In this Issue

From the Desk of the Executive Director_____ 1

From the President’s Desk______1

From MDE______3

Conference Update____ 4

Conference Awards____ 7

Curriculum Update_____ 8

Book Review______18

Professional Opportunities______19

A publication of the Michigan Science Teachers Association • Volume 67.1 • Winter 2015

From the From The Desk of Your President’s Desk Executive Director By Charles Bucienski, MSTA President From Robby Cramer, MSTA Executive Director I recently had a chance to go to a professional The MSTA Board of Directors wants Directors and the 2014 Conference development session on the five E’s. I must to formally acknowledge where the Committee, I would like to welcome mention here that I have used the 5 E’s Michigan Department of Education you to the 62nd MSTA Annual State in some way every year since I became a and the State Board of Education are Science Conference! We are so teacher. It was originally introduced to me as in the process of consideration of pleased to be in Grand Rapids at a great lesson development tool and a way new science standards. The Michigan the Amway Grand Plaza Hotel. The to look at curriculum development. Since Science Standards were not on the theme of our conference is Pure that introduction I have seen many more December State Board of Education Michigan Science: “Engineering ways to use the tools, such as the 5 E’s of Agenda. The State Board has decided GRAND Ideas in Science”. Our MSTA leadership, the 5 E’s of customer relationship, to consult with new legislators Conference Leadership has been even the 5 E’s of safe routes to school. and new education committees busy planning for how MSTA can There are even versions which include 6 before moving ahead. The Michigan professionally support you in your and 7 E-variants. The biggest take away for Department of Education believes that Michigan classrooms and schools. me is that when something really works, it this will be a more effective pathway We have designed a conference with is adaptable to many new and varied uses. for adoption of the new science many sessions highlighting Michigan’s This is a resounding “yes” vote for the 5 E’s standards. perspectives on the Next Generation as something that really does work well in Science Standards (NGSS) and their education in general and science education in MSTA leaders are continuing to explore implementation by Michigan teachers particular. ways to advocate for new Michigan for Michigan students. Science Standards. One avenue will For new teachers out there or ones that just be talking to states that have already This year our MSTA Conference will need to freshen-up on the idea of the 5E adopted NGSS and review their have a keynote address from Page model as I did, I will give a quick outline of adoption processes. This may help Keeley. She is an author, science the model: us consider possible pathways for education consultant, and former Michigan. We will have more to share NSTA President. She will be sharing • The first E is Engage: It is where the at our Membership meeting at the her perspectives on Teaching for learner makes connection to past experiences MSTA State Conference on February Conceptual Change: Building a and is stimulated to be involved in the 27th and 28th in Grand Rapids. Bridge between Students’ (and activity. Teachers’) Ideas and Scientific On behalf of the MSTA Board of continued on page 2 continued on page 2 From the President’s Desk continued from page 1 The more we • The second E is Explore: It is here that students get know, the more directly involved in experiencing the phenomenon.

• The third E is Explain: Students use language to tell about we discover their understanding of their experiences. Teachers may Michigan Society for then address misconceptions and introduce new concepts that are involved with the activity. Medical Research

• The fourth E is Elaborate or Extend: Depending on time and the focus of the activity, students may get additional experiences with the concepts being introduced by new and/or similar activities.

• The fifth E is Evaluate: Students demonstrate their understandings of the activities and the teacher can assess, either formatively or summatively, if the students have attained understanding of the target concepts.

These 5 ideas are sometimes given different orders of operation or different names based on where or by whom they were taught, but they provide a basic way that this model is used in education.

It is beyond the scope of this article to go into more detail than provided here, but my hope is that it will inspire some CALLING ALL to dig deeper into the parts of the 5E model that will help MICHIGAN HIGH SCHOOL SCIENCE them be a better and more capable science teacher. TEACHERS! Data Literacy Tools Abound: Fostering and Enhancing MISMR’s Annual Essay Contest with cash prizes Data Literacy through Visual Representation for students and winning teachers!

TOPIC: Why Animals Are Important in From the Executive Director Biomedical Research ? continued from page 1 Every year, the Michigan Society for Medical Understanding. K-12 students possess a variety of strongly Research (MISMR) sponsors an essay contest open held ideas about the natural world and phenomena. to all Michigan high school students. The contest Teaching for conceptual change involves starting with is part of MISMR’s educational outreach program, understanding the ideas students bring to their learning which promotes awareness of the benefits, ethics and building a bridge between their initial ideas and the scientific ideas we want them to learn and be able to use. and methods of biomedical research, and increases Ms. Keeley will talk about her experience transitioning from awareness and interest in science. inquiry to inquiry for conceptual change, how teaching for Entries are judged on originality, creativity conceptual change transformed her teaching and learning, (including a creative title), command of the English and implications for teaching and learning core disciplinary language, and evidence that an extra effort was ideas, crosscutting concepts, and scientific and engineering practices. made to learn about biomedical research and why animals are used. Join us for an exploration of student assessment. Following We are eager to have this be the biggest submission her keynote presentation, Ms. Keeley will have a signing for year to date! Use it as a class assignment, extra her new book, Uncovering Student Ideas in Science Volume credit, or something else. Deadline for submissions IV: 25 NEW Formative Assessment Probes. is January 15, 2016. It’s a great way to bridge

Once again, the Howard Hughes Medical Institute science and writing skills with one assignment and BioInteractive is offering a free movie on Friday at 5:00 have students preparing for college papers. PM! Relax with your colleagues at the Happy Hour with Details including how to write a critical analysis paper HHMI’s BioInteractive movie. Free beverages, and snacks can be found at: will be available. There will be drawings and free classroom resources will be given away. We are delighted that HHMI http://www.mismr.org/services/ is back for the second year in a row. We look forward to seeing you in GR!! essay/2014CallForEntries.pdf email: Ruthann Thorne at [email protected] for more information

2 • Michigan Science Teachers Association • www.msta-mich.org

Consider Integrating your Courses! From Megan Schrauben, Integrated Education Consultant, Curriculum & Instruction, Michigan Department of Education

In order to solve or even critically think about the many building career and college-ready students. Our systems issues our generation and future generations will face, would be focused on efficient, effective, and flexible use all content areas have to work together. We can see this of time and resources. Teachers would be intentionally highlighted in the fact that all content area standards designing instruction that encourages students to include career and college readiness skills that promote connect ideas and to transfer knowledge between four key practices: content areas. And our students would be engaged in learning that is rigorous and relevant. In future editions • Use technology and tools strategicallyNasco Sciencein Division of the MSTA newsletter, we will work to expand on the learning and communicating MSTA Newsletter intersections of this Venn , just like we did with the intentional instructional practices, in hopes that the • Use argument and reasoning toWinter do 2015 vision for educational improvement through integration research, construct arguments, MSTA1501and is realized. critique the reasoning of others Please utilize the hyperlinks provided in the article for further resources or the location of where • Communicate and collaborate future resources will be housed. And in case you effectively with a variety of missed it, in the fall MSTA Journal publication, audiences a summary of the research on integration as an instructional practice was submitted. You • Solve problems, construct can find it on our website at http://www. explanations, and design michigan.gov/documents/mde/Integration_ solutions. Research_document_v9.10.14_469022_7.pdf.

The career and college readiness skills can be found in a content comparison on our website, including CTE and the arts, at http://www. michigan.gov/documents/mde/CCS_Standards_417951_7. pdf.

The past few MSTA newsletters have featured what science classrooms look like when teachers focus on the intersection of standards, culture, and instruction. This is what MDE refers to as a teacher’s “Intentional Instructional Practice”. We all know that what a teacher does in their classroom is an extremely important part of school, but what could school look like if we step back and view the pieces that make up the educational experience?

The Venn diagram featured is a simplified look at all of the parts that need to play together to make up an educational experience that prepares students to be career and college ready. The more these parts intersect, the more integrated the curriculum and more personalized the learning experience becomes for students.

We see the natural and social science teachers as instrumental in bringing about this type of integrated learning. The sciences provide us with rich, relevant, and contextual learning experiences that are timely and applicable for students and our society.

If we look again at the three pieces highlighted in the Venn diagram and call the overlapping piece in the very middle “Intentional Integration,” we can begin to imagine how the system might function in order to focus on

MSTA1501

3 • Michigan Science Teachers Association • www.msta-mich.org CONFERENCE REPORTS

Conference Update – From Karen Kelly and Liz Larwa, Conference Co-chairs

The 62nd Michigan Science Teachers Association to offer educators the opportunity to attend in- Conference is quickly approaching. This year’s depth group sessions based on a specific need or conference will be held on February 27th-28th, interest. These strands will be offered in addition 2015, at the Amway Grand in Grand Rapids. Below to the informative sessions for which MSTA is are some of the highlights you can expect. known. There are many sessions being offered by teachers just like you -sharing what they are Do you want to hear how you doing in the classroom to embrace NGSS, including implementation of the engineering practices and can effectively utilize formative cross cutting concepts. assessments in your classroom to uncover students’ ideas and Friday night - What to do? use students’ thinking to inform The MSTA conference committee is excited to announce that we have two great events planned. instruction? There will be a Happy Hour featuring BioInteractive We are very excited to welcome Page Keeley as our videos from the Howard Hughes Medical Institute at dynamic keynote speaker. Page Keeley is the Senior 5:00 pm Friday. The videos are about 20 minutes Science Program Director at the Maine Mathematics long and there will be someone there from the and Science Alliance, where she directs projects in Institute to answer questions. Anyone who views the areas of leadership, standards-based curriculum the video will receive a free one and a teacher and instruction, formative assessment, professional resource packet. Visit the Institute’s booth in the development design, and instructional coaching. Exhibitor’s Hall. She has directed several major National Science Foundation–funded projects and has authored nine You can also join this year’s MSTA award winners books, guest-authored several chapters in other and be awed by these inspirational teachers by volumes and has contributed numerous journal attending our Awards Banquet. The evening begins articles. She provides professional development Friday at 6 pm with a reception, followed by the and consultation services to school districts, math- awards dinner. science partnership (MSP) projects, university programs, and math/science organizations throughout the United States. She is the author Are there professional of the Uncovering Student Ideas in Science series, development sessions that are focusing on formative assessments. Page Keeley’s more in-depth? session will run unopposed on Friday at 11:00 am, followed by a book signing near Registration at The Professional Development workshops on noon. Thursday, February 26th are scheduled as half day offerings, morning or afternoon. These popular and informative sessions require pre-registration, Do you want to learn what is so be sure to check the information on our website happening in our state right now regarding these. in regards to NGSS? How can you start bringing NGSS practices into Do you want to have a more your classroom? The MSTA Conference Committee personal relationship with MSTA? has gathered experts to discuss the most up-to- The conference is offering an opportunity to meet date information about NGSS in Michigan. We and greet your regional director. During the break have created a series of focus strands for the between the morning and afternoon sessions, the 2015 conference. The purpose of the strands is regional directors will be available in the exhibit

continued on page 5

4 • Michigan Science Teachers Association • www.msta-mich.org CONFERENCE REPORTS

Conference Update continued from page 4

hall, ready to talk with you and let you know what Do you want to see the newest is happening in your region, as well as listen to your ideas on how they might better meet your materials out there to use in your needs. classroom? Visit the exhibit hall to see the largest Do you have some new ideas concentration of science educational materials available anywhere in the state. Enter drawings for MSTA or want to get more for giveaways from the exhibitors. Be sure to make involved? plans to visit the always popular MESTA rock shop, Come to the general membership meeting on NSTA book store, and the Cyber Café. Saturday morning for Muffins with Members. Chat with board members and have your voice heard.

Find us with technology!

Find us on Facebook where we will be posting updates to sessions as new information becomes available. «Like» us by searching for «Michigan Science Teachers Association» or going to www.facebook. com/MSTAmich

Follow us on Twitter @mstamich We will be live tweeting throughout the conference (#MSTA15) so check in frequently to hear news and updates.

Pure Michigan Or stay right here at the Engineering Grand Ideas in Science conference website to get all the up to date changes and information. The dedicated URL for the conference is www.mstaconference.net

Our popular Stack-A-Ribbon fun ribbons will once We look forward to seeing you make this MSTA again be available to add to your conference name Conference your Pure Michigan destination to tag. You can find them at the MSTA booth for just “Engineering Grand Ideas in Science”. 25¢ each.

5 • Michigan Science Teachers Association • www.msta-mich.org Are You Prepared... to Teach in the 21st- Century Classroom? Lawrence Technological University Can Help! Master of Science Education • $1,320 per course scholarship for all K-12 educators (DI or non- DI endorsements) covers nearly 42 percent of tuition. • Most courses offered online and asynchronous, with a science experiment component to be completed using science kits and activities. • Science content developed by Lawrence Tech in partnership with the Detroit Zoological Institute, Cranbrook Institute of Science, Aquinas College, and the University of Detroit Mercy. • Courses aligned with the Michigan Department of Education requirements for Science and the DI (Integrated Science) Endorsement. Master of Educational Technology • $1,320 per course scholarship for all participants covers nearly 42 percent of tuition.

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6 • Michigan Science Teachers Association • www.msta-mich.org Congratulations to our 2015 MSTA Award Winners! From Marlenn Maicki, Awards Chairperson

Teacher of Promise: Informal Science Educator: Ashley Meyer, Hamilton High School, Hamilton Stephen Stewart, Michigan Sea Grant Extension, Clinton Township Elementary: Patricia McNinch, Mayville Elementary, Mayville MSTA Special Award: Sue Codere Kelly, MDE Middle School: Distinguished Service Award: Holly McGoran, Jennison Junior High, Jennison Betty Crowder, Oakland University High School: Deanna Cullens, Whitehall High School, Whitehall George Mallinson Award: David Bydlowski, Wayne RESA College: Dr. Bradley Ambrose, Grand Valley State University, Allendale

Science Administrator of the Year: Greg Johnson, Wayne County RESA

7 • Michigan Science Teachers Association • www.msta-mich.org 24/7 Professional Learning Networks From Jennifer Arnswald, Kent ISD Science Consultant, MSTA Curriculum Director

Have you ever been planning a unit and had a question you wish you could ask another educator, but no one was around? Or perhaps need new ideas to spice up your classroom? If you answered “yes” you are not alone. Teachers all over the world have been putting in countless hours recreating the wheel (or at least the microscope cell lab) year after year. As we move forward with the next generation of science education for Michigan students, I want to offer some tips that will expand your professional learning network beyond Michigan. TIP: When you see that someone regularly posts things Twitter http://www.twitter.com that interest you follow them so you see everything they post. I know, you may be thinking “yeah right, I don’t care about what you ate for dinner so I’m not going on to TIP: Another way to connect to educators is through twitter”. While some people use twitter to share the online chats (by searching for the hashtag). #NGSSchat details of their life, many professionals have joined takes place every other Thursday at 9:00 PM. #michED twitter to share resources, engage in conversation, and chat takes place each Wednesday at 8:00 PM. meet individuals from all over the nation. The first thing that you need to do to get started in the conversation is So, you made a profile, did a search, and perhaps joined create a login and profile. a chat. Now it is time for you to post. You have 140 characters to share with the world a resource, question, TIP: Upload a picture so people recognize you when you or idea. Be sure to include a hashtag so people can find meet in person and add details about yourself so people and reply to your post. know you are real.

What’s next? 1. Follow @MSTAMich 2. Search #MSTA15 to see post related to the 2015 MSTA Conference in Grand Rapids 3. Post the resources and ideas that you found useful When your profile is complete you are ready to explore. during the conference and be sure to use the To find posts that are of interest to you and people that #msta15 hashtag! you might want to follow, I suggest doing a search. When people post on twitter they usually add a hashtag (#) to Looking for more information their message. This allows people to easily search for posts related to a specific topic. about twitter? http://www.edudemic.com/refreshingly-simple-guide- TIP: I often search for #ngss, #miched, #edchat, or twitter-teachers/ #ccss. When you see a post you like you can retweet it http://www.teachthought.com/twitter-hashtags-for- (send it out to the people that follow you), favorite it, teacher/ share it, or reply. http://bit.ly/TwitterMSTA

8 • Michigan Science Teachers Association • www.msta-mich.org Celestial Highlights, February through June 2015 -- Robert C. Victor and Robert D. Miller, Abrams far from Venus in February. Look about 9° upper left of Planetarium, Michigan State University

By February 2015, Venus and Jupiter can be viewed simultaneously each clear evening until about a month the brighter planet on Feb. 1, to 3° lower right on after their spectacular pairing on June 30. There will be Feb. 28. Both planets move rapidly against background a compact gathering of Venus, Mars, and the crescent stars, and remain within 10° of each other for six weeks, Moon at dusk on Friday, Feb. 20. Hardy sky watchers Jan. 31-Mar. 14. They can be viewed together within may want to schedule a predawn session in February, a 5° binocular field for three weeks, Feb. 11 through March, or April to view Saturn’s rings, or wait until late Mar. 4. By Apr. 18, Mercury might be spotted very May, when Saturn becomes visible in the early evening. low in WNW, 30° lower right of Venus. On Apr. 22 the innermost planet passes just 1.3° upper right of faint Two sets of all-sky , tracking positions of the Mars. Mercury goes on to its best evening apparition of naked-eye planets and stars of first magnitude or this year, lingering 22° lower right of Venus Apr. 30-May brighter in evening twilight during January-July 2015, 8, but fades quickly thereafter, to mag. 1 on May 11, and and in morning twilight during August 2015-March 2016, mag. 2 on May 16. with brief descriptions for each chart, are available at www.abramsplanetarium.org/msta/ A day-by-day summary of Celestial Highlights for February through July 2015 and beyond, including Also available at the same site is a list of Moon-planet descriptions of attractive gatherings of Moon, pairs in the evening sky in 2015, and details about the planets, and stars, appear in the MSTA Quarterly two lunar eclipses of 2015: On Saturday April 4 at dawn, Newsletter for Summer 2014, on pp. 14 and pp. with only the opening stages of partial eclipse visible 19-23. Go to http://www.msta-mich.org/publications/ from Michigan, and on Sunday September 27, seen as newsletter and click on Summer 2014 in the Archived total in late evening! Newsletters.

Evenings: Two planets and a star far outshine the Modeling seasonal visibility of stars and visibility competition at dusk. In order of brightness, they are: of the planets. As stars and planets come and go in Venus, low in WSW to W in Feb.-Mar. 2015, shifting morning and evening skies and display beautiful pairings northward and slowly gaining altitude until May, and and groupings, students can observe and model these then dropping to W horizon before end of July; Jupiter, changes with the aid of the following items, available on low in ENE in early Feb., crossing very high in S in www.abramsplanetarium.org/msta/ April, and sinking to WNW horizon around end of July; and blue-white Sirius, the “Dog Star” and brightest (1) An Observing Log, for recording nightly sightings of of nighttime stars, twinkling noticeably and ascending planets and bright stars in the western sky from mid- through SE in February, reaching its high point in S in April through early June; (2) two charts, depicting the March, and setting in WSW around the middle of May. orbits of Mercury through Mars and Mercury through Saturn; (3) a of data for plotting planets on these Follow these three bright objects at dusk in coming orbit charts; and (4) an activity sheet with a set of 15 months. Sirius will sink into the WSW twilight glow problems to guide students investigating the visibility of during May, while Venus and Jupiter remain in view until stars and planets during 2014-2016. late in July. Over five months after these two brilliant planets first became visible simultaneously (just above Robert C. Victor was Staff Astronomer at Abrams opposite horizons, in late January), Venus and Jupiter Planetarium, Michigan State University. He is now will form a spectacular close pair on June 30, just retired and enjoys providing skywatching opportunities 0.3° apart. A telescopic view of the planet pair that for school children in and around Palm Springs. evening will be a memorable sight, not to be missed: Venus as a brilliant crescent, one-third full, matching Robert D. Miller, who provided the twilight charts the dim, fully lit disk of Jupiter in apparent size! This and the planet orbit charts, did graduate work in coincidence occurs because Jupiter, with a diameter 12 Planetarium Science and later astronomy and computer times that of Venus, will then be 12 times as far away! science at Michigan State University and remains active in research and public outreach in astronomy. The other naked-eye evening planet of late winter/early spring 2015 is Mars, appearing as a dim red “star”, not

9 • Michigan Science Teachers Association • www.msta-mich.org Modeling Chemistry Curriculum Transformation Submitted by Deanna Cullen, Chemistry teacher at and I hope this will lead to a deeper understanding for Whitehall High School in Whitehall, MI. Follow me on my students. Twitter @CullenChemEdX or contact me by email at [email protected]. In the first few months of using the modeling curriculum, my students have not developed their This past summer, I attended one of the Modeling model of the atom past a description of what Dalton Instruction In Michigan training opportunities. I had theorized. That takes me out of my comfort zone, but heard about the modeling curriculum for some time and we have used some interesting methods to develop a was excited to find out more. I had some preconceived deeper understanding of Dalton’s Assumptions and how notions about what the training was going to be like. scientists like Dalton, Avogadro and others developed About a decade ago, I began transitioning to a more those ideas. We used energy charts to help students inquiry-based classroom. I have also increased my use understand the changes between phase change energy of models and particulate-level drastically and heat energy. For the first time in my 20+ years of during that time period. I have found that my students teaching chemistry, I taught gas laws without showing have a much greater depth of knowledge because of students the algorithms related to Boyle’s, Charles’s or incorporating these changes to my curriculum. I had the combined gas laws. I have never spent so much time assumed that inquiry and use of models were a big part on Avogadro’s Law or Dalton’s Postulates, but I expect of the Modeling pedagogy and I was correct, but there the time spent will pay off in a deeper understanding of is much more to the curriculum that modelers follow balanced equations and stoichiometry. About the time than just focusing on “particles” and using inquiry. this article is published, we will be using BCA (before – change- after) tables to complete stoichiometry For more than 20 years, I have taught the history of problems. These tables are similar to ICE tables used in atomic theory during the first couple months of the equilibrium. Some modeling colleagues have published school year. Those lesson plans are history now. The blog posts written at ChemEd X for an explanation of Chemistry Modeling Curriculum is based on the premise energy charts, 1 and BCA tables for stoichiometry. 2 that students will observe phenomena, analyze data and construct their own “model of the atom so far” The order of the topics is completely different than at the end of each unit based upon the evidence they what I have seen before and the approach makes our have seen in class. My students make a poster at the written textbook unhelpful. The curriculum provides end of each unit that includes a diagram of what atoms articles for students to read and I have also added look and act like. Key points about what we have reading material. I feel that the typical reading time learned about the way atoms act are also included on has been replaced by using more scientific discourse the poster. At the end of the year, students will be and student presentations during class. Students engage able to view their own personal history of how their in simple experiments or activities and present their personal theory of an atom developed. I love this conclusions based upon evidence. They are required to idea, as it allows for great discussions about where we support their conclusions with data. Jackson, Dukerich started, what we are currently learning, and where and Hestenes summarize what it means to be a we are headed. I am thrilled to help my students see “modeling teacher”. that everything in chemistry is connected. Chemistry is not about separate chapters that contain disjointed “Rather than following rules of thumb; to organize information. The inquiry-based laboratory activities course content around scientific models as coherent and related white boarding strategies are designed units of structured knowledge; to engage students to help students develop their own conceptual model collaboratively in making and using models to of the content involved. In other words, “modeling” describe, explain, predict, design, and control physical is much more than just “using” models or envisioning phenomena; to involve students in using computers the particulate level. We need to train our students as scientific tools for collecting, organizing, analyzing, to develop their own models or ideas. Of course, I can visualizing, and modeling real data; to assess see my “pre-training self” rolling her eyes thinking student understanding in more meaningful ways and “isn’t that why we use models?”… I am already having experiment with more authentic means of assessment; students develop models.” I hope others that hold to continuously improve and update instruction with the same preconceived notions that I held will take a new software, curriculum materials, and insights from closer look. The curriculum and pedagogy allow me to educational research; and to work collaboratively” 3 guide my students to understand concepts instead of memorizing algorithms. I am convinced that the order of topics is key to building connections between topics, continued on page 11

10 • Michigan Science Teachers Association • www.msta-mich.org Modeling Chemistry Curriculum Transformation continued from page 10 Since my district is small and I was able to convince the Visit http://www.mimodelinginstruction.org for more only other chemistry teacher at my school to use the details and an application form. There are several sites modeling curriculum, we have avoided issues related to across the state. Initial screening of applicants begins consistency of curriculum throughout the department. March 6, 2015. Notification of acceptance begins I know this has stalled the transition for some teachers April 1, 2015. that took part in the training. Some are waiting for their counterparts to take the training in 2015 before making 1 A Modeling Approach to Energy Storage and Transfer the transition. I know that some of those teachers are blog post written by Erica Posthuma Adams on ChemEd still able to use methods discussed in the previous X web site. http://www.chemedx.org/article/modeling- paragraphs. approach-energy-storage-and-transfer Accessed 1/2015.

The modeling program originated in the 1980s at 2 Conceptual Chemistry blog post written by Larry Arizona State University. It was originally developed for Dukerich on ChemEd X web site. http://www.chemedx. physics courses, but chemistry teachers have been using org/blog/conceptual-chemistry Accessed 1/2015. it for about a decade. Biology teachers are currently working to develop their own curriculum based on the 3 Jackson, Jane: Dukerich, Larry; Hestenes, David; success of the pedagogy. Any chemistry teacher looking Modeling Instruction: An Effective Model for Science for an opportunity to transform the way they teach by Education, Science Educator, Spring 2008, p 10- using a curriculum that is closely tied to best practices, 17. You can find this article and other materials of HSCEs, and NGSS, should consider applying for a spot in interest (including an application form) on the www. one of the workshops coming up during the summer of mimodelinginstruction.org web site. 2015. There are also workshops for physics and biology teachers. A team approach within a school district will 4 American Modeling Teacher Association web site; certainly make for an easier transition to this pedagogy. http://modelinginstruction.org Accessed 1/2015. Teachers that are chosen to attend the 15 days of training will receive stipends of $1500, curriculum The pictures that follow are from activities that we materials and a year of membership with the American did during the teacher training and also from my own Modeling Teachers Association.4 SCECHs & graduate classroom. They include: a photo of a demonstration credit opportunities and some travel reimbursements to show students a comparison between the expansion are also available. of alcohol and water when heated. Understanding the concept of liquid expansion leads to an understanding of continued on page 12

An example of a BCA table.

11 • Michigan Science Teachers Association • www.msta-mich.org Modeling Chemistry Curriculum Transformation continued from page 11 how thermometers work. The photo on the right is from Also included are samples of tables and charts that may an activity that reinforces the idea of conservation of be used in the classroom. mass by the combustion/oxidation of steel wool.

An example of a energy bar chart.

12 • Michigan Science Teachers Association • www.msta-mich.org An Elementary Mars Rover Design Project A Problem Based Learning STEM Project to Teach Fourth Grade Energy Standards natural transition into the next lesson. New questions From Crystal Brown, MSTA Director-at-Large, Parson were identified and incorporated into upcoming Elementary School, Gibraltar, MI lessons. I started out with a lesson sequence, but I On a seemingly normal everyday Tuesday, as my have added and adapted many times because of the students gathered up front to hear what was coming ideas generated from each new experience and the next in science, a sudden ‘call’ came in from NASA. student feedback that followed. Immediately, every ear and eye was focused on the call. As the challenge was presented by ‘Dr. Penelope Peabody,’ I could already see the wheels turning. Designing… NASA had requested my students’ help building a rover After students completed their ‘research’ and that could maneuver itself down to the very bottom of discovery of the science topics, we got another ‘call’ a crater to collect data about possible water. Everyone from NASA and Dr. Penelope Peabody. She reminded had questions, everyone had an idea, and everyone us of the parameters of the rover, the specific task wanted to get started--NOW! it would be required to do, and answered specific questions we had ‘submitted’ in previous weeks. She also recommended that NASA provide the basic Students generate the curriculum… materials so that they were sure to be lightweight Once the challenge had been given, students were and durable, exactly the kind they needed to launch sent off to draw and design what they imagined would into space. Brushbot kits were passed out, students be the best Mars rover for the job. After designing, we explored them in their design teams, and new rovers gathered together and students generated two very were designed with the new materials. Students had long lists… science topics we would need to learn and to decide where and how to place wires, batteries, further information we needed from ‘NASA.’ Already and motors on the brushbot to get it to maneuver they were thinking like scientists! The design process successfully. planted a need for research and a deeper understand- ing of the scientific concepts at hand. Building, Testing, Redesigning, Students decided they needed to learn about Rebuilding, and Testing again… electricity, wires, motors, light bulbs, conductors, After their first design with the new materials was insulators, fans, wheels, cars, robots, heat insulation, complete, they built the rover. As an extension of their and the landscape of Mars. As a fourth grade teacher, curriculum, our fifth grade class designed and built a this is exactly what we needed to learn! Student crater model of Mars landscape so we could test our ownership of their own learning? Check! rovers. Each rover was assigned to a landscape and would use the same one each time. Each rover started at the top of the small slope and had to go down to NGSS Standards… the bottom without tipping over or getting caught 4-PS3-2. Make observations to provide evidence that up in the debris of the landscape. After testing and energy can be transferred from place to place by recording data, students decided how to adapt their sound, light, heat, and electric currents. rover to get it down to the bottom of the ‘crater’ more successfully. After they redesigned and rebuilt 4-PS3-4. Apply scientific ideas to design, test, and the rover, they tested it again. They were allowed to refine a device that converts energy from one form to redesign and rebuild as often as time allowed. another. Conclusions… Researching… In the end, students were able to successfully apply We started at the very beginning, doing many of the the concepts we had learned about electricity and the same lessons, investigations and experiments that I transfer of energy, and the scientific and engineering have done in the past to study energy transformation, design processes. A traditional assessment showed electricity, circuits, conductors, insulators, etc… This growth of understanding toward all the required year there was something different that occurred at concepts, and a rubric for their rover was used to the end of each lesson or investigation. There was assess their performance with the engineering design a discussion, and often journaling about how this process. Meaningful, authentic problem-solving, would help us to build our Mars rover. Each lesson was combined with pure excitement and curiosity… an building toward something greater and created a extremely valuable experience for all!

13 • Michigan Science Teachers Association • www.msta-mich.org New Free Science Homework Assignments Based on NPR Radiolab Episodes From Tami Port, Kalamazoo Valley Community College I have developed several assignments based on The ScienceProfOnline.com (SPO) free science particular episodes. The student go to the SPO education website now offers free science homework Radiolab assignment page where they can find a link assignments based on NPR Radiolab epidodes to each podcast and a Word doc of the associated appropriate for high school and college science homework assignment. students. Here’s the (cumbersome) URL: http://www. Radiolab is an outstanding radio show broadcast out scienceprofonline.com/instructors-corner/science- of New York City on WNYC. The team that creates homework-assignments-based-on-radiolab-npr-show- podcast.html. each episode, including hosts Jad Abumrad and Robert Krulwich, are master storytellers. On the Radiolab Or you can get there by going to www. website they define the show as follows: ScienceProfOnline.com and using the site search tool in the upper right corner of the page to enter Radiolab. “Radiolab is a show about curiosity. Where sound illuminates ideas, and the boundaries The episodes that we offer assignments for include:

blur between science, philosophy, and human RODNEY VS. DEATH experience.” Episode Summary: Jeanna Giese checked into the Children’s Hospital of Wisconsin in 2004 with symptoms As a college biology instructor, I have found Radiolab of rabies, a disease that has historically been nearly episodes to be extremely effective teaching tools. 100% fatal once symptoms manifest. Her doctor, Students enjoy, remember, and learn valuable Rodney Willoughby, invented a new treatment, now information from these smart and engaging shows. known as the Milwaukee Protocol, and cured his continued on page 15

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14 • Michigan Science Teachers Association • www.msta-mich.org New Free Science Homework continued from page 14 patient! This episode describes the disease, the history of Teaching opportunities for this episode: epidemiology, rabies treatment, details Jenna’s story and discusses the ethics, typhoid, history of HIV, tracing HIV lineages efficacy of the Milwaukee Protocol. through genetics Teaching opportunities for this episode: viruses, infectious disease, history of rabies, treatment of rabies, medical INHERITANCE ethics Episode Summary: Explore the tangled roles of nature and nurture in gene expression. Stories include how starving PARASITES during puberty resulted in some Swedish grandfathers Episode Summary: Are parasites always foes of the host having healthier grandsons, and how the nurturing they infect? In this episode, Radiolab tells the fascinating behavior of rat mothers “tickles the genes” of her pups. story of several different types of parasites including Teaching opportunities for this episode: genetics, hookworms, parasitic wasps, flukes and protozoans, and interaction of nature & nurture asks listeners, “Are parasites ‘degenerates’ or some of evolution’s craftiest forms of life?” HENRIETTA’S TUMOR Teaching opportunities for this episode: parasite ecology, Episode Summary: Henrietta Lacks died of cervical cancer microbiology, challenges to student perception of in 1951, but her tumor cells, now called HeLa, are still parasites, hookworm, toxoplasmosis. alive, growing and contributing to many advancements in medical science. This episode explores PATIENT ZERO the life of Henrietta and how her descendants learned Episode Summary: This episode reveals surprising detail that her cells were still alive and of great significance. about some of history’s most famous “Patient Zero’s”, Teaching opportunities for this episode: HeLa cells, such as Typhoid Mary and victims at the origin of the mitosis, cancer, medical ethics, cell biology research AIDS pandemic.

15 • Michigan Science Teachers Association • www.msta-mich.org Using Prescription Molecular Formulas to Teach Relevant Application of Chemistry Models From Lynn Meister Thomas, MSTA Regional Director, will learn that atoms are implied to be located Region 14 at the corners and ends of each line segment, and that each carbon atom is understood to be associated with Every high school chemistry course involves the use enough atoms to give each carbon atom four of models such as Lewis dot diagrams and structural bonds. Students should “expand the ,” formulas to represent . Because students which means they will re-draw all the carbon and frequently need more practice manipulating and hydrogen atoms as a Lewis structure. From there it interpreting molecular models, it is helpful to have is easy to see that even complex molecules can be multiple examples. Consumer drug information sheets examined by considering each “central atom.” Students provide a ready source of problem sets that use real-life can readily predict shapes and bond angles based on application of chemistry in medicine. their knowledge of Lewis structures and VSEPR (valence shell electron pair repulsion) theory. The lesson can be Students’ understanding of molecular structure leads expanded to include an analysis of polarity, solubility, to an understanding of the function and reactivity of or any other property based on structure. the . Students should understand not only how to construct a molecular structure but also how A particularly important observational skill is the to interpret the model. Learners are frequently asked ability to compare and contrast molecules. Molecular to identify molecular shape, including bond angles similarity plays an important role in predicting and around a given atom. They may also be asked to designing the properties of chemical compounds. Upon recognize sigma and pi bonds. A relevant application examination of the molecular structure of various of these skills can be applied using the medication antibiotics and painkillers, students can compare classes information sheet included in both over-the-counter of drugs for similarities and differences. For example, and prescription drugs. These sheets include the students will observe that most antibiotics contain the skeletal formula for the active ingredient and can be four-membered -containing ring that can be readily found online. For example, the following is observed in the Cephalexin structure shown above. included with the familiar antibiotic, Keflex® Capsules These, and similar observations can lead to further (Cephalexin, USP). research and hone students’ analytical skills.

Using the inherent interest students have in real-life Many students have been prescribed antibiotics at medicine, the examination of molecular structure can some point and are fascinated to examine the structure pique student curiosity and motivate their continued of a familiar medication. Students receive practice study of STEM fields. The ready access to a variety of interpreting skeletal formulas, which are the standard drug consumer information sheets makes this activity a notation for more complex organic molecules. Students relevant and worthwhile high school chemistry lesson. Cephalexin has the following :

NGSS References: • Disciplinary Core Ideas: PS1A: Structure and Properties of Matter • Science and Engineering Practices: Developing and Using Models • Crosscutting Concepts: Patterns. Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.

16 • Michigan Science Teachers Association • www.msta-mich.org Create excitement in your classroom!

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17 • Michigan Science Teachers Association • www.msta-mich.org Book Review - The Best Teacher in You by Sandra Yarema The Best Teacher in You: How to Accelerate Learning and Change Lives. Robert E. Quinn, Katherine Heynoski, Mike they might need to work on to create a balance and Thomas, Gretchen M. Spreitzer. San Fransico, CA: Berrett- thus become more highly effective. Koehler Publishers, Inc. 2014. 226 pp. $19.95. (soft-cover). ISBN 978-1-62656-178-6 The authors also use a tree metaphor to highlight different elements throughout each chapter. A In The Best Teacher in You, the authors propose a sprouting acorn icon identifies overview of content. framework to enable readers to reflectively examine A roots icon provides research foundations behind their own practice and underlying beliefs. The model shared ideas. A leaf icon calls attention to practical emphasizes best practices suggested by “highly effective teaching tips from the teacher within the case study. teachers”, that are arranged on a grid describing four An acorn icon indicates the idea of planting seeds, dimensions. The authors use several case studies to used to identify questions within each chapter. A tree exemplify the use of the framework to change teachers’ icon indicates a call to action, where the reader is practice. asked to change their practice is concrete ways.

The authors present their framework from a business The book was written for teachers at all levels, in school and professional development provider any field, who are described as “hungry to learn and background. Their “highly effective teachers” were develop.” Experienced teachers might find validation determined by administrative nomination and a record of in best practices described within. Students in high “Value Added Scores” from students’ standardized teacher education programs, administrators, policy- tests. The authors recognize many educators’ discomfort makers, and professional development providers may with the concept of Value Added, and insist that this is find new strategic perspectives within this book. just one possible dimension of teacher evaluation. One or The authors are careful to state that they made no two case-study descriptions are providedThis framework in each was adapted of the from the Competingsystematic, Values Framework controlled (CVF) comparisons developed between their seven chapters. selected Highly Effective Teachers and other teachers. from empirical research done by Robert Quinn and JohnTheir Rohrbaugh comparisons in 1983. Thisare simplified qualitative, based on grounded observations. The authors describe two viewsBFK- Connectof education. Framework The describes first four is quadrants: yellow for relationships, green- continuous directive, based on the more traditional assumption that education is a hierarchical processimprovement, of knowledge blue- high expectations, transfer. and red- stableThis environment. book may Specific coordinate practices are well with teachers adopting The second view, which they promote as a way to deepen Next Generation Science Standards (NGSS) curriculum the effectiveness of teachers’emphasized practice, in each is thatquadrant, education and teachers can use thebecause colors to itdetermine emphasizes which practices a balance they of strategies for performance, much like the standards. The view of is an organic, adaptive processmight of need knowledge to work on tocreation. create a balance and thus become more highly effective. They suggest that this second view is additive rather education as a continuous, organic negotiation of than competitive, and knowledge fits well with the book describes how the constructivist ideas teachers might empower about science practice themselves by learning to and inquiry proposed in A balance the dimensions of Framework for K-12 Science the framework across both Education: Practices, views of learning. Crosscutting Concepts, and Core Ideas (2012). This framework was adapted from the Competing Values Resources Framework (CVF) developed from empirical NRC. (2012). A framework research done by Robert for K-12 Science Quinn and John Rohrbaugh Education: Practices, in 1983. This simplified Crosscutting Concepts, BFK-Connect Framework and Core Ideas. describes four quadrants: Washington, DC: The yellow for relationships, National Academies Press. green- continuous improvement, blue- high NGSS Lead States. (2013). expectations, and red- Next Generation Science stable environment. Standards: For States, By Specific practices are States. Washington, DC: emphasized in each The National Academies quadrant, and teachers Press. can use the colors to determine which practices

18 • Michigan Science Teachers Association • www.msta-mich.org Professional Resources & Opportunities

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19 • Michigan Science Teachers Association • www.msta-mich.org Professional Resources & Opportunities

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An MSP grant awarded by the Michigan Department of Education is providing a unique opportunity for high school teachers of Physics, Chemistry, and Biology in Michigan that supports current HSCE and the Next Generation Science Standards. The profes- sional learning is designed as an immersion model where teachers learn from national facilitators and Michigan practitioners using the same techniques and materials they will utilize with their students. Participants will rotate through roles of student and instructor as they practice and engage in guided inquiry and cooperative learning. Strategies for raising the level of discourse during classroom discussions and student presentations will be emphasized.

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20 • Michigan Science Teachers Association • www.msta-mich.org Professional Resources & Opportunities

Nominate online at: http://nagt.org/nagt/awards/oest.html Read bios of inspirational 2014 OEST winners at: http://nagt.org/nagt/awards/oest/2014.html

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21 • Michigan Science Teachers Association • www.msta-mich.org Professional Resources & Opportunities

Fantastic Summer STEM Workshop-3D Printers By Pete Peterson, Region #7 Regional Director workshop was spent trouble-shooting specific problems and learning how to download 3-D plans from the Like most science teachers, my New Year’s resolution internet. was to find a way to incorporate more STEM education and STEM exposure in my classes. Last summer, I had In my twenty plus years of teaching, I have attended an opportunity to attend a 3-D printer workshop put many summer workshops and classes. I feel that this on by the Square One Education Network at Michigan workshop was well-organized and provided me with Technological University. valuable experience. The hands-on format of this workshop allowed me to understand more about how The workshop lasted four days, and at the end of 3-D printers work because I assembled it myself! the workshop all the participants had a working RepRap-style 3-D printer to take home. During the Square One Education Network has many unique STEM first two days of the workshop, my partner and I workshops planned for 2015. I encourage you to check assembled two printers from parts which were 3-D out their website or Facebook page. I know I will! printed by the instructors. On day three, we installed computer programs which allowed the 3-D printers http://www.squareonenetwork.org/ and computers to communicate. We were then able https://www.facebook.com/pages/Square-One- to calibrate and prepare our printers. By the end of Education-Network/10150112308900104?ref=hl day three, most participants had successfully used their 3-D printer for the first time. The final day of the

22 • Michigan Science Teachers Association • www.msta-mich.org The Fledgeling

The Fledgeling flies! MSTA science lessons for elementary teachers is published as a recurring feature in the MSTA Newsletter. Establishing good science and engineering practices are essential for a solid science program. This is true for all age groups. Through science inquiry and engineering design, all students can be achievers. The Fledgeling is edited by Sally DeRoo, MSTA.

Let start building a quality Science Base! Youngsters like to feel, touch, taste, smell and examine everything around them. A baby in a crib feels their favorite blanket, knows a mother’s voice and knows that Teddy Bear is a huggable friend!

Using one’s five senses provides information about the world around them. Let’s start adding vocabulary, begin collecting date and interpreting data. Start building communication skills that make a difference in how we learn and apply that knowledge!

TOUCH — SIGHT — COMMUNICATION — COLLECTING DATA — USING DATA The sense of touch offers a wide variety of information about the environment.

Every pre-school and elementary teacher has a “TOUCH, WHAT IS IT BAG! The student reaches in with eyes closed and identifies the item by touch. Is the item round, smooth, big, little, etc.. Could it be a BALL?

Teacher might ask the student to DISCRIBE! Yes, collecting DATA

YOU NEED: Selected items to introduce terms. (Elementary students, Science Journal to record their discoveries and chart data.)

Small paper cups Ice Cubes / snow Water cold/warm Black Construction Paper

1. A list of basic vocabulary to introduce as students work through the science activity. 2. Construct a large wall chart with the vocabulary listed or add to the list as the words are introduced. 3. Begin with the “flat hand”, fingers closed. 4. Touch a flat smooth surface> Ask, What did you feel? Smooth, rough, bumpy, etc. 5. Record the word “smooth on the vocabulary list. The table is smooth. The book is smooth. 6. Touch the “cold” window, record the result of the child’s touch.

continued on page 24

23 • Michigan Science Teachers Association • www.msta-mich.org The Fledgeling continued from page 23

COLD WARM ICE SNOW WATER WATER CUBES

7. Collect small cups of snow or use an ice cube. Record: The window feels cold. The ice cube feels “colder”! The ice cube is square. (Touch – Sight, Observation, past knowledge) 8. Melt. The ice cube “melts”. Turns into water. Ask, was the ice cube water before it got very cold, froze? 9. Answer the question by placing an ice cube tray/cup of water in the freezer. When frozen, ask the students what happened to the water? 10. If we put some snow in the freezer would it be snow when we take it out? 11. Let’s find out? 12. Compare the cups of water. Students soon learn that water can change form. Explore further: What would happen if we left the water in the cup near the window or on the table? Evaporation. 13. Ask the student’s where they think the water went? It disappeared! Does it go into the air and finally form a cloud and come back down as rain? On a cold day does water collect/form droplets on the cold window? Condensation-Condense – Collect ASK: Do you think very tiny, tiny drops we can’t see collect to form big drops? When the drops get heavy they “roll” down the window pane and make a puddle. 14. Small cups of warm water. Place fingers in water to “explore” the temperature. The water is warm. 15. Small cups of cold water. Determine the difference in the water temperature. The water “feels” warm – cold!

16. Continue to explore the environment and add vocabulary to the list. 17.  During a light snow, provide students with a sheet of black construction paper. Catch the snowflakes! The paper is cold, the air is cold, and the snowflakes are cold. The snowflakes are frozen!

continued on page 25

24 • Michigan Science Teachers Association • www.msta-mich.org The Fledgeling continued from page 24

18. Bring the collected snowflakes into the classroom. What happens to the snowflakes? Snowflakes melt when it is warm. Snowflakes turn to water. Snowflakes are frozen water. Students will soon start to recognize the vocabulary terms and establish the base for reading and writing about their environment! Good Science has begun with establishing basic problem solving, collecting and recording data!!!

REFERENCE / STUDENT BOOKS Chanko, Weather, Scholastic: Early Childhood # 0-590-10730-5 Canizares, Water, Scholastic: Early Childhood, # 0-590-10727-5 Peters, Water’s Way, Scholastic: # 0-590-45935-X Gibbons, Weather Words, Holiday, # 0-8234-0952-X Jennings, Water, The Young Scientist Investigates, Children’s Press: # 0-516- 48410-5 Aliki, My Hands, How do you use your hands? , HarperCollins Publishers: #0-06-445096-1

Teaching Science Beyond the Classroom From Andrew Frisch, Science Instructor, Farwell High School,

After leaving last year’s Michigan Science Teacher America. The presentation was titled Science Headlines in Association conference with its emphasis on the Next the Media, in which he pointed out how the media can take Generation Science Standards, my passion for teaching a headline from a science journal and twist it into something science has been rejuvenated. The NGSS requires it is not. On the way to the presentation, I was explaining connecting science concepts to the real-world. One way of to my students that sometimes you just have to step up. If doing this in the classroom is when I demonstrate how the you want to get something done, you just have to do it. law of conservation of energy is the cause of global climate Many times no one will ask you, but if you see something change. In short, light bulbs require energy and that energy that needs to be done, don’t wait, get it done. As the comes from coal. The combustion of coal produces carbon presentation ended, Dr. Tyson offered a question and answer dioxide, and it is this carbon dioxide that amplifies the session. It was here that got the answer I was looking for. greenhouse effect. My students get it. When the concepts are connected and presented in a real world scenario I explained to Dr. Tyson how I wanted to take the good that effects them personally, problems seem obvious and things I am doing in the classroom to the public at large. essential to solve. He laughingly told me that I already have the best audience in the world, go back to the classroom and convince the The look in my students’ eyes and the questions that came next generation how to solve these global problems. I out of their mouths lead me to take my science teaching said I would, but I wanted to do more. He then suggested beyond the classroom. What can we do about it? Are that I should start to write opinion editorials to our local there alternatives? Why don’t adults do something about paper. Science articles written by a science teacher will get it? My conclusion is that most adults to not understand the published. Inform the people using the local media. So I connection between science concepts and the real world. took his advice and the articles are getting published. They are naive, not by choice, but by lack of education. It was at that point in my thinking that I decided to open up This is my plea to my fellow science teachers. You are doing what I do in the classroom to the public at large. But I was great things in your classrooms. Science and technology not sure how to do it. is changing at an incredible rate and we need to continue to inform our students but me must teach beyond our I had an opportunity to listen to Dr. Neil deGrasse Tyson at classroom to our entire community. Please, the next time a Alma College. I was able to take nine students with me to topic of importance is taught in your classroom find a way to Dr. Tyson’s presentation. Dr. Tyson’s presentation reiterated incorporate it into an opinion editorial and submit it to your my suspicion about the lack of adult science literacy in local paper.

25 • Michigan Science Teachers Association • www.msta-mich.org The Schooner Appledore your Great Lakes classroom what hands-on learning should be Join us aboard the Appledore IV and experience SCIENCE UNDER SAIL – an engaging environmental science BookContact before us today to book your program incorporating informal STEM December 31, 2014 Fall 2015 program!100 off! and receive $ education with traditional tall ship sailing.

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26 • Michigan Science Teachers Association • www.msta-mich.org