The Newsletter of the Wisconsin Society of Science Teachers
WSST Conference 2026
The Journey Continues...
By Kristin Kyde and Terry Schwaller
Conference registration is well underway! Late in October, WSST opened up the conference and hotel registration. If you have not already done so, make sure register and reserve your rooms today!
The “Call for Presenters” form is also still open until December 15th. Presenting at the conference individually, or as part of a larger group, is a great way to not only engage in the conference, but it’s also a great way to convince your administration to let you attend the conference.
From the President
WSST President, Dennis Rohr
I hope each of you are hanging in there as we venture closer to the end of 2025. I want to thank the entire WSST Board and Committee Chairpersons for another very productive Winter Board meeting on October 18th. I also really appreciate the new people who step up and willingly fill a role in WSST, both as District Directors or as Committee Chairpersons. I thought it might be helpful for me to share with you what we do during a typical Board meeting.
According to our bylaws, our WSST has to meet in person three times a year: during the conference (on the Saturday late morning/early afternoon after the conference ends), a Fall or Winter meet-
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Essay Contest
History: Frank Zuerner
Teacher Community of Practice
Baseball: July 12, 2026
Student-Centered in Science
Opportunities
Night Sky Network
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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 WSST’s founding in 1958, newsletters are as PDFs.
Dennis Rohr, President president@wsst.org
Terry Schwaller, President-Elect tschwaller@wsst.org
Stephaine Baker, Secretary secretary@wsst.org
Kevin Niemi, Chief Financial Officer cfo@wsst.org
Chad Janowski, CFO (in training) chad@einsteinproject.org
Andy Pokrzywinski, Dist 1 (CESA 11 & 12) district1@wsst.org
Thomas Davies, District 2 (CESA 9 & 10) district2@wsst.org
Sarah Klingbile, District 3 (CESA 7 & 8) district3@wsst.org
Megan Sprague, District 4 (CESA 3 & 4) district4@wsst.org
Patrick Mootz, District 5 (CESA 2 & 5) district5@wsst.org
Teri Dillenberg, District 6 (CESA 6) district6@wsst.org
Stacey Strandberg, District 7 (CESA 1) district7@wsst.org
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
Stacey Balbach (chair)
Dave Bergerson Sue Whitsett
Chad Janowski
Elementary Education
Shelly Petzold (co-chair) Leah Aubert (co-chair)
Melissa Wimmler Teri Dillenberg
Dawn Brenner
Equity and Access
Kevin Anderson (co-chair)
Claire Bernatz (co-chair)
Zach Pratt Kristin Michalski
Lalitha Murali Karyl Rosenberg
Sara Krauskopf Kelly Steiner
Leigh Kohlmann Sarah Ratelis
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
Adam Schafer (chair)
Ray Scolavino Joel Donna
Kevin Anderson Mark Olson
Membership
Michelle Griffin-Wenzel (chair)
Ray Scolavino Tracy Swedlund
Deanna McClung Matt Lindsey
New Teacher Network
Jamie Lauer (co-chair) Sonja Gasper (co-chair)
Stephanie Ruder Megan Sprague
Terry Schwaller Sara Renish
Rebecca McDermid
Nominations and Elections
Marcia Gardner (chair)
Stephanie Ruder
Professional Development
Jamie Groark (chair)
Kevin Anderson
Shelley Petzold
Stacey Strandberg Andrea Christianson
Sonja Gasper Tom Davies
Communications
Brian Bartel (co-chair) - Newsletter Editor
Julie Fitzpatrick (co-chair) - Website
Sarah Adumat (Copy Editor)
Karyl Rosenberg (Historian)
Dan Nelson
Strategic Planning
Kevin Anderson (chair)
Dennis Rohr Ray Scolavino
Kevin Niemi Kristin Michalski
WESTA
Shannon Previte (chair)
Dennis Rohr Chad Wilkinson
Michael April Jonathan Baker
Megan Luedtke Tomara Whiteaker
WSELA
Kevin Niemi (co-chair) Kevin Anderson (co-chair)
WSST Conference Director Ray Scolavino
WSST Vendor Coordinator Rodney Dymesich
WSST Conference Chairs
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 will get to see their lab and engage in some hands-on activities like fingerprinting, footwear identification, DNA evidence, bloodstain pattern recognition, and more. In addition to the hands-on activities, you will also have a chance to tour the Public Safety Training Center.
Speaking of attending the conference, when you sign up to register, you will have the opportunity to select up to 8 different field trip experiences. Our Field Trip Subcommittee has done a fantastic job coming up with a diverse slate of opportunities for you to take advantage of. Field trips require pre-registration (at the time you register for conference) and come with a small cost. However, you will be bussed from the conference center and back, and everything will be taken care of for you.
Elementary teachers – don’t miss out on a great field trip specifically geared for our you: a trip to Brillion Elementary School and their Exploration Station! Here you can check out their PK-5 stateof-the-art STEM center and all it has to offer. After exploring the Exploration Station, you will sit down with all participants and engage in an Elementary Science Round Table. This will surely be a great opportunity to network, share ideas, and connect with fellow educators. Another great field trip will take you to the Forensics Science Lab at Fox Valley Technical College in Appleton where you
Conference 2026 Co-chairs Kristin Kyde and Terry Schwaller
If you have ever wondered about starting a hydroponics lab at your school, or are just interested in hydroponics, we have another great field trip for you.
Neenah High School is hosting a field trip to explore their brand-new Hydroponics Lab! Here you will meet science teacher Emily Bennett, head of the hydroponics lab as she shares the details of their hydroponics program.
We also have more field trips to visit a couple of Appleton science institutions. At the Barlow Planetarium tour, you will get to see a presentation of the solar system, followed by some fun and entertaining laser light shows! You can also tour the Museum at the Castle, where you can visit the newly acquired Weis Earth Science Museum collection. In addition, you will get a “behind the scenes” tour where you can check out some of their vast collections not currently on display.
If you like to get outdoors, then there are some field trips for you as well!
Bubolz Nature Center is one of the Fox Valley’s best outdoor recreation and educational locations. Here you can explore their trails, microgrid, facilities, and opportunities for your students. They also plan on doing a maple syrup making demonstration with some possible taste testing.
Why not get out and explore the Fox
River? On this river tour, you can explore Lock #3 and get a fully guided tour of the hand-operated lock and dam system. The tour will take you to the newly upgraded hydroelectric facilities in Kaukauna. From there you will head to 1000 Island Nature Center, where you will once again have an opportunity to learn about maple syrup making and see the bald eagles flying over the wonderful hiking trails along the Fox River.
Finally, what WSST conference would be complete without exploring the science of fermentation? Visit the historical Stone Arch Brewery, built in 1858! Learn about fermentation, water chemistry, IBUs, yeast strains, and more in a one-ofa-kind setting. Appetizers and samples of the beverages made at Stone Arch will be available.
As you can see, we have something for everybody! Visit www.wsst.org for all your conference information. We hope you can join us in Appleton, March 1214, 2026, as “The Journey Continues!”
for the future, discussing topics and sharing ideas that help to move WSST forward. We also remotely meet through Zoom on the second Sunday of each month for 45 minutes for the Board, which is followed by a Committee Chat meeting for 45 minutes. For each meeting in person, all board members and Committee Chairpersons fill out a short report that helps to steer our meetings and brings up questions that they have, so we as a team can address each one.
We also hear from our affiliates, either in person or through a report from each one, so that we can work with and support each affiliate’s activities. The current list of affiliate organizations include WAEE, WCEE, DPI, EAA, Nature Net/Nature Everywhere, Upham Woods, and NMLSTA.
President continued from page 1 ing for one day (often held at a central location in the state), and a Summer Board meeting (moves around the state to visit all of our 7 Districts). This Summer Board meeting is where we will spend a few days to go over Strategic Planning
At each meeting, I really appreciate every person who can attend. They come to our meetings despite their busy schedules and “breathe in” the incredible dedication “air” that each Board Member and Committee Chairpersons, both in person, and online, bring to our team. It feels similar to a family reunion, because I enjoy seeing the personal relationships grow each time we are together, and how everyone brings the new people in and helps them feel welcome and as comfortable as possible. Even though I personally do not have all of the answers, I have realized that having everyone at the table sharing their ideas is an amazing experience to witness.
One of the cool things we get to do during our Summer Board meetings, is to visit new areas of the state. After a long
day of meeting, we get the chance to hang out together and get to know each other a little better. Many of our greatest ideas have come from those times outside of our meetings, when our creative juices start to flow. If this interests you, I hope that someday you too will have a chance to join the WSST family reunion, and be an active member of the decision making process - either a District Director or as a Committee Chairperson.
Here’s a Recap of our Winter Board Meeting:
We are getting closer to finalizing • both our WSST Social Media Policy and WSST Cancellation Policy. For the Social Media policy, we strive to only share science content without the use of memes, which might not be always be understood the same way by everyone. The Cancellation policy aims at clearing up loopholes for people and vendors who cancel from the Conference; this policy can also apply to other WSST events or activities.
We will be having a new WSST • Student Award, where you will be able to nominate up to three of your top science students by February 1st. Students can be from elementary, middle, and high school levels, as long as they fit the criteria in the award. The nominated students will be recognized with an official WSST Certificate, which teachers can pick up at the spring conference. If one of your students does not want their name to be made public, then that is an option in the submission questionnaire.
•
WSST will also begin a new member
award, called the Legacy Award. This award will recognize dedicated members who have given their heart and soul to the organization over many years of service in a number of various roles. The Legacy Award is meant to also be a surprise to the awardees, and it will be awarded at the Pella Banquet during the annual conference. The Board of Directors will collect data of potential candidates from each person’s work, roles, and dedication in WSST. The CFO and COO will then use that list and data to make the final determination of who will be surprised at each Banquet and presented with the Legacy Award each year. WSST’s highest award is the Gibbs Award. Previous Gibbs winners are not eligible for the new Legacy Award, but Legacy Awardees are still eligible for being recognized and awarded a future Gibbs Award.
The New Teacher Network Handbook • is now ready. Led by Sonja Gasper and Jamie Lauer, the NTN team will work to help and assist young educators as they begin their hopefully long and distinguished careers.
I hope you, your family and friends all have a fantastic holiday season and a Happy New Year!
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 equipment@wsst.org
W i s c o n s i n s o c i e t y o f s c i e n c e t e a c h e r s p r e s e n t s
W S S T . O R G t h e j o u r n e y continues March 12-14 , 2026
A P P L E T O N P A P E R V A L L E Y H O T E L
Lunch/Speakers:
GUIDE TO EVENTS
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
MEMBERSHIP PERKS
Access to a statewide network of science teachers for resources, ideas and support
A strong voice on issues that concern science education.
Monthly Newsletter with professional development opportunities, resources, social events, and more.
Support future science teachers 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. Can attend banquet without a meal at no cost.
TYPES OF SESSIONS
SESSION
A 50-minute or 110 minute session, presented by members and vendors. Can be presentation or hands on learning. Pre-registration not required.
ROUND TABLE
An “informal” discussion based on the topic or group. Agenda and discussion driven by those who attend.
FIELD TRIP
Explore different locations of interest in the area. Requires pre-registration or registration as available at conference, may have a fee to attend.
WSST Presents the 2026
Writing Contest!
Write an essay based 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: February 21, 2026
Grades K-1
Scientists say the Earth is in trouble. What do you think is the biggest problem our Earth has right now?
● If the Earth could talk, what do you think it would say it needs help with?
● Why is this an important problem, or how does this hurt the Earth?
● What can we do to help keep animals, plants, and our planet happy and healthy?
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 to support their
essay.
Grades 2-3
Scientists say the Earth is in trouble. What do you think is the biggest problem our Earth has right now?
● If you could fix one big problem on our planet, what would it be?
● Why is this an important problem, or how does this hurt the Earth?
● What can we do to help keep animals, plants, and our planet happy and healthy?
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 to support their essay.
Grades 4-5
Scientists say the Earth is in trouble. What is the greatest threat to our planet?
● If you could fix one big problem on our planet, what would it be?
● Why is this an important problem, or how does this affect the Earth?
● What are the consequences of this problem for Earth?
● What actions can people take to help this problem?
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 to support their essay.
Grades 6-8
Scientists say the Earth is in trouble. What is the greatest threat to our planet?
● If you could fix one major threat, what would be most important to fix?
● Why is this an important problem, or how does this affect the Earth?
● What are the consequences of this problem for Earth?
● What actions can people take to solve this problem?
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 to support their essay.
Grades 9-12
Scientists say the Earth is in trouble. What is the greatest threat to our planet?
● What problem do you think will affect your generation the most?
● What evidence is there to suggest this is a serious threat?
● How does this problem affect you or your community?
● What actions can people take to solve this problem?
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 to support their essay.
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.
Additional highly rated essays may be published to the WSST website at the
discretion of the contest organizers. Results will be shared in March 2026 at the WSST Conference in Appleton and on the Wisconsin Society of Science Teachers Website, www.wsst.org.
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 February 21, 2026. 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 February 21, 2026, 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.
Find Out More
For more information, judging criteria and rubric, and participant release form, visit https://www.wsst.org/science-matters
The Frank Zuerner Story
Karyl Rosenberg, Historian
As I approach the end of my article series chronicling the lives of people recognized by our association as worthy of awards named after them, I am suddenly made aware of just how well I knew this final person and the direct effect he had on me and my career!
Earth Science Association (WESTA). I was an uncertain new teacher who was very impressed by the influence of this clearly respected man. Frank was very encouraging to all of us “earth science types” and the new group prospered. He was never president or chairperson of the group, but he was always available to us to help with what came to be known as “drive in conferences” as we made the effort to support anyone teaching earth science throughout Wisconsin.
I first became aware of Frank Zuerner as a science educator during my early years as a science teacher. A fellow earth science teacher at Cedarburg High School had student taught at James Madison Memorial High School in Madison in the early 1980’s and had Mr. Zuerner as his supervising teacher. He spoke highly of him and I hoped that I would get to meet him at some point in the future.
That opportunity came at the 1986 WSST conference in Appleton when a group of Earth Science enthusiasts got together to form the original Wisconsin
In the early 1990’s Frank got together with another Madison area earth science teacher to organize and obtain NSF grant funding for a program that came to be known as Earth Science Resource Associates. For three years Frank, along with other staff people from Madison schools, Wisconsin Academy of Sciences, Arts and Letters, and several UW system campuses ran a field based program that introduced a total of 55 teachers from around the state to the geography, geology and cultural connections within Wisconsin that are the essence of earth
ESRA (Earth Science Research Associates) from 1994. Frank is third from left. (Can you find me?)
science education. As a member of this program, I must say it was one of the most valuable professional development experiences I had in my whole career. Frank was a wonderful member of the facilitation teams that always encouraged us to search more and ask questions as well as adding his delightful sense of humor to the proceedings. He was exactly the person my earlier colleague had described - the essence of a great teacher.
Frank Zuerner was born in 1943 in Pasadena, CA. His family moved to Wisconsin when he was a boy and he graduated from Greendale High School in 1961. He attended UW-Madison where he earned a BS degree in Science Education in 1965, then attended the University of Montana in Missoula, graduating with a Master’s degree in earth sciences in 1967. At that time, he returned to Wisconsin, starting a job as a science teacher at the brand new James Madison Memorial High school in Madison. He spent his entire teaching career there, teaching earth and physical science as well as coaching football and wrestling. He particularly enjoyed coaching freshman and junior varsity teams in both sports and later officiating wrestling meets, including the WIAA State Tournament for many years. As a science educator he made a point to take his students on many earth science connected field trips during spring and summer breaks to far flung places like Montana, New Mexico, Utah, Louisiana and Georgia. In addition to the student trips, he was supervisor to many student teachers over his years at Memorial. He retired from teaching there
in 2001.
Frank’s positive activities and influences were not limited to the students and student teachers he worked with at Memorial. He was active in both WSST and NSTA throughout his career. In addition to being part of the original WESTA group, he was a leader in WSST as Vice President and Conference Chair in 1985, Science Forum Committee member in 1986-87, and was elected president in 1988. He was recognized on the national level as part of an NSTA Energy Education Honors workshop, a National Geology Teachers Association earth science teacher of the year and was twice nominated for a Presidential Award of Excellence in science teaching. In the mid-late 1990’s he was a member of the WSST Foundation Committee. Frank received the Ron Gibbs Award from WSST in 1992. During this time, he also received a Distinguished Science Teaching Award for High School and a Tandy Technology Scholar Teacher
Frank invited all previous presidents as of 1990 to the banquet; there we 30 at that time, and 14 were able to come. Here is Frank with our first WSST President, A. B. Stubbe. WSST Newsletter, Sept/Oct 1990. Vol. 32, No. 1
Award, both in 1994-95 (WSST Newsletters Vol. 30-32, J M Memorial HS web site, Class of 1990 home page). Unfortunately, Frank could not spend a lot of time in retirement, as he was diagnosed with pancreatic cancer and passed away in September, 2004. In recognition of Frank’s lifetime service to the science education profession, in particular his focus on working with student teachers and ongoing professional development, WSST established the Frank Zuerner New Teacher Scholarship shortly after his passing. The focus of this award is to encourage an early career teacher who shows potential for becoming a strong positive member of the profession on many levels - classroom teaching, professional development and educational leadership as well as encouraging participation in professional associations. The award gives the early career winner registration to the annual WSST conference, admission to the Milton Pella Banquet and one night at the conference hotel. The award has been presented since 2006
(See the Past Award Winners list on the WSST website to see the winners’ names).
I am pleased to have nominated a promising new teacher who was awarded the Frank Zuerner New Teacher Scholarship in 2019. Our local newspaper ran a feature story about this winner - the Awards and Recognition Committee always sends out press releases to all award winners’ local media. Coincidentally, one of the local paper’s readers had been one of Frank Zuerner’s students in Madison! She spoke highly of Frank as a teacher in a lovely note written to my winner. She credited him with being part of her inspiration to become an MD. My winner still has the note taped to the board next to his desk (I get to see it whenever I sub for him!). I am proud to say that my young teacher friend continues to live up to the potential that I saw in him when he was in the first few years of his career. The ripples of Frank Zuerner’s life and the WSST Scholarship named after him continue out through space and time.
1990 WSST Officer change over: Carol Pollard (Wausau), Frank Zuerner (Madison), Rachel Egan (Madison), John Whitsett (LaCrosse), and Al Stawicki (Milwaukee). WSST Newsletter, Sept/Oct 1990. Vol. 32, No 1.
Ben Thompson, Found!
Our fall newsletter (Volume 67, #1) featured a story about Ben Thompson, the namesake and founder of the Rumford Award. At the time, we couldn’t find any pictures of Ben. With your help and from some staff at UWEC, we found some images of Ben that we wanted to share.
Ben Thompson receives the Gibbs Award from Rick Broniec (Awards Committee Chair) in 1990. WSST Newsletter, Sept/Oct 1990. Vol. 32, No 1 UWEC Periscope, 1983, p. 98
Ben Thompson, Chair of the Elementary Education faculty at UWEC, UWEC Periscope, 1985
Join Our Science Teacher Community of Practice
Want to connect with other science teachers to discuss useful classroom strategies? Would you like to troubleshoot problems of practice you experience with other educators? Would you like to help future teachers gain perspective of reallife classroom events? If so, please consider joining our science teacher community of practice sessions. Here is a link to the interest survey
https://tinyurl.com/LEAP-INTEREST-25
General Information about the Community:
Our community is called LEAP. “LEAP” stands for Learning Environments
Anchored in Phenomena. Our community has been built around the idea of making sense of phenomena around us - whether those be events in our everyday world (like groceries melting in the car) or events from our classrooms (like students productively making sense of their observations). Science teachers at all stages meet online roughly once a month as a community of learners to discuss resources for and experiences from our classrooms. The meetings generally last about an hour, with one or more “feature teachers” sharing a tool or practice from their classroom that they find productive. Afterwards, there is typically lots of space for folks to discuss – sharing their own wonderings, tools, and practices. Folks joining the sessions can listen in for some great ideas, take part in the discussion, and even share productive resources from their own classroom. Either way, we
recognize there is not one way to teach –so, these sessions are a low-stakes opportunity to see what other teachers find useful.
There is no formal induction to the community. Simply join in for one of our sessions. If you’re unable to make the meeting times listed, but want to connect with other teachers, use the survey linked to ask about similar opportunities.
Community of Practice Sessions:
Each session is online, lasts for about an hour, and is accessible to teachers at any stage of their career. Dates for these sessions are provided here:
December 2nd January 6th
February 3rd March 3rd April 7th May 5th
Each of these meetings are held online on the 1st Tuesday of the month and will last from 6:00pm to 7:00pm (Central Time). People interested in connecting with other science teachers (and/or picking up some neat resources) can join any of the meetings listed. Feel free to invite other science teachers to the conversations!
Please reach out to Adam Schafer at schafera@uww.edu if you have any questions, comments, suggestions, or wonderings.
Digging into What StudentCentered Means in the Science Classroom
By Kevin Anderson, DPI Science Coordinator
I love visiting classrooms and seeing students engaged in science learning! It’s so much more fulfilling than sitting in my cubicle at DPI. :) If you’re willing and interested in having me come by for a full or half-day, I’d love the opportunity; drop me an email: kevin.anderson@dpi.wi.gov
A while back I visited the classroom of Dave Bergerson in Wisconsin Rapids. His physics students explored what happened with wave formations on a water table as they manipulated a range of variables. There were several a-ha’s and rich discussions. They came back and discussed their evidence as a class and began to develop models to explain what happened in different situations. I felt like his instruction was truly student-centered. When I think of student-centered instruction, it often has some or all of these characteristics:
• explore ideas and ask questions. There isn’t one correct answer that
Students have freedom to develop and
• students are trying to find or that the teacher provides.
• a range of sources, including their own investigations, to explain something.
Students are gathering evidence from
Research shows that this type of learning better sticks with students over time. In particular, the National Academy of Science has released consensus reports in the last few years on secondary and elementary science instruction. They are an amazing review of what works in science instruction and programs. Here are a few ideas that I find particularly relevant in defining student-centered learning:
“The discussion and student writing • that help make thinking visible are more powerful when within the context of an investigation or design” (Interactive overview).
Students should have opportunities to • problematize the data and measurements, evaluate the quality of the evidence, and engage in meaningful argumentation.
“A major goal for science education • should be to provide all students with the background to systematically investigate issues related to their personal and community priorities” (Framework).
“Children are curious. Whether won- • dering where the water goes when it rains or asking how a toy car works, their questions and enthusiasm can set the stage for learning almost from infancy.”
The teacher has introduced students to
• an interesting phenomenon or problem that will take at least a couple weeks of learning for them to begin to understand/figure out.
Considering best practices, I encourage you to reflect (maybe even with a peer or two) for a minute on how this type of science packet could be improved. Please, take some time to look through it, reflect on it, discuss it, etc. before looking at my thoughts below.
I see a lot of this type of work in middle and high school classrooms. Elementary classrooms usually have simpler and shorter packets, but they’re generally similar in design.
• they know? They could begin by being engaged by an interesting phenomenon, such as a video of an ophthalmologist diagnosing an eye condition using a prism, asking questions about that video evidence, and then manipulating a range of prisms in a lab setting. Perhaps they could create an initial • model of a prism in action and revise it over time. They could compare and contrast different atom models. How will they receive feedback? It’s
• really too for meaningful feedback that will impact learning. Short and
• answer, how could student collaboration and sharing of different ideas be incorporated into learning these topics?
How have you reflected on your
• instruction lately? How has your instructional practice changed over time with new research and resources coming out? What supports do you need to more fully adopt a studentcentered approach if you’re not quite there yet?
A couple opportunities to get new ideas will be at the WSST conference in Appleton on March 12-14 or at the WSST mini-con in Wauwatosa on August 4 (details forthcoming!). I hope to see you at one or both! Or, as always, feel free to drop me an email.
TEACHER OPPORTUNITIES
Apply Today for the 2025
Vernier Science Education
Inspiration Grants
Vernier Science Education is now accepting applications for its 2025 Inspiration Grants, designed to support K–12 and college educators in fostering STEM literacy with students. As part of the grant program, a total of 10 educators will each receive $1,000 worth of Vernier technology of their choosing, an annual license for Vernier Graphical Analysis® Pro, and three hours of virtual professional development to further support their teaching.
The grants are open to all K–12 and college educators who are actively teaching at an educational institution in the United States and who have not previously won a grant from Vernier. As part of the application process, educators must describe how they will implement the $1,000 worth of Vernier technology in their classroom or laboratory, their educational institution’s needs, and how the funding will enhance their instruction and engage students.
Grantees will be selected by a panel of fellow educators and Vernier employees.
All applications are due by November 30, 2025. Grantees will be announced January 6, 2026.
To learn more about the 2025 Vernier Science Education Inspiration Grants and apply, visit www.vernier.com/inspiration-grants.
Project Dragonfly Courses
Miami University’s Project Dragonfly is accepting applications for 2026 Earth Expeditions graduate courses that offer extraordinary experiences at global field sites in 15 countries throughout Africa, Asia, Australia, and the Americas.
http://EarthExpeditions.MiamiOH.edu
Earth Expeditions can build toward the Global Field Program (GFP), a master’s degree that combines summer field courses worldwide with web learning communities so that students can complete the GFP master’s part-time from anywhere in the United States or abroad. Applications are now being accepted until January 15. Courses begin in May 2026.
http://GFP.MiamiOH.edu
Project Dragonfly also offers the Advanced Inquiry Program (AIP) master’s degree that combines web instruction from Miami University with face-to-face experiential learning and field study through several AIP sites in the U.S. Applications for Miami’s 2026 cohorts are now being accepted until February 15, with placebased experiences provided at zoos and botanical gardens in Chicago, Cincinnati, Cleveland, Detroit, Jacksonville, New York, San Diego, and St. Louis.
http://AIP.MiamiOH.edu
In addition to our master’s degree programs, Project Dragonfly’s core online and AIP web+ graduate courses may be taken on a stand-alone basis for professional development and lifelong learning.
Most Science Teacher Education Programs have received DPI approval. To strengthen your program review and align with NSTA/ASTE Standard 6
(Professional Knowledge and Skills, 6a–c), consider utilizing the WSST Conference. Pre-service teachers can meet this standard by reflecting on their teaching and attending sessions that enhance science content knowledge and
Bunsen Burner Holiday Videos
pedagogy. A recommended procedure, developed by Kevin Anderson and Ray Scolavino, outlines how to fulfill this standard at the conference. If you cannot attend with your students, I would be happy to help guide them to appropriate sessions. For details on meeting Standard 6, contact Ray Scolavino at rscali3@yahoo.com or 414-460-0746. Financial assistance is available through the Pre-Service Teachers Founder’s Scholarship at www.wsst.org/grants
Tired of those boring fireplace and coffee shop videos looping on your classroom screen? Now you can provide hours of a holiday themed bunsen burner for your science classroom! Provided by WSST member Brian Bartel, there are over 10 hours of Bunsen Burners to keep your classrooms screens warm all season long. Visit the YouTube playlist, or simply search “holiday bunsen burners” in YouTube. More styles are added all season!
The Wonders of Quantum Physics
The Wonders of Quantum Physics is a program develops and distributes free kits to classrooms across Wisconsin, Illinois, and Indiana in partnership with QuanTime. These kits are NGSS aligned and come with facilitation guides, student worksheets, and the materials required to conduct the activity. Kits are typically sent out in late March/early April in order to arrive by World Quantum Day on April 14th. In 2026 we will be offering a limited number of the following kits:
Art & Polarization (intended for K-5)
• Electron Transitions (intended for 4-8)
• Wave Particle Duality (intended for 9-
• 12)
• rently under development)
Qubit Quest (intended for 5-12, cur-
We also have a Quantum Computing Coloring book, which is available as a free download, that pairs well as an extension activity for the more advanced grades.
Please sign up via our interest form to be notified via email when registration goes live!
What is CIC?
The CIC Video Competition
Students create short films 4 minutes or less that spotlight climate solutions from their unique perspective With cash prizes and global recognition, the competition inspires youth to become storytellers and changemakers
Our six-lesson, standards-aligned curriculum helps students connect climate change to their own lives and communities, sparking creative, local solutions. It can be used as a launchpad for the video competition or as a standalone resource in any classroom or club.
or visit us at cavu.org/CIC
Created by CAVU, a globally recognized climate equity and education nonprofit, the CIC delivers a ready-to-use curriculum and hosts an international video competition that challenges students to share bold ideas and lead the next wave of climate solutions
The Wisconsin Nutrition Education is designed to seamlessly integrate nutrition education into everyday classroom activities and learning outcomes. By gathering reliable, high-quality nutrition curricula in one central resource and aligning them with core subjects like science, the database makes it easier for educators to include nutrition concepts without adding extra lessons or demands on limited classroom time. The ultimate goal is to ensure more children receive meaningful nutrition education that supports the development of lifelong healthy
The Database is geared towards Wisconsin educators of grades K-12. Curricula is included for a variety of age/grade groups.
The Wisconsin Department of Public Instruction (WI DPI) offers the Wisconsin Standards for Nutrition to help educators incorporate nutrition education into their classrooms. These standards outline expectations for student learning at the end of each grade level. However, nutrition education standards are not mandatory and are often not included in students’ educational experiences. It is well-established that nutrition education plays a vital role in promoting students’ health, wellbeing, and academic success. Visit the Wisconsin Nutrition Education Database to find out more information, how to search the database, submit feedback and even submit your own lessons.
Insects in the Classroom
Interested in using insects in your classroom, but don’t know where to start? Looking for a hands-on way to teach about public health or to use invertebrate model organisms? Entomologist Ted Snyder of Kradwell School is currently planning a professional development class to help. He has put together a survey to determine what topics people are most interested in and to get onto a mailing list for the event. Please fill out this survey here.
Digital Presence
October’s Night Sky Notes: Let’s Go, LIGO!
By Kat Troche
September 2025 marks ten years since the first direct detection of gravitational waves as predicted by Albert Einstein’s 1916 theory of General Relativity. These invisible ripples in space were first directly detected by the Laser Interferometer Gravitational-Wave Observatory (LIGO).
Neutron stars can also create these waves for various reasons. While these waves are invisible to the human eye, this animation from NASA’s Science Visualization Studio shows the merger of two black holes and the waves they create in the process.
How It Works
Traveling at the speed of light (~186,000 miles per second), these waves stretch and squeeze the fabric of space itself, changing the distance between objects as they pass.
Waves In Space
Gravitational waves are created when massive objects accelerate in space, especially in violent events. LIGO detected the first gravitational waves when two black holes, orbiting one another, finally merged, creating ripples in space-time. But these waves are not exclusive to black holes. If a star were to go supernova, it could produce the same effect.
A gravitational wave observatory, like LIGO, is built with two tunnels, each approximately 2.5 miles long, arranged in an “L” shape. At the end of each tunnel, a highly polished 40 kg mirror (about 16 inches across) is mounted; this will reflect the laser beam that is sent from the observatory. A laser beam is sent from the observatory room and split into two, with equal parts traveling down each tunnel, bouncing off the mirrors at the end. When the beams return, they are recombined. If the arm lengths are perfectly equal, the light waves cancel out in just the right way, producing darkness at the detector. But if a gravitational wave passes, it slightly stretches one arm while squeezing the other, so the returning beams no longer cancel per-
Two black holes orbit around each other and generate space-time ripples called gravitational waves in this image. Credit: NASA's Goddard Space Flight Center Conceptual Image Lab
fectly, creating a flicker of light that reveals the wave’s presence.
The actual detection happens at the point of recombination, when even a minuscule stretching of one arm and squeezing of the other changes how long it takes the laser beams to return. This difference produces a measurable shift in the interference pattern. To be certain that the signal is real and not local noise, both LIGO observatories — one in Washington State (LIGO Hanford) and the other in Louisiana (LIGO Livingston) — must record the same pattern within milliseconds. When they do, it’s confirmation of a gravitational wave rippling through Earth. We don’t feel these waves as they pass through our planet, but we now have a method of detecting them!
Get Involved
With the help of two additional gravitationalwave observatories, VIRGO and KAGRA, there have been 300 black hole mergers detected in the past decade; some of which are confirmed, while others await further study.
While the average person may not have a laser interferometer lying around in the backyard, you can help with two projects
geared toward detecting gravitational waves and the black holes that contribute to them: Black Hole Hunters: Using data from the TESS satellite, you would study graphs of how the brightness of stars changes over time, looking for an effect called gravitational microlensing. This lensing effect can indicate that a massive object has passed in front of a star, such as a black hole.
Gravity Spy: You can help LIGO scientists with their gravitational wave research by looking for glitches that may mimic gravitational waves. By sorting out the mimics, we can train algorithms on how to detect the real thing.
You can also use gelatin, magnetic marbles, and a small mirror for a more hands-on demonstration on how gravitational waves move through space-time with JPL’s Dropping In With Gravitational Waves activity!
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!
Still images of how LIGO (Laser Interferometer Gravitational-Wave Observatory) detects gravitational waves using a laser, mirrors, and a detector. You can find the animated version here. Image Credit: NASA
WSST Newsletter
192 Depot Road
Cambridge, WI 53523
ADDRESS SERVICE REQUESTED
Volume 67, No. 2
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 $30 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.
