He also did many Science Bag presentations, received a number of awards from the higher ed physics community and gave a great keynote address at the 2002 WSST conference in Madison. This presentation was about his experiences at the South Pole Research Station in Antarctica. Dr. Greenler had been to the South Pole three times between 1977 and 1998. He shared lots of details about the process involved in going to and staying at the Research Station as well as sharing an amazing collection of pictures of the unique optical
phenomena he was lucky to observe there. It was one of my most memorable WSST keynotes.
If you are interested in learning more about atmospheric optics for use in your physics and/or earth science classes, I recommend that you check out a copy of Dr. Greenler’s book: “Halos, Rainbows and Glories”. It describes many beautiful and unique optical phenomena that occur in the atmosphere and that you may have seen but did not know how they form. The more you know, the more you appreciate them.
All of Dr. Greenler’s books are available at thriftbooks.com. If you have any great WSST conference presentation memories, please share them with your historian at karylfrosenberg@gmail.com
Join Us at The Wisconsin Institute For Next Generation Science!
Is it time for a recharge? Science teaching can be exhilarating and rewarding. It can also be tough to help all students develop a deep understanding of complex science concepts. Wisconsin’s premiere professional development learning opportunity is coming once again! Veteran educators might reminisce about the impact that Science World had on their careers.
WSST’s current leaders can speak about the incredible networking and learning that took place at Science Futures. Now you can be a part of the Wisconsin Institute for Next Generation Science (WINGS)!
The WSST professional development committee is planning a transformational experience that will fuel your passion for delivering high quality science learning experiences for your students. It will also serve as a professional retreat, giving you opportunities to reflect on the impact that
you are having in the profession and the next moves you can make to lead the future in your own classroom or beyond. Other than a small registration fee, this experience will be fully funded by WSST and other sponsors. With all that you have done for kids, let us do something for you!
Wisconsin science educators will be selected to participate in this four day, five night experience. The main objectives are the development of excellence in instructional delivery and the cultivation of leadership in the classroom and beyond. The networking and professional learning will strengthen the community of science educators and elevate the quality of science instruction in the state.
WINGS 2025 is taking place July 1317th, 2025 at Lowenwood in Land O’Lakes, Wisconsin. Applications are currently open at wsst.org and will close on April 12th. More details, including the daily agenda, will be released soon on the WSST website. Take some time for your professional growth and rejuvenation this summer with other WI science educators
Apply to WINGS today!
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/
February Night Sky Notes: How Can You Help Curb Light Pollution?
By Dave Prosper
Updated by Kat Troche
Light pollution has long troubled astronomers, who generally shy away from deep sky observing under full Moon skies. The natural light from a bright Moon floods the sky and hides views of the Milky Way, dim galaxies and nebula, and shooting stars. In recent years, humanmade light pollution has dramatically surpassed the interference of even a bright full Moon, and its effects are now noticeable to a great many people outside of the astronomical community. Harsh, bright white LED streetlights, while often more efficient and long-lasting, often create unexpected problems for communities replacing their older streetlamps. Some notable concerns are increased glare and light trespass, less restful sleep, and disturbed nocturnal wildlife patterns. There is increasing awareness of just how much light is too much light at night. You don’t need to give in to despair over encroaching light pollution; you can join efforts to measure it, educate others, and even help stop or reduce the effects of light pollution in your community.
Amateur astronomers and potential citizen scientists around the globe are invited to participate
in the Globe at Night (GaN) program to measure light pollution. Measurements are taken by volunteers on a few scheduled days every month and submitted to their database to help create a comprehensive map of light pollution and its change over time. GaN volunteers can take and submit measurements using multiple methods ranging from low-tech naked-eye observations to high-tech sensors and smartphone apps.
Globe at Night citizen scientists can use the following methods to measure light pollution and submit their results:
• app
Their own smartphone camera and dedicated
• own eyes and detailed charts of the constellations
Manually measure light pollution using their
A dedicated light pollution measurement • device called a Sky Quality Meter (SQM). The free GaN web app from any internet- • connected device (which can also be used to submit their measurements from an SQM or printed-out star charts)
Night Sky Network members joined a telecon with Connie Walker of Globe at Night in 2014 and had a lively discussion about the program’s history and how they can participate. The audio of the telecon, transcript, and links to additional resources can be found on their dedicated resource page
Before and after pictures of replacement lighting at the 6th Street Bridge over the Los Angeles River. The second picture shows improvements in some aspects of light pollution, as light is not directed to the sides and upwards from the upgraded fixtures, reducing skyglow. However, it also shows the use of brighter, whiter LEDs, which is not generally ideal, along with increased light bounce back from the road. Image Credit: The City of Los Angeles
The International Dark-Sky Association (IDA) has long been a champion in the fight against light pollution and a proponent of smart lighting design and policy. Their website provides many resources for amateur astronomers and other like-minded people to help communities understand the negative impacts of light pollution and how smart lighting policies can not only help bring the stars back to their night skies but also make their streets safer by using smarter lighting with less glare. Communities and individuals find that their nighttime lighting choices can help save considerable sums of money when they decide to light their streets and homes “smarter, not brighter” with shielded, directional lighting, motion detectors, timers, and even choosing the proper “temperature” of new LED light replacements to avoid the harsh “pure white” glare that many new streetlamps possess. Their pages on community advocacy and on how to choose dark-sky-friendly lighting are extremely helpful and full of great information. There are even local chapters of the IDA in many communities made up of passionate advocates of dark skies.
The IDA has notably helped usher in “Dark Sky Places”, areas around the world that are protected from light pollution. “Dark Sky Parks”, in particular, provide visitors with incredible views of the Milky Way and are perfect places to spot the wonders of a meteor shower. These parks also perform a very important function, showing the public the wonders of a truly dark sky to many people who may have never before even seen a handful of stars in the sky, let alone the full glorious spread of the Milky Way.
More research into the negative effects of light pollution on the health of humans and the environment is being conducted than ever before. Watching the nighttime light slowly increase in your neighborhood, combined with reading so much bad news, can indeed be disheartening! However, as awareness of light pollution and its negative effects increases, more people are becoming aware of the problem and want to be part of the solution. There is even an episode of PBS Kid’s SciGirls where the main characters help mitigate light pollution in their neighborhood!
Astronomy clubs are uniquely situated to help spread awareness of good lighting practices in their local communities to help mitigate light pollution. Take inspiration from Tucson, Arizona, and other dark sky-friendly communities that have adopted good lighting practices. Tucson even reduced its skyglow by 7% (as of 2018) after its own citywide lighting conversion, proof that communities can bring the stars back with smart lighting choices.
Originally posted by Dave Prosper: November 2018 Last Updated by Kat Troche: January 2025
Light pollution has been visible from space for a long time, but new LED lights are bright enough that they stand out from older streetlights, even from orbit. Astronaut Samantha Cristoforetti took the above photo from the ISS cupola in 2015. The newly installed white LED lights in the center of the city of Milan are noticeably brighter than the lights in the surrounding neighborhoods. Image Credit: NASA/ESA
WSST Newsletter
192 Depot Road
Cambridge, WI 53523
ADDRESS SERVICE REQUESTED
Volume 66, No. 3
Published in Appleton, Wisconsin
Editing & Layout: Brian Bartel
Publisher: Kevin Niemi
DUES EXPIRE ON DATE PRINTED
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.
For advertising rates, visit www.wsst.org/newsletter
Join us or check your account
Stay informed and get connected with the largest professional society for teachers of science in Wisconsin. Regular Membership in WSST is only $25 per year, Retired teacher annual membership is $15.00, and Student annual membership is $10.00. Visit www.wsst.org/join to join today.
To check on your WSST account, change your address or school, visit www.wsst.org and click on My Account.
WSST Calendar
WSST Conference 2025 April 3-5 Oshkosh
WSST Spring Board Meeting April 5 WSST Summer Board Meeting June 24-25 UWGB WINGS 2025 July 13-17
