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FREE SESSIONS REQUIRING PRE-REGISTRATION

#AA Plant the Seed for a Green & Healthy School
Tessa Jilot, WI Dept. of Natural Resources
Thursday 1:00-1:50                                         Room: Kelvin
General: Environmental
Limit: 30

Description: Discover how students, teachers and schools can become more environmentally-minded through participation in the Wisconsin Green & Healthy Schools program.

Abstract: The Wisconsin Green & Healthy Schools program aims to increase student knowledge and awareness of our natural resources, as well as the environmental, health and safety challenges that face our schools and communities.  This web-based, self-paced and voluntary program helps students develop skills to address environmental challenges and to foster life-long attitudes and behaviors to make informed decisions and become active participants in their communities.

A partnership effort between the WI Department of Natural Resources and the WI Department of Public Instruction, the Green & Healthy Schools program is available to all state K-12 public and private schools.  The program brings together students, teachers, school staff and the community to assess recycling efforts, energy consumption, water use and other environmental topics, and then take action for a positive change. 

Session participants will be introduced to the program requirements, connections to academic standards and support materials to help lead a successful Green & Healthy Schools program.  Learn more by visiting: www.dnr.wi.gov/greenandhealthyschools  

 

#BB Wilderness Writing for Wild Youth
Jan D. Wellik, UW-La Crosse
Friday 10:00-10:50                                         Room: Kelvin
General: Environmental
Limit: 40

Description: Create an environmental writing project at your school that turns students into educated citizens. This interactive, experiential session offers educators writing ideas for studying environmental issues in their own communities. Handouts with writing activities for all grade levels provided.

Abstract: This unique session is focused on place-based learning as a way to bring students closer to what is happening in their own neighborhoods in terms of land use and the environment. Workshop is tailored to educators (both formal and informal) working with 6-12th grade students. Participants will observe and write about the local environment from their own perspectives.

Teaching objective: To bring science writing to a human level. Writing is a therapeutic and harmonizing activity for youth and adults. It helps to solidify the outdoor experience and create relationships with the elements of nature.

Session will focus on how to use outdoor writing to learn about environmental issues, such as: urban development, habitat fragmentation, erosion, pollution, endangered species, and human impact.  

 

#CC Forensics in the Science Classroom - - - CANCELLED

 

#DD Twinkle, Twinkle, Little LED
Larry Scheckel, Tomah High School
Friday 10:00-10:50                                         Room: Fermi
Middle School/High School: Physics
Limit: 20

Description: Light Emitting Diodes are turning up everywhere. Learn how to use LED's in K-12 classroom. A hands-on lab and demonstrations and hand outs. Give-aways and door prizes provided by Science Kit.

Abstract: Light emitting diodes are being employed for a myriad of devices ranging from lighting, computer screens, highways signage, advertising displays, medical instruments, scoreboards, and interior decorating. Participants in this session will learn how LEDs work and why they are so much more efficient than conventional light bulbs and systems. The mystery of the PN junction and how atoms store energy will be explored. Participants will connect  an LED to a battery. Demonstrations include a highway red stop sign and a green turn light, LED flashlight, lantern, ping pong ball color mixer, bi-color LED, and LED automobile stop light. The difference in lighting time between a conventional car stoplight and an LED stoplight will be shown. A PowerPoint presentation will intersperse with the labs and demonstrations. Participants in this session will leave with an LED, battery, and battery holder, and instructions on how to use LED's in the classroom. Science Kit is supplying materials and door prizes for this session.

 

#EE An Attractive/ Repulsive look at Binary
Keith Zeise, Milwaukee Rufus King High School
Friday 1:00-1:50                                             Room: Fermi
Middle School/High School: Chemistry
Limit: 30

Description: Students will have a chance to "feel" the attractive and repulsive forces that drive atoms while making connections to how information is stored on a computer.

Abstract: The main activity in this lab is to provide students with a chance to learn binary through a "hands-on" activity.  Using a metal plate and small magnets, students will arrange the magnets in such a way as to "code" a message using a computer ASCII table. Each magnet will represent a bit, and 8 magnets lined up in a row will represent a byte.  Each bit will either attract or repel a stirring stick that is used as the students' "decoder".  Attract = 0 and Repel = 1 in the binary context of the ASCII table.  The students will then be able to decode each byte and then will be able to look up the corresponding letter associated with each byte.  "Coded" messages can then be given to each other.  This activity is great for having students understand the connection between simple science principles and current technology.  A variety of demos will also be included in this presentation.  

 

#FF From Graphs To "Entropic Springs": Fun with Polymers
Keith Zeise, Milwaukee Rufus King High School
Saturday 9:00-9:50                                         Room: Galileo
Middle School/High School: Chemistry
Limit: 30

Description: This exploration looks at polymers and examines how their properties change with temperature.  Classroom application can range from graphing techniques to a discussion of entropy.

Abstract: Introduction:

This is a laboratory experience that uses two visually indistinguishable rubber balls to demonstrate how chemicals (polymers in this case) can have different properties at different temperatures.  At room temperature, one ball bounces very well, while the other does not…nearly not at all.  The “learning cycle” model of teaching science will be used for this laboratory module, and it can be suited for a variety of Wisconsin Science Standards for grades 5-12.. One to three 50 minute class periods may be used for this activity. No prior knowledge is necessary for this lab module, but some knowledge may be required for more advanced application.

Experimental Procedure:

1. Students should work in pairs or threesomes for this lab.

2. Give each group a pair of “happy” and “sad” balls.  Have students note qualitative and quantitative observations.  (Raw data collected can be in the form of data written on a pre-set data table or left up to the students to arrange themselves)

3. One person in each group will drop each ball separately from a height of 100 cm. The other person will need to watch closely and determine the maximum height that the ball

bounces to after being dropped. (This will be the height of the first bounce). Record each of these bounces and determine an exact procedure for dropping the ball that is reproducible. Also record the temperature of the room. Do this several times until you are sure that you have an accurate number (your measurements should be consistent to 2 cm).

5. Make a prediction about what will happen to the bounce height for each ball as the temperature is changed..

6. Follow the same procedure at each of the following 5 stations:

Ice water, Dry ice, Warm water, Saturated salt ice solution, Boiling water

Your balls will need 5 minutes in each bath to reach to the new temperature. If you remove them earlier, you will not get good results. For the dry ice, you will need to

wait 10 minutes. Be sure to bounce your balls AS SOON as they are removed from each bath so that the temperature doesn’t change!

7. Make a graph of the heights to which the balls bounced (after a drop from 100 cm) versus the temperature. How do the shapes of the graphs for each ball compare? (The students should see the same shape develop for both the “happy” and “sad” balls with the low points, or the glass transition phase, slightly offset along the x-axis.)

 

ALL OTHER SESSIONS

#100 Using Dialogues to Strengthen & Reinforce Science Teaching
Greg Bisbee, Arrowhead High School
Kathleen Westrich, Ronald Wilson Reagan College Preparatory High School
Thursday 10:00-10:50                                     Room: Einstein
High School: Professional Development

Description: Use dialogues--short, two-person plays--to strengthen lessons, reinforce concepts, address misconceptions, and bring humor to the classroom.  Students love them and learn!

Abstract: Dialogues are short, two-person mini-plays that get students out of their seats and involved in learning.  Dialogues can be used to preview a lesson or unit, to strengthen the classroom instruction, or to summarize information.  We will discuss the proper use of dialogues in the classroom, use some of our classroom dialogues as examples, and help participants bring their own knowledge and humor into the process so that they can write their own dialogues for the classroom.  

 

#101 Teaching Students to Get off the Escalator: Adding Inquiry to Your Classroom
Beth A. Spear, Central High School
Sarah Reedy, Pilgrim Park Middle School
Thursday 11:00-11:50                                     Room: Fermi
Middle School/High School: Biology/Earth

Description: We will present a brief discussion of inquiry and provide examples of inquiry lessons from a variety of content areas and grade levels.

Abstract: Wisconsin’s model academic standards include inquiry learning.  Standard C is Science as Inquiry and includes seven specific inquiry goals.  These standards involve generating student centered questions, designing investigations, evaluating student generated data, applying information acquired from student investigations, and searching current information and literature available.  

Inquiry learning methods are models for how science is actually studied in the scientific community.  As students investigate a problem or question the scientific method is used.  During inquiry learning the investigation is student centered, not teacher centered.  The teacher takes a passive role providing guidance and posing open-ended questions as the investigation proceeds.  Most of the pressure is on the student.  Students take responsibility for their own learning.  The teacher takes more of a guiding role rather than that of the traditional instructor.  The level of inquiry can vary from the teacher centered “cookbook” lab to completely open-ended student designed and implemented investigations.  Inquiry based investigations allow students to explore and learn in ways that are meaningful to them.  Some examples of inquiry instructional models include: 5E Instructional Model and the Learning Cycle.  During this session examples of lessons from a variety of content areas, grade levels, and levels of inquiry will be presented.  

 

#102 Newton's First Law
Larry Scheckel, Tomah High School
Thursday 11:00-11:50                                     Room: Kelvin
Middle School/High School: Physics

Description: The Law of Inertia. A dozen hands-on exploratory labs plus five practical examples of inertia. Hand outs and how to instructions. Free Inertia Club membership.

Abstract: Newton's First Law of Inertia is fundamental to understanding the world we live in and how things work. Most everyone can remember the saying "An object in motion tends to stay in motion and an object at rest tends to stay at rest, unless acted on by an outside force." But often overlooked are the widespread and diverse uses of inertia. Participants in this session will rotate through 12 exploratory lab stations, including putting an egg in the beer (colored water), inertia ball, dollar bill between two pop bottles, magician's table cloth pull, and a stack of wooden nickels. Demonstrated will be: a seat belt cart, the whiplash injury, egg on the head trick, two croquet balls on a swivel, and membership in the "Inertia Club of America". Participants will receive a packet of instructions.  

 

#103 Computer Modeling and Its Application for High School Students Using Mathematica
Patrick Tao, James Madison Academic Campus
Thursday 11:00-11:50                                     Room: Einstein
High School: Biology

Description: In this demostration I will show how students can build their own quantitative or graphical models to help encourage self-guided scientific discovery.

Abstract: Computer modeling is a useful platform that can help promote scientific discovery.  Often these models are prepackaged and accompanied with activities that help guide student learning.  Custom designed models are clearly more difficult to develop but these types of models also allow for students to engage in a unrestrained curiosity-driven style of discovery.  In this presentation I will demonstrate how students can easily build seemingly complicated computer models using only a small number of functions.  

 

#104 STC/MS™: Energy, Machines, and Motion
Darin Christianson, Carolina Curriculum
Thursday 1:00-1:50                                         Room: Hawking
Middle School: Physics

Description: Through sample hands-on activities, learn about the student investigations in this inquiry-based module that focuses on machines, energy, motion, and force. Includes STC/MS™ program overview.

Abstract: Explore physical science and design concepts in the STC/MS™ module Energy, Machines, and Motion. Session participants investigate forms of energy, the nature of work and force, and how these interact to influence motion and the design of machines. A brief overview of the STC/MS™ curriculum will be provided at the beginning of this session followed by hands-on experiences of sample module investigations. Science and Technology Concepts for Middle Schools™ was developed by the NSRC and is published and distributed exclusively by Carolina Biological Supply Company.  

 

#105 Ants, Microbes and Evolution
Kristin Jenkins, University of Wisconsin, Evolution Initiative
Sarah Marsh, Graduate Student, Department of Zoology, University of Wisconsin
Thursday 1:00-1:50                                         Room: Galileo
High School: Biology

Description: Learn about exciting research into a complex symbiotic relationship between ants and microbes, followed by a hands on experience with activities you can use in the classroom to explore the underlying evolutionary concepts.

Abstract: Hearing about recent research from the scientists themselves is a great way to make a subject come alive.  Particularly in areas such as evolution, where current examples are less well known, getting up to date information on interesting research and the societal applications of this information can provide a compelling way to engage students.  Sarah Marsh, a Zoology graduate student at the University of Wisconsin, will talk about her work on the evolution of symbiotic associations between ants and microbes.  Her presentation will be followed by a hands on session with activities teachers can use in the classroom to explore the evolutionary concepts that underlie Sarah’s work.  This presentation is organized by the Evolution Initiative at the University of Wisconsin.  

 

#106 Celebrate Clean Air Month (May) with new activities from the DNR
Mary Hamel, Wisconsin DNR
Lindsay Haas, Wisconsin DNR
Chris Tall, Wisconsin DNR
Thursday 1:00-1:50                                         Room: Franklin
Elementary: Environmental

Description: Calling all 3rd-6th grade teachers: be the first to get brand new hands-on air quality activities. Discover how easy it is to incorporate air education into daily lessons this May as part of Clean Air month. Participating teachers will receive milkweed plants to use with their classes.

Abstract: The Department of Natural Resources is currently developing a new teacher activity guide to teach kids about air quality, the impacts on our health and how far we’ve come since the signing of the Clean Air Act in 1970.  We’re calling all 3rd-6th grade teachers to test out a few of our new hands-on activities during this session. Discover how easy it is to incorporate air education into daily lessons this May as part of Clean Air month.  This guide is geared towards 3rd-6th grade and will include both brand new activities and a couple updated activities from our old Where’s the Air study guide. Participating teachers will receive milkweed plants to use with their classes.  

 

#107 Anatomy in Clay
Ryan Schroeder, Waukesha South High School and Anatomy in Clay
Thursday 1:00-1:50                                         Room: Leaky
Middle School/High School: Biology

Description: Using a 3-D model and clay to accurately show the muscles on the human body.

Abstract: The purpose of this session will be to show how the "Anatomy in Clay" is a great way to reinforce in a 3-D model, a way to build and shape the human body. The session will be an overview of how I use this teaching tool in my classroom. I will show the participants how to use the 3-D models for skeletal system and muscular system and actually have them build some muscles out of clay so they can envision the "hands on" approach to teaching Anatomy and Physiology.  

 

#108 Sustainability Education in YOUR Classroom
Sunshine Buchholz, Wisconsin Environmental Science Teacher Network
Christine Kelly, Midwest Regional Collaborative for Sustainability Education
Jeremy Solin, LEAF, Wisconsin K-12 Forestry Education Program
Thursday 1:00-3:50                                         Room: Fermi
General: Professional Development

Description: How does sustainability relate to our classrooms and our lives?  Deepen your understanding of sustainability through activities that can be easily incorporated into your teaching.

Abstract: How does sustainability relate to the classroom and our lives? This session will engage participants in discussion and activities to explore those ideas. Participants will be encouraged to examine their personal understanding of sustainability and what it means in different settings and at different scales. We will envision what sustainability might look like for our lives, schools, community, and beyond.

Through activities and discussion participants will deepen their understanding of sustainability and related concepts of systems thinking and sense of place while taking away practical applications for the classroom. We will facilitate a discussion on how these concepts can be incorporated into environmental and other science courses. A list of teachers’ needs and challenges will be generated and used to develop further professional development offerings. An array of sustainability education resources will also be shared.  

 

#109 Einstein Plus at Perimeter
Beth Allcox, New Holstein High School
Carol Ochsner, Monroe High School
Thursday 2:00-2:50                                         Room: Franklin
High School: Physics

Description: Learn about the opportunity to travel to Canada and meet with other teachers from around the world while learning about theoretical physics.

Abstract: We will speak about the Perimeter Institute of Theoretical Physics in Waterloo Canada.  The Einstein Plus International Teachers Seminar is an outreach program for teachers.  We will present information about spending the week learning about ground breaking research in the field, as well as learn how to apply some of the ideas to your classroom.  As an international seminar, you will also have the opportunity to share and learn from teachers all over the world.  The seminar is funded by the Perimeter Institute which covers costs while in Canada.  

 

#110 Lotus Leaves and Flower Petals: Big Effects from Small Features
Sue Whitsett, Einstein Distinguished Educator Fellow
Thursday 2:00-2:50                                         Room: Hawking
High School: Biology

Description: Try two inquiry-based laboratory experiments that explore the lotus and petal effects, two kinds of properties of surfaces with nanoscale features.

Abstract: Try two inquiry-based laboratory experiments that explore the lotus and petal effects, two kinds of properties of surfaces with nanoscale features.  These activities are based on the NSF funded program called RET (Research Experience for Teachers). Teachers participate for 6-8 weeks during the summer doing research on a specific subject.  During this time, they may be required to develop curricula to put into their classroom.  

 

#111 Simple Science Demonstrations
Brittland DeKorver, University of Wisconsin-Madison, Chemistry Dept.
Joelle Lomax, University of Wisconsin-Madison, Biochemistry Dept.
Thursday 2:00-3:50                                         Room: Kelvin
General: Biology/Chemistry

Description: Learn how to perform several biology and chemistry demonstrations for your middle or high school classrooms.

Abstract: Two presenters from the University of Wisconsin-Madison will perform demonstrations and describe how to safely implement them in your classroom. Demos will cover a broad range of science content and themes in biology and chemistry, with emphasis on demonstrations that use inexpensive and accessible materials.  

 

#112 Labs and Activities for Teaching Evolutionary Biology
Kristin Jenkins, National Evolutionary Synthesis Center
Thursday 2:00-3:50                                         Room: Galileo
High School: Biology

Description: Try out a few labs to teach evolutionary concepts from an introductory to advanced level including tree reading and societal applications of evolutionary biology.

Abstract: There are many excellent resources for teaching students about different aspects of evolutionary biology.  In this session, we'll explore specific labs as well as where to look for more materials.  Topics will include introductory and more advanced tree building and reading, as well as some examples of applied evolutionary biology. There are many excellent resources for teaching students about different aspects of evolutionary biology, but sometimes it’s hard to find just what you need.  In this session, we'll explore specific labs as well as where to look for additional materials.  Topics will include introductory and more advanced tree building and reading, as well as some examples of applied evolutionary biology.  Some materials are paper and pencil while others are computer based.  We’ll also talk about potential pitfalls of common exercises, and how you can still use favorites like the skittle hunt or bird food exercises to address student misconceptions.  

 

#113 Virtually Scientific:  Using online asynchronous discussions in the classroom
Ann Pearson, Insight School of Wisconsin
Heather Harris, Insight School of Wisconsin
Thursday 3:00-3:50                                         Room: Hawking
Middle School/High School: Professional Development

Description: Our presentation will focus on designing and moderating asynchronous discussion forums in the classroom to enhance student interaction and critical thinking skills.

Abstract: Teaching science in the online environment has its challenges and drawbacks but it has also opened a new means for blending the online environment with the traditional classroom to increase student interaction.  Through the use of asynchronous discussion forums, students can now interact with their content to make stronger connections while interacting with peers and the instructor.  Teachers have the ability to design and moderate in-depth conversations with and among their students on any science topic being covered in their courses.  Well written and efficiently moderated discussion forums can develop critical thinking skills causing students to go beyond the factual information they learn. The flexibility of the online nature of these discussions also allows the conversation to continue beyond the classroom. 

Our presentation will highlight potential uses for asynchronous discussions in the general classroom.  We will guide teachers through the process of writing engaging discussion questions that can be used in an online forum and through the process of moderating discussion forums to encourage student participation and enthusiasm to hold scientific conversations.  Examples and handouts will be provided.  

 

#114 Fun Activities in Physical Science for Grades 2-5
Dr. Gubbi Sudhakaran, University of Wisconsin-La Crosse, Chair, Department of Physics and Astronomy
Dr. Mike LeDocq, Western Technical College, Physics Instructor, Chair, Department of Natural Science
Thursday 3:00-3:50                                         Room: Franklin
Elementary: Physics

Description: This session consists of a series of hands-on activites in selected Physical Science areas such as motion, pressure, sound, and light for elementary students.

Abstract: Participants in this session can explore several simple yet fun activities designed to teach physical science concepts to elementary students.  The activities are from materials develop by the Operation Primary Physical Science (OPPS) program, sponsored by National Science Foundation.  The activities will cover the content areas of Motion, Pressure, Sound, and Light.  The motion unit will include a roller coaster activity.  The pressure unit will include activities such as blow up a teacher, Bernoulli's Principle and vacuum pump demonstrations.  The sound unit may include investigations of waves in springs, observing sound vibrations with a coffee can and laser and Doppler Effect demonstrations.  The light unit will include mixing of colored lights and making color shadows.  

 

#200 Trails and flowers of Glacier Natonal Park
Ben Thompson, Retired science teacher
Friday 8:00-8:50                                             Room: Leaky
General: Environmental

Description: A fifty minute hike up two popular trails in the Park with particular attention to wild flowers.

Abstract: Glacier National Park has many hiking trails that can take a person into the back country or day hikes that offer spectacular views of lakes, mountains and especially wild flowers. Join me on two day hikes and become acquainted with the bounty of wild flowers we meet along the way.  

 

#201 The STEM Academy
Bob Werner, First Technologies, Inc.
Larry Simons, First Technologies, Inc.
Friday 8:00-8:50                                             Room: Curie
General: Professional Development

Description: This presentation will introduce the attendees to the newest STEM program available for K-12 education.  Sample curriculum will be shown and we will discuss funding opportunies.

Abstract: The STEM Academy prepares students to be competent, capable citizens in a technology-dependent society through comprehensive student assessments including traditional tests, project based learning presentations and portfolios. This STEM centric program is focused on standard based foundations, gender awareness, socioeconomic concerns and general learner needs to engage as many learners as possible.  This program develops an engineering pipeline by featuring a mainline education approach providing STEM education for all students.  

 

#202 Wisconsin Science Congress
Jason Maurer, Oakfield School District
Friday 8:00-8:50                                             Room: Darwin
High School: All Sciences

Description: Wisconsin Science Congress is a forum for your advanced students to present their research projects in front of their peers from around the state.

Abstract: Wisconsin Science Congress is a statewide forum for advanced science students to come and present the independent research projects they have been conducting in their classrooms.  For the past several years it has been financed through the WSST Foundation.  It is held at Marian University in Fond du Lac, WI.  Student presentations can be from any branch of science.  They can be independently conducted in classrooms, or done in conjunction with a clinic or research institute, etc. 

This presentation is designed to promote the Science Congress and get more schools to participate.  I personally found out about it by attending this session at the WSST Conference in the past, and have been bringing students ever since.  The idea is to increase the awareness that this program exists and that it is an opportunity for those teachers that have students conducting research projects in their classes.  This program gives students a chance to present their research and defend their data to peers.  It also gives teachers and students ideas of the kinds of projects that are being done in other schools.

I will have a Power Point presentation on the program and handouts on the requirements, timeline, and how to apply to Science Congress.  

 

#203 Invasive Plant Species Education
Kevin Mason, University of Wisconsin-Stout
Brittany Johnson, UW-Stout Student
Wendy Sandstrom, UW-River Falls Student
Friday 8:00-8:50                                             Room: Isotope
Middle School/High School: Biology/Environmental

Description: An overview of the development and testing of science curriculum to identify, investigate, and control invasive plant species for middle and high school science classrooms.

Abstract: The Invasive Plant Species Education Lesson Guide was developed by students and faculty at UW-Stout in collaboration with a local science teacher.  The science teacher, with the help of UW-Stout students, piloted the curriculum at Menomonie High School.  The curriculum provided opportunities for high school students to develop the knowledge and skills to identify, investigate, and control invasive plant species.  It included an invasive plant species removal project on the school property adjacent to the high school.  

 

#204 Engaging Science Teachers in Inquiry by Having Them Observe a Summer Science Camp for Students
Michelle Harris, University of Wisconsin-Madison Biocore Program
Kevin Niemi,  UW-Madison Center for Biology Education, WiSTEP
Andrew Harris, Glacier Creek Middle School, Middleton-Cross Plains School District
Friday 8:00-8:50                                             Room: Franklin
General: Professional Development

Description: This session describes a course for teachers where they observe a summer science camp and connect it to the research and methods of science inquiry.

Abstract: This session will describe a weeklong professional development course for K-12 teachers that allows them to first observe students conducting authentic science inquiry in a summer science camp and then engage and reflect on the underlying research and pedagogy of inquiry instruction. This course runs concurrently with a weeklong Summer Science Camp for 4th-12th graders. Teachers observe Science Camp activities during the morning and then stay for the afternoons to share observations, experiences, and discuss the practical classroom applications of inquiry as well as the underlying research on student learning and cognition.  Teachers also work in small teams to design, carry out, and summarize their own research projects.  The culminating experience for the week is for teachers to make plans to implement a science inquiry unit during the following school year.  The session will share reflections from two years of the course with 25 elementary and middle school teachers.  

 

#205 Bringing the Outdoors into the Classroom
Scott Stankowski, Wisconsin Rapids Lincoln High School
Friday 8:00-8:50                                             Room: Hawking
General: Biology/Environmental

Description: Take pictures of wildlife without disturbing them, then utilize the data for classroom applications!

Abstract: Through several grants including WSST Foundation funding, cameras were purchased to collect viable data.  These cameras commonly called game cameras, take pictures of animals, primarily deer while the user is not present.  The data is then retrieved and analyzed to determine what is walking where. 

Learn how to take it a step further and easily analyze a plethora of data including but not limited to; buck to doe ratios, number of fawns per doe, antler points, deer time activity.

Students love the anticipation, the easy to use format and the data collection process and do not realize the science they are performing. 

Also learn how to secure funding for such a project.  

 

#206 Retired Members Seminar
Ben Thompson, Retired science teacher
Friday 9:00-9:50                                             Room: Leaky
General: Other

Description: Retired members meet to discuss personal topics but mainly to visit with a major presenter at the conference.

Abstract: Retired WSST members meet annually at the Conference to discuss topics in science education, their personal experiences related to teaching and visit  with one of the main speakers at the convention. Coffee and pastries will be provided.  

 

#207 Using the National Science Digital Library (NSDL) as an Effective Teaching Tool
Dan Toomey, Edgewood Campus School
Danielle Larson, Edgewood College
Friday 9:00-9:50                                             Room: Franklin
General: All Sciences/Professional Development

Description: With sixteen pathways hosted by reliable organizations, the NSDL is an excellent on-line resource for teachers to locate trusted information.

Abstract: The National Science Foundation (NSF) established the NSDL to provide resources for teaching and learning in science, technology, and math (STEM) education in 2000.  Although the NSDL was designed for K-16 educators, anyone can access the information located on the website for free.  With sixteen different pathways for science, math, and engineering, there is something for every science teacher.  The NSDL is an outstanding resource with several helpful tools for pre-service and in-service teachers. Specifically, teachers can see how the National Science Education Standards (NSES) and the Project 2061 Benchmarks are aligned to teaching resources through the Science Literacy Maps section, visit the Pathways to gain an understanding of the outstanding resources available, and understand how the NSDL can impact everyday classroom teaching.  

 

#208 From Desktop to Laptop: Stepping Boldly into the Digital Classroom!
Dave Kowal, Holt McDougal
Patrick Wenzl, Holt McDougalFriday 9:00-9:50                                             Room: Einstein
General: All Sciences/Professional Development

Description: Digital learning is a great motivator for students!  From engaging interactive software & assessment tools to online textbooks resources, Holt McDougal will help you successfully step into the digital classroom!  Limited complimentary resource materials will be provided …plus door prizes and give-aways!

Abstract: Teachers are eager to apply technology to enhance instruction in the classroom.  The goal of this session will be to demonstrate the wide range of technology tools available to teachers, and more importantly, to help them evaluate technology to assure the most appropriate resources are selected for use in their classrooms.  

 

#209 Incorporating Climate Disruption Science into the Chemistry Classroom
Dean Simon, Kimberly High School
Friday 9:00-9:50                                             Room: Galileo
High School: Chemistry

Description: This presentation will focus on ideas for incorporating converstation about global climate disruption into the everyday Chemistry curriculum.

Abstract: Global climate disruption is a current and controversial topic although it shouldn't be.  The science is clear yet thanks to purposeful misinformation the public continues to debate the validity of this scientific theory.  The high school chemistry classroom is the perfect place to shed light on this issue in the process of teaching the everyday chemical curriculum.  Discussions of solution chemistry, equation balancing, the scientific method, equilibria, kinetics, and nuclear chemistry all provide opportunities to destroy myths, think critically, and provide background information to students as they contemplate this issue.  The chemistry classroom also provides an opportunity to model conservation of resources and give students ideas for energy conservation in their own lives.  This presentation will also, hopefully, provide a forum for the sharing incorporation ideas from other teachers and other science disciplines.  

 

#210 Hawaii Marine Science Seminar
Dennis A. O'Rourke, Retired
Steve Makurat, Brown County High School, Nashville, IN
Friday 9:00-9:50                                             Room: Darwin
High School: Marine Science

Description: This is an opportunity for teachers to learn how to recruit and escort their students to Hawaii for a two week program which mainly focuses on Marine Science.

Abstract: For the past 31 years, teachers from around the country have escorted their students to Hawaii for a 2 week Marine Science program.  In most cases, credit has been awarded by their home schools.  Hawaii Preparatory Academy in Kamuela, Hawaii (The Big Island) is the setting.  HPA is a non-religiously affiliated, privately funded boarding school.  A typical day consists of a block of classroom instruction and a lab.  Most labs are in or close to the ocean.  In addition to Marine Science instruction, students are taken on an all day field trip to Hawaii Volcanoes Park.  They receive cultural instruction in Hawaiian history, myths and legends, lei making, and hula.  They will visit many cultural sites.  Additional activities include a luau, submarine excursion, and snorkel cruise.  During the presentation, teachers will receive and get an explanation of the materials needed to initialize and hopefully receive approval for this program.  The presentation will revolve around a power point slide show which includes pictures of students involved in past programs.  

 

#211 Looking at Wisconsin Climate Change
Dolly Ledin, University of Wisconsin, Madison Center for Biology Education
Dr. John Young, Director, Wisconsin State Climatology Office, Professor Emeritus, Atmospheric and Oceanic Sciences, UW-Madison
Friday 9:00-9:50                                             Room: Isotope
Middle School/High School: Environmental/Earth

Description: New findings on how Wisconsin’s climate is changing, including a demonstration of online interactive maps showing a range of possible future.

Abstract: New research at UW-Madison verifies that Wisconsin’s climate has been changing over the past 50 years, and models show that these changes will accelerate over the next few decades.  Presenters will show maps that indicate where these changes have been most pronounced across the state, including seasonal shifts in temperature and precipitation patterns. Graphs of past trends and oscillations from the Wisconsin State Climatology Office website will illustrate the complexity of climate variability and change.

Classroom opportunities for viewing possible climate futures will be demonstrated using an online interactive mapping resource that allows users to select different carbon emission levels, time scales, and other factors which will likely impact our state.  Classroom activities will be presented to involve students in analyzing the wealth of data available from the State Climatology Office.

We will explain the Wisconsin Initiative on Climate Change Impacts, a statewide project to investigate the potential impacts of climate change on human health, wildlife, water resources, agriculture and other natural and human activities.  

 

#212 Learning Science/Math/other subjects through Aviation/Aerospace
Jerry Bertilson, LaCrosse Squadron, Civil Air Patrol, U.S.A.F Auxiliary
Friday 9:00-9:50                                             Room: Pascal
General: Physics

Description: Studying the principles of Aviation draws together several different subjects covered in school.  It promotes interest by presenting material most students have a desire to learn, discover how it works, and relates to society.  This session will provide teachers with knowledge and practical applications to be used in the classroom.

Abstract: This session will provide teachers with knowledge and practical applications using aerospace education that will create interest in science, math, art, technology, language arts, and social studies.

Motivating students to master content will become easier when natural interest is presented by airplanes and flying.

The session will be applicable to grades 1 to 12.  Each grade level will have curriculum ideas, lessons, activities, and instructional areas a teacher can access to develop lessons to motivate students.

There are many "hands-on" activities which will be discussed.  They will relate to material students are required to know.  "Why do I need to know this" will be a student statement addressed in the session.

Standards to be covered will be presented.  

 

#213 Exploring Biofuels: Science, Sustainability and Student Inquiry
John Greenler, University of Wisconsin - Madison
Sara Krauskopf, University of Wisconsin-Madison
Friday 9:00-9:50                                             Room: Hawking
Middle School/High School: All Sciences

Description: Can biofuels be a renewable source of energy?  We will overview the science and classroom opportunities associated with sustainable biofuels, especially those from cellulosic biomass.

Abstract: Biofuels have the potential to be a renewable source of energy with great regional significance.  Research is currently underway to develop second-generation biofuels that will be based on low fossil-fuel inputs and low environment impacts, such as greenhouse gas emissions.  The Great Lakes Bioenergy Research Center (GLBRC) is funded by the U.S. DOE, and is based, in part, at UW-Madison.  It is involved in the development of technologies to be able to make biofuels from cellulosic materials such as agricultural or forestry residues and switchgrass.

This research is highly collaborative and interdisciplinary across STEM areas.  The Education and Outreach Area of GLBRC is committed to providing materials to K-16 educators that allow students to engage in this contemporary experimentation and research process.  A significant component of these materials is focused on understanding the complexities of the corresponding sustainability issues and systems-based knowledge.

This presentation will overview the science, challenges and opportunities associated with sustainable biofuels, and highlight classroom materials that have been developed in conjunction with the research based out of GLBRC.  

 

#214 Fun with Light and Color
Matt Evans, UW-Eau Claire, Physics & Astronomy
Gary Baier, Green Bay East High School
Friday 9:00-9:50                                             Room: Kelvin
Middle School/High School: Physics

Description: “Light” up your teaching!  Make a “colorful” presentation in your classroom!  Demonstrations will include color mixers, absorption of light, and color illusions.

Abstract: “Light” up your teaching!  Make a “colorful” presentation in your classroom!  The ideas of light perception, the difference between transmission and reflection of colors, and light as an electromagnetic wave will be demonstrated in this fun, demonstration driven session.  Simple demonstrations that can be built will be presented along with those available for purchase.  Hopefully teachers will see how colorful their teaching can be with this session.  

 

#215 Microscope Slide Preparation & Study Made Easy-Hands On
Tom Schaefer, Waukesha West High School
Friday 9:00-9:50                                             Room: Curie
General: Biology

Description: This session will provide participants the abilty to prepare both a wet mount and a permanent mount slide to take back with them. These skills are commonly used and the session will concentrate on basic techniques for all grade levels. Door prizes will be given out along with extensive handouts.

Abstract: This workshop will provide participants with a quick overview of two important microscopy skills:

• Preparation of temporary wet mount slides

• Preparation of permanent mount slides

Both skills are easy to learn and commonly used by many different disciplines across the educational spectrum. We will concentrate on the basic techniques that produce quality slides with easily acquired and safe supplies. Participants will be provided handouts that outline the techniques and have the opportunity to make several different slides (permanent mounts) to take back to school with them.  

 

#216 Resources and Opportunities in Science Education: A Science Outreach Program for Minority Parents
Amy Schiebel, Edgewood College
Amy Rutz, Edgewood College
Kathleen Leary, Edgewood College
Danielle Larson, Edgewood College
Friday 10:00-10:50                                         Room: Franklin
General: Professional Development

Description: This science outreach program engages minority parents in learning science and teaches how to support their children in science.  Free CD of program materials.

Abstract: African Americans constitute approximately 13% of the US population yet receive only 5% of science field degrees.  Once in the field, African Americans are generally technicians working for lower pay. The median annual earnings for white chemists are $61,000 and $43,000 for African Americans.  Looking at the achievement gap in our K-12 schools it is easy to see a correlation between the number of African Americans interested in science careers and those who are not achieving in science at a young age.  The NAACP reported in 2003 that African American and white students were separated by a 77 points achievement gap.

The purpose of the ROSE (Resources and Opportunities in Science Education) program is to empower African American Parents of elementary-aged children, by building upon their knowledge of science, presenting them with learning opportunities and resources in our community focused on their children, and  building skills to effectively supporting their children in learning science.    By providing parents educational tools in the science fields they will be more likely to engage their children in science both at home and at school, and in turn keep students interest in scientific subjects through high school.  Program details and assessment will be presented.  

 

#217 Earth and Space Science Education at George Williams College and Yerkes Observatory
Dr. Kenneth Gardner, George Williams College of Aurora University
Friday 10:00-10:50                                         Room: Isotope
General: Earth Science

Description: George Williams College has created a Masters Degree Program in Earth and Space Science Education.  This innovative program will be explained during this session.

Abstract: George William College of Aurora University has created a Masters Degree in Teacher Leadership in Earth and Space Science Education.  The program is designed for PreK-12 teachers who want to increase their knowledge of Earth and Space Science and learn new ways to work with students in the classroom.

 All classes in the program are taught on the George Williams Campus in Williams Bay Wisconsin.  The classes include field work, lab work, and classroom discussions.  Geneva Lake, Yerkes Observatory, glacial and other landscapes in the area are used to provide hands on experiences for the teachers.

 The courses are designed so that teachers can take materials from the class directly to the classroom.  The program emphasizes how to develop curriculum and assessment to go along with the subject matter the teacher is learning. Science classroom and laboratory management are discussed in connection with the science activities in the program. Teachers research current topics in science and science educations as they develop new materials.  

 

#218 Learning Science/Math/other subjects through Aviation/Aerospace
Jerry Bertilson, LaCrosse Squadron, Civil Air Patrol, U.S.A.F Auxiliary
Friday 10:00-10:50                                         Room: Pascal
General: Physics

Description: Studying the principles of Aviation draws together several different subjects covered in school.  It promotes interest by presenting material most students have a desire to learn, discover how it works, and relates to society.  This session will provide teachers with knowledge and practical applications to be used in the classroom.

Abstract: This session will provide teachers with knowledge and practical applications using aerospace education that will create interest in science, math, art, technology, language arts, and social studies.

Motivating students to master content will become easier when natural interest is presented by airplanes and flying.

The session will be applicable to grades 1 to 12.  Each grade level will have curriculum ideas, lessons, activities, and instructional areas a teacher can access to develop lessons to motivate students.

There are many "hands-on" activities which will be discussed.  They will relate to material students are required to know.  "Why do I need to know this" will be a student statement addressed in the session.

Standards to be covered will be presented.  

 

#219 Less "School", More "Science"!
Ken Dunbar, Plymouth High School
Friday 10:00-10:50                                         Room: Darwin
General: Biology/Environmental/Earth

Description: Teach the process of science and not science facts.  Get away from lecture, drill and kill, textbooks and even tests. Let them do science!

Abstract: Are you teaching “science” or are you just teaching stuff?  Do your students become skilled in the process of science or do they become knowledgeable in science facts?  Do you give your students the freedom to ask a science – related question and answer that question using the process of science?  Do you let them repeat an investigation if they desire?  Who talks more; you or your students?  Are you a supplier of knowledge or a facilitator of learning?  What would someone see on a day to day basis if they walked by your classroom? Lecture? Quiz? Teacher talk? What will your students remember about your class?  I started a standards – based grading system grounded in science process standards - it has challenged and changed my philosophy as a science teacher.  How to do more “science” and less “school”.  It’s what 21st century leaders tell us our students need; it’s what your students want.  Find out how to make your day-to-day science teaching the best it can be.  

 

#220 SMARTnotebook in the middle and high school classrooms
Tammy Gerend, Sheboygan Falls Middle School
Antoinette Key, West Salem High School
Friday 10:00-10:50                                         Room: Curie
Middle School/High School: Professional Development

Description: We will demonstrate how we incorporate SMART technology into our middle school and high school classrooms.

Abstract: This session will focus on the use of the SMART Board and the SMART Nobebook Software 10.   We will show how we incorporate the various types of lessons we use in our respective classrooms.   This session would be a good introduction highlighting how SMART can be used in the classroom but also for experienced SMART users looking for new ideas to incorporate into their current lessons.  

 

#221 Do Themes Matter?  How to relate your standard high school science course curriculum to current turn of the century discoveries
Vanessa Parkinson, Foster & Williams High School, MPS
Friday 10:00-10:50                                         Room: Hawking
High School: Biology

Description: The concept is creating themes in a high school science classroom to bridge the gap between highly functioning students and under achieving students in an average high school science class.

Abstract: The concept is creating themes in a high school science classroom to bridge the gap between highly functioning students and under achieving students in an average high school science class.  Using a theme as a backbone to a course gives the students a comfort zone which will compensate for any lack of knowledge coming into a course and gives the students that are very strong in science an area to explore more deeply.  This presentation will sample how I use the under lying themes of the Pharmaceutical Industry in my physical science course and nitrogen (fertilizer) pollution in biology class and how I link the two for a nice transition between grade level courses.  

 

#222 Advising and Preparing High School Students for College-Bound Careers in Natural Resources and Engineering
Bobbi Kubish, University of Wisconsin-Stevens Point, College of Natural Resources/International Program and Recruitment Coordinator
Friday 11:00-11:50                                         Room: DNA
Middle School/High School: All Sciences/Professional Development

Description: In this session teachers will gain knowledge on environmental careers and how to prepare students for college success as they pursue natural resource and engineering majors.

Abstract: Teachers interact with students daily and have the power to influence student career choices. By attending this session teachers will gain knowledge on how to prepare them for college success as they pursue majors such as paper science and engineering, forestry, wildlife, water management, soil science and agriculture, waste management, or environmental policy and law. This session will explore some traditional natural resource majors at UW-Stevens Point College of Natural Resources, the largest and premiere undergraduate natural resource college in the nation, and other universities who offer environmental focused majors as well.

The session will be discussion based with PowerPoints and handouts. If time, a career game will be included.  

 

#223 Labs, Labs, & More Labs! (High School)
Dave Kowal, Holt McDougal
Patrick Wenzl, Holt McDougal
Friday 11:00-11:50                                         Room: Einstein
High School: All Sciences

Description: Looking for new twists on classic lab favorites or innovative lab ideas that engage students? Join us for a unique look at the latest comprehensive lab programs from Holt McDougal. Limited complimentary resource materials will be provided …plus door prizes and give-aways!

Abstract: This session involves hands-on experiences with lab activities from Holt McDougal physical science, biology, earth science, chemistry and forensics programs. Demonstrations will emphasize the versatility and safety of the labs. In addition to the hands-on labs, the Holt McDougal Science Consultants will provide a dynamic tour of the versatile Lab Generator program.  

 

#224 Fun Physics For All with the Marble Launcher
David Beier, The Barstow School
Jessie Herman, CPO Science
Friday 11:00-11:50                                         Room: Kelvin
Middle School/High School: Physics

Description: Discover the magic and beauty of Projectile Motion with an engaging hands-on Marble Launcher suitable for any level of science.  Free drawing for marble launcher!

Abstract: During this session, teachers will learn about the physics of projectile motion and participate in engaging investigations with a marble launcher (using a safe, lightweight, plastic marble).

Specifically, participants will conduct experiments and collect data to explore the relationships between the launch angle of a projectile and its range (horizontal distance traveled).  After the measurements are made, a graph is constructed, analyzed, and used to make predictions about launch angle and distance traveled.  If time permits, predictions will be tested to determine the accuracy of the results. 

Following the experiment, the concepts of inertia, gravity, two-dimensional motion, and interpreting graphs will be discussed.  Handouts of investigations about projectile motion will be provided as well as other teacher resources.  Teachers will also have an opportunity to win a marble launcher for their classroom.    

 

#225 Science You Can Get Your Hands on With Vernier
David Braunschweig, Vernier Software & Technology
Friday 11:00-11:50                                         Room: Fission
General: Professional Development

Description: In this session you will learn to use award-wining Vernier technology, such as LabQuest and Logger Pro Software to collect scientific data.

Abstract: Are you looking for new ways to engage your science students?  In this presentation, we will show you how to integrate Vernier technology into your classroom.  Find the perfect solution for your labs and see how versatile Vernier technology is.  A seasoned instructor with years of classroom experience will guide you through the latest in state-of-the-art technology as well as simple and affordable solutions.  Popular technology such as LabQuest, LabPro, and Logger Pro software will be available.  Perform experiments selected from our Physics, Chemistry, Biology, and Water Quality lab manuals (correlated to state and national standards) using temperature probes, motion detectors, pH sensors, and more.  One lucky participant will win a Vernier gift certificate worth $50.  

 

#226 Oldies but still goodies
Dick Seng, Lake Geneva Middle School
Friday 11:00-11:50                                         Room: Curie
General: Biology/Professional Development

Description: A Plethora of Bell ringers, simple demos, and class lessons will be shown to the participants.  These proven activities were good in the 20th Century and are still able to excite your students in the modern 21st century.

Abstract: We are all looking for ways to catch our student's interest.  Sometimes we forget the basics because everything is technology oriented.  The activities I will be showing are ones that I used when I first started teaching and some are still use in my curriculum today.  We all need to grow and expand our ideas as our careers grow.  It is important to find new ways to spark our students' interest, but at the same time we should not forget what got us started and successful in the beginning.  I am presenting this session to bring back to life some of these ideas and perhaps the participants in the session will find some ways to use a few of these in their curriculum today and in the years to come.  

 

#227 Obtaining National Board Certification in Science
Geoff Collins, Marshall Public Schools
Pete Jaeger
Kathy Westrich
Friday 11:00-11:50                                         Room: Curie
General: Professional Development

Description: An overview of the National Board process and why it may be one of the best methods to improve your practice and to be rewarded for it.

Abstract: Are there National Board Certified Teachers in your school? If so, join them and teachers nationwide who have taken their careers to the next level. If there are no NBCTs in your school, be the first.

National Board Certification is part of the growing education reform movement that is advancing student learning, improving teaching and making schools better. Teachers who achieve National Board Certification have met high standards through study, expert evaluation, self-assessment and peer review.

District and state officials know NBCTs make a positive difference in student learning. They also know NBCTs are powerful teacher leaders who help advance agendas for school improvement. A Congressionally-mandated report by the highly respected National Research Council found that National Board Certification has a positive impact on student achievement, teacher retention and professional development.

The National Board for Professional Teaching Standards invites you to support or join the ranks of the nation’s most accomplished teachers who help students develop the skills necessary to thrive in school, in the workplace and in the 21st century global economy.  

 

#228 Exploring Biofuels: the Carbon Cycling in Nature Centers and Schoolyards
Jake Eaton, Great Lakes Bioenergy Research Center
Friday 11:00-11:50                                         Room: Hawking
Middle School/High School: All Sciences

Description: How can biofuels hold the potential to reduce net greenhouse gas emissions over time?  Experience lessons aimed at estimating carbon capturing potential of grassland environments.

Abstract: The Great Lakes Bioenergy Research Center (GLBRC) does basic research on the creation of cellulosic biofuels for transportation and has major funding from the Department of Energy.  Based primarily at UW-Madison and Michigan State University, one of GLBRC’s main research areas is to evaluate the sustainability of biofuel production by looking at the role of different cropping systems in sequestering carbon.  Students become a part of this discussion by either teacher- or student-driven inquiry in local grassland areas (such as a schoolyard or school prairie) and qualitatively evaluate the effect of these environments on carbon cycling.  Students will engage in hands-on approaches to measure soil out-gassing and plant productivity above and below ground.  They will walk away from these lessons with a stronger understanding of the role of different plants and soils in carbon cycling. 

 

#229 Human Anatomy & Physiology Share Session
Jason Brazzale, Prescott High School
Scott Stankowski, Wisconsin Rapids Lincoln High School
Friday 11:00-11:50                                         Room: Leaky
Middle School/High School: Biology

Description: Participants will leave with anatomy and physiology labs/activities ready for immediate use in the classroom.  Participants are asked to bring two things to share.

Abstract: This session is the third annual human anatomy and physiology share session.  This year, it will be broken down into two main parts.

Part one of this share session will provide updates on the human anatomy/physiology wiki and non-registered teachers can sign up to utilize this powerful resource that has already stretched beyond the state of Wisconsin.  A quick refresher on how to use, edit, download, and upload material from this web resource will be given. 

During part two, participants will exchange labs, activities, and/or demo's that have been proven in other classrooms to promote increased learning and excitement.  Participants of this session are asked to bring along two different activities and have 15 copies of each.  Flash drives containing the documents are also suggested to cut down on paper usage.  Laptops are also encouraged to allow even further sharing of resources.  

 

#230 Education for Sustainability…and Beyond
Jim Lorman, Edgewood College
Friday 11:00-11:50                                         Room: Isotope
General: Environmental

Description: Sustainability – we hear about it, but is it just a buzzword? How will we find effective and appropriate ways to include it in K-12 education?

Abstract: Climatologists, ecologists, and other scientists are increasingly sounding alarms on major threats to our planet’s health and our survival as a species. How should science educators respond to these alarms? To what extent are existing models of environmental science education and interdisciplinary environmental studies useful in formulating an appropriate response? How can we teach effectively for “sustainability,” and does the concept of sustainability itself even go far enough? In this session, I will provide an overview of different approaches to sustainability (e.g., Natural Step, permaculture, bioregionalism, ecological design, ecological footprint) and consider their implications for K-12 education. I will also discuss the limitations of the term “sustainability” and the usefulness of the concepts of “resilience” and “regeneration” which challenge us to move beyond it. Resources for learning more about sustainability and related concepts, including opportunities for professional development for teachers, will be provided.  

 

#231 Making Mendel's Model Manageable
Karen Mesmer, Jack Young Middle School (Baraboo)
Friday 11:00-11:50                                         Room: Darwin
Middle School: Biology

Description: A modeling approach to teaching genetics to middle school students will be presented.  All hands-on activities are online.

Abstract: Students learn about Mendel’s Model of Simple Dominance by studying chromosomes,  proposing a model of meiosis and testing the model using paper chromosomes.  They then develop a model of gene expression from data on pea color and shape, use gene cards to better understand the model and simulate meiosis and fertilization in pea plants by constructing “Peabops” to examine the variation produced.  The model is then used to solve other genetic problems such as those of color in gummi bears and is revised when confronted with anomalous data about color in gummi fish.  

 

#232 Science Futures: Creating Great Science Teachers and Leaders
Kevin Niemi, UW-Madison
Mike Beeth, UW-Oshkosh
Eric Brunsell, UW-Oshkosh
Michelle Fleming, UW-Oshkosh
Friday 11:00-11:50                                         Room: Franklin
General: Professional Development

Description: Science Futures is a professional development experience for teachers that emphasizes effective science inquiry teaching skills as well as preparing teachers for leadership roles.

Abstract: Science Futures is a professional development experience with follow-up activities during the academic year for 20 K-12 teachers of science that emphasizes the dissemination of effective science inquiry teaching skills as well as preparing these classroom teachers for leadership roles within their school, district, and the state of Wisconsin. The program begins with a week at Pigeon Lake Field Station where inquiry and most effective science teaching practices are investigated. The week ends with an examination of how one can become a leader of science teachers. Science Futures continues with an online learning environment that at the end results in two graduate credits from UW-Oshkosh.  

 

#233 Use of Moodle in a Chemistry Classroom
Scott Gundrum, Slinger High School
Robin Kroyer-Kubicek, UW-Oshkosh
Friday 11:00-11:50                                         Room: Galileo
General: Chemistry/Professional Development

Description: Moodle use to facilitate learning and reduce cheating in a general chemistry classroom.  Moodle is being used to disseminate and grade homework.

Abstract: Moodle is a powerful open source classroom management tool used to disseminate and collect homework as well as general communication for any class.  Assignments can be created for each student from a bank of questions, each with a different numerical value used to solve the problem.  Instant communication with students through lesson plans, forums and messaging is available.  Creation of wikis and blogs are also supported.  Podcast and vodcast streaming is possible.  

 

#235 Experiential Learning Using GIANT Models
Dan Toomey, Edgewood Campus School
Laura Mitchell, Edgewood College
Friday 1:00-1:50                                             Room: Franklin
General: Biology

Description: Presentation on how to build gigantic, inflatable models of plant and animal cells with middle-school-aged students, detailed instruction packet will be provided to each attendee.

Abstract: Lab activities in biology frequently involve observation and interpretation skills, which do not often keep students' attention for long. The addition of a problem-solving component can bring the biology classroom alive, especially if the biology is magnified to an enormous size! Instructors challenged middle-school students to construct a plant and animal cell out of landscaping plastic. The cell was attached to a box fan and inflated. Students then had to construct an entrance so that fellow classmates could enter the cell and explore its inner workings. Additionally, students investigated the details of the various organelles, accurately replicated them with craft materials, and suspended them in the heart of the inflatable structure. The idea of constructing these easy inflatable structures engages students through experiences in exploration and discovery that go beyond simple lab demonstrations and projects.  Students learn cooperative group learning skills, the importance of accuracy and precision, mathematics as it relates to scale, problem-solving strategies, and communication skills.  These structures can easily be adapted to other age levels and other scientific topics.  

 

#236 Labs, Labs & More Labs! (Middle School)
Dave Kowal, Holt McDougal
Patrick Wenzl, Holt McDougal
Friday 1:00-1:50                                             Room: Einstein
Middle School: General

Description: Need some new ideas for labs that will grab your students’ attention, labs that are meaningful and fun, engaging and inquiry-based?  This always-popular Holt McDougal delivers!  Limited complimentary resource materials will be provided …plus door prizes and give-aways.

Abstract: This session involves hands-on experiences with lab activities from the Holt Science & Technology and McDougal Little middle school science programs. Demonstrations will emphasize the versatility and safety of the labs. In addition to the hands-on, inquiry-based labs, the Holt McDougal Science Consultants will provide a dynamic tour of the versatile Lab Generator program.  

 

#237 Science Inquiry & Real World Data
Eric Brunsell, University of Wisconsin-Oshkosh
Sarah Wright, University of Wisconsin-Oshkosh / UW-Madison Center for Biology Education Jennifer Kislow, University of Wisconsin-Oshkosh
Friday 1:00-1:50                                             Room: Darwin
Middle School/High School: Biology/Environmental/Earth

Description: Science inquiry is more than just experimentation.  This session will explore the components of science inquiry and how to incorporate data from the real world.

Abstract: What is science? The process of science is often inaccurately portrayed as a linear “scientific method,” leading to the misconception that science inquiry is a synonym for experimentation.  This session will focus on helping science teachers develop a deeper understanding of the nature of science inquiry.  Participants will engage in activities that model the essential features of science inquiry (scientific questions, priority to evidence, connection to experts, and communication) in a variety of ways. Participants will learn different types of inquiry, including pattern making, model building, classifying, and experimentation as they focus on developing scientific arguments supported by evidence. These inquiries will include strong connections to science content in Earth/space, life and environmental science and will make use of “real world” data. Session activities can be easily translated into middle and high school classrooms so that participants can deepen their students’ understanding of how science works.  Resources will be provided to help participants use online and other data archives in their classroom.  

 

#238 Bioenergy: Exploring Bioenergy with Wisconsin Fast Plants
Hedi Baxter Lauffer, Wisconsin Fast Plants Program / Great Lakes Bioenergy Research Center, UW-Madison
Sara Krauskopf, University of Wisconsin-Madison
Friday 1:00-1:50                                             Room: Hawking
Middle School/High School: Biology

Description: Weighing the costs and benefits of biofuels requires understanding carbon cycling and energy transfer. These secondary inquiries feature key science ideas with biofuels as context.

Abstract: UW-Madison’s Great Lakes Bioenergy Research Center (GLBRC) and Wisconsin Fast Plants Program (WFP) are collaborating with middle and high school teachers to bring you inquiries into the cycling of carbon and transfer of energy in ecosystems in the context of biofuel research. In this session we will share our inquiry lessons and introduce you to the many resources available through GLBRC and the WFP for teaching key science concepts that are relevant to our search for fossil fuel alternatives.  

 

#239 Explorations in Light & Color
Jessie Herman, CPO Science
David Beier, The Barstow School
Friday 1:00-1:50                                             Room: Kelvin
Middle School/High School: Physics

Description: Experience enlightening investigations with the properties of light, color, and how it relates to human vision.   Free drawing for a Light & Color kit!

Abstract: In this hands-on session participants will explore the concepts of color mixing of light and mixing of pigments using LED flashlights and color mixing clay.  First, participants investigate the components of white light by mixing primary colors of light (red, blue, and green) using LED flashlights and color filters to determine the rules of color addition.  Through making predictions and experimentation using secondary colors of clay, the rules of color addition will be compared and contrasted to the rules of color subtraction.  Participants will discuss results and make connections between properties of light and color and describe how these properties relate to human vision.  The session ends with a drawing for a set of LED flashlights with filters and for a color mixing set of clay.  

 

#240 Community-Based Environmental Education Program for Lower Secondary Students
Jongdee To-im, Ph.D., Instructor
Friday 1:00-1:50                                             Room: Leaky
Middle School: Biology/Environmental

Description: The study aimed to develop a community-based learning package on local ecosystems for lower secondary school to improve students’ conceptual understanding of ecosystems, perceptions, and self-reported behaviors toward their local ecosystems.

Abstract: This study aimed to improve students’ conceptual understanding on ecosystems and to enhance perceptions and self-reported behaviors toward their local environment through the community-based environmental education program. The study involved the collaborative efforts of the supervisors, local teachers, community people, science educators, environmental educators, and scientists from a university. A multidisciplinary curriculum was developed for lower secondary students to study water resources in their environment. The year-long educational activities included focus group discussions, curriculum development, teacher training workshops, and a variety of hands-on activities, extra-time exercises, and field trips. The mixed-methods research paradigm was used to gather data for the research questions posed and analysis. The data gathered included true-false questions, interviews on conceptual understanding of ecosystems, questionnaires on perceptions, and self-reported behaviors toward environmental management were collected both before and after participation in the program. In addition, the written documents on concept maps, reports, and classroom observations were also gathered. The results showed a significant difference between the pre- and post-test questionnaires for the students’ perceptions and self-reported behaviors. The qualitative data revealed that students’ perceptions toward their local environment also changed.  

 

#241 Looking Up- Astronomy and Meteorology Courses in High School
Karyl Rosenberg, Nicolet High School
Kathy Gustavson, Nicolet High School
Friday 1:00-1:50                                             Room: Pascal
High School: Earth/Physical Science

Description: Are you looking for new and interesting earth/physical science offerings for a wide range of high school students? Come learn about what two teachers in need of change in course offerings did and how it has worked over the past 7 years.

Abstract: A need was becoming apparent several years ago for a change in the upper level earth and physical science offerings at Nicolet High School.  Lack of time for enough depth and general lack of student interest in the previously offered courses led Karyl and Kathy to  develop separate semester courses in Meteorology and Astronomy for 10th through 12th grade students. Since the 2002-03 school year these courses have been offered annually to a good number of students with positive reviews. The process these teachers went through to propose and develop the courses as well as the specific curriculum in place will be explained in detail.  

 

#242 Multidisciplinary Inquiry of the Radish
Michelle Fleming, University of Wisconsin-Oshkosh
Members of the UWO-NSTA Student Chapter at the University of Wisconsin Oshkosh
Friday 1:00-1:50                                             Room: Rock
Elementary: Biology

Description: Join us on a radish’s journey from seed to table.  Emphasizing hands-on, inquiry based, integrated science lessons, this field-tested unit promotes success for all students.

Abstract: Multidisciplinary Inquiry of the Radish is a unit for primary teachers on the journey of a radish from seed to our table.  The unit began with observations of seeds and asking students to critically think about the nature of a radish seed.  Through modeling, open-ended questioning, and experimental design, elementary students discovered the stages of growing and parts of a radish plant.  Teachers questioned students and shared real-life connections through literature, writing activities, social studies, and art lessons.  Botanical art and accurate scientific renditions of the radish plant became a focus for the study.  Student journals, models, materials, rubrics, extensions and analyses addressed the standard of inquiry in the elementary classroom.  Teachers assessed students through on-going observations of the inquiry processes, student models, and journals.  By emphasizing hands-on, inquiry based science lessons integrating reading, social studies and art, this educator developed and field-tested unit addresses standards of success for all students.  

 

#243 Career Clusters, STEM, Rigor and Relevance in the Science Classroom
Robin Kroyer-Kubicek, UW-Oshkosh FOR the Dept. of Workforce Development
Friday 1:00-1:50                                             Room: Galileo
High School: Professional Development

Description: By refining science teaching practices to include rigor, relevance and relationships you can ensure meeting the challenge of preparing students for a rapidly changing world.

Abstract: Science teachers are hearing about STEM and Career Clusters.  This session will highlight the origins of Career Clusters, STEM, and how they can be used to shape a science class to be ready for today’s fast-paced, technologically-explosive society.  If the goal of education is to prepare ALL students to apply what they have learned to the global world outside, then we have to incorporate innovative new strategies to our teaching.  Strategies need to go beyond what students do in a classroom and on a test, to strategies that educate learners to take knowledge and adapt it to a changing world. Reinvigorating science education should be based on providing relevance of science material to student lives which then allows greater levels of depth of understanding, i.e., rigor.  In this session, I will present some models for developing rigor and relevance, as well as, curriculum integration that can be used to create better contextual based learning environments.  Example science lessons plans from the Model Schools Network managed by the International Center for Leadership in Education will be provided.  

 

#244 Portraying a Perfect Pecker
Sharon Quinn, WEST
Friday 11:00-11:50                                         Room: Rock
Elementary: Biology

Description: Modeling different bird beaks helps define food sources as a part of habitats.  Modeling also helps define the process of inquiry based elementary science teaching.

Abstract: In this active lesson, children try using different tools ("bird bills") to retrieve "bird food" from different types of "feeding stations".  Figuring out which specialized bill works best at each station provides hands-on experience with the concept that birds' different types of bills help them survive in their particular habitats.  BIG IDEA:  Organisms have characteristics that enable them to survive in their habitat. Children study various types of models and learn how they are used in science.  BIG IDEA:  Scientists use models to represent things that are too big, small, fast, slow, far away, or dangerous to observe in the real world. Lesson Goals

1.  Compare different, specialized "bird bills" and how successful they are for retrieving different kinds of "foods".

2.  Begin to think about how birds' bills have characteristics that enable them to get food in their habitats.

3.  Begin using models.

4.  Recognize why models are used in science.

 

#245 What is an Einstein Fellow?
Sue Whitsett, Einstein Distinguished Educator Fellow
Friday 1:00-1:50                                             Room: DNA
General: Professional Development

Description: This session will explain the Albert Einstein Distinguished Educator Fellowship.

Abstract: What does an Einstein Fellow do?  What are the requirements for becoming a fellow?  Why should I consider becoming a fellow?  Come to this session and get these questions answered from a current Einstein fellow who is from Wisconsin.  

 

#246 Human Well-being and Environmental Quality - Teaching Resources
Sunshine Buchholz, Wisconsin Environmental Science Teacher Network
Friday 1:00-1:50                                             Room: Isotope
High School: Environmental

Description: A showcase of activities, videos, and web sites for teaching about consumption and natural resources, population, sustainability, resource distribution, and lifestyle choices.

Abstract: This goal of this session is to provide participants with an array of resources (activities, videos, web sites, etc.) for teaching about human systems and the environment. Topics covered will include human well-being and environmental quality, consumption and natural resources, population, and lifestyle choices. We will discuss how these materials can be utilized in an environmental science or related course.

The Wisconsin Environmental Science Teacher Network supports educators’ needs for networking, professional development, and resource exchange. This session offers environmental science teachers an opportunity to connect and share ideas for teaching about the human relationship to the environment. All resources shared will be posted to the Environmental Science Digital Resources Library for access immediately following the conference.    

 

#247 Increase Conceptual Understanding in Chemistry and Biology—Activate Inquiry and Inspire Discovery!
John Garrett, PASCO scientific
Friday 1:00-1:50                                             Room: Fission
General: Biology/Chemistry

Description: Using PASCO probeware, students can visualize and explain abstract science concepts. This tool will help you teach acid/base, gas laws, physiology and more.

Abstract: Using PASCO probeware, students can visualize and explain abstract science concepts. This tool will help you teach acid/base, gas laws, physiology and more.

 

#248 DNA  Sequencing Classroom Activity
Betsy Barnard, Madison West High School
Friday 2:00-2:50                                             Room: DNA
Middle School/High School: Biology

Description: DNA sequencing has revolutionized biology. This hands-on activity shows how modern DNA sequencing works.  Learn some of the amazing applications of this powerful technology!

Abstract: In this session you will do a paper activity that helps students understand how fluorescence-based DNA sequencing works. You will also get the latest update on this powerful technology and its applications to fields such as forensic science, genomics and epigenetics.  

 

#249 And they're off!  Begin your Physics course with inquiry activities
Cory Militzer, Burlington High School
Friday 2:00-2:50                                             Room: Kelvin
High School: Physics

Description: Inquiry lessons will be presented to jump start your year using science process skills of observing, predicting, measuring and model building in the pursuit to understanding nano-science.

Abstract: Throughout the activities, there will be an emphasis on observations skills, measurement techniques, error analysis and mathematical models. The activities presented are designed to give students an appreciation of the challenges associated with studying materials that are beyond our scale. They will learn to use a variety of indirect measurement techniques to develop their understanding of nano-science research and appreciate that science is a creative process that includes debate and decision making skills. Activities include creating handmade LED stick lights for the study of diffraction, measuring mass using an inertial balance, and indirectly measuring distances using a transit and trig.  

 

#250 Double Bubble Hour
Darrell Smith, WEST
Friday 2:00-2:50                                             Room: Rock
Elementary: Earth Science

Description: What is a bubble?  Is it a solid, liquid, or gas?  All three?  Come have fun while we explore and search for the answer.

Abstract: Along with discussing the properties of bubbles and trying to determine what a bubble is we will produce bubbles using a variety of objects.  Math and science will be integrated as we measure and time bubbles.  Recipes will be discussed.  Challenges will be given.  Variables will be given and experimented with.  Some of the challenges will be:

Who can blow the smallest bubble?  The largest?

Does the temperature of the solution affect bubble strength or size?

Does the length of the straw or opening make a difference?

Can You produce a square bubble?

What about the color spectrum of a bubble? 

What do you observe when you look through a bubble at an object?

Do bubbles float? 

Can you hold a bubble in your hand?

Why do bubbles fall to the ground?

Can you blow out a candle with a bubble?

We will get to as many of these as time allows.  

 

#251 Science Safety Sharing Session
Dave Bergerson, Wisconsin Rapids Public Schools
Friday 2:00-2:50                                             Room: Galileo
General: Professional Development

Description: Have a favorite way to promote science safety in the classroom?  Bring it with to share with others.  Laboratory standard will also be discussed.

Abstract: The session will include a brief overview of the Laboratory Standard, Chemical Hygiene Plans, etc. and finish with an open discussion and sharing of ideas for promoting science safety in your school district.  

 

#252 Climate Change in Wisconsin: Resources and Media
Finn Ryan, Educational Communications Board
Friday 2:00-2:50                                             Room: Isotope
Middle School/High School: Environmental/Earth

Description: Looking at research from the Wisconsin Initiative on Climate Change Impacts (WICCI), this presentation highlights climate change resources from ECB, Teachers’ Domain, and PBS Teachers.

Abstract: Did you know the average temperature in La Crosse has increased by 2 degrees in the last 50 years, and is projected to increase by 10 degrees in the next 50 years?  This change in climate has and will continue to profoundly impact Wisconsin and the planet.  In 2007, the Wisconsin Initiative on Climate Change Impacts (WICCI) was formed to study the impacts of climate change in Wisconsin.  WICCI looks specifically at Wisconsin ecosystem and natural resource management, agriculture, business, human health and other vital components of our daily life are being impacted.  Based on WICCI’s findings, ECB is partnering with the Nelson Institute at the University of Wisconsin, Madison to create educational media on climate change.  This presentation will explore these resources along with the best public resources on climate change from PBS Teachers Digital Library, Teachers’ Domain, and other online media, in order to support the integration of digital media into climate science education.  

 

#253 Mitosis & Meiosis--get your groove on!
Greg Bisbee, Arrowhead High School
Friday 2:00-2:50                                             Room: Darwin
High School: Biology

Description: Use visuals and dances to help your student learn two cellular processes--mitosis and meiosis.  Students learn biology and are excited about it!

Abstract: While most students would not describe mitosis and meiosis as fun, they CAN be fun!  I will briefly cover the cellular processes of mitosis and meiosis in the traditional way.  I will then use simple powerpoint animations to introduce some motion.  Finally, we will all do the Mitosis Disco and the Meiosis Square Dance.  

 

#254 WARD'S Natural Science presents "Hands On Germs" activities
Jack Blake, Brookwood Middle School
Friday 2:00-2:50                                             Room: Leaky
General: Biology

Description: Come and be an active participant where activities and ideas are shared regarding transmission of germs.

Abstract: Transmission of germs is ever present and all around us, especially in the context of a classroom. A simulated disease transmission activity will illustrate how easy it is for germs to be carried and transmitted. In a 'closed system' like our classroom or group of teachers in our breakout session, tracing a disease back to the original exchange is quite probable. In a larger population, an 'open system', tracing back to the original exchange is nearly impossible. Teachers while be given a chance to actively participate by exchanging 'simulated body fluids' (in a vial) in several rounds to illustrate how quickly disease can be transmitted. Common means of disease transmission are direct contact, indirect contact, droplet contact, and airborne transmission. These will be discussed or illustrated, as well as looking at preventive measures that can be taken.  

 

#255 Blogs, Twitter, RSS readers, and chatrooms...for science?
Jason Brazzale, Prescott High School
Friday 2:00-2:50                                             Room: Hawking
General: Professional Development

Description: Learn to utilize blogs, free RSS readers, and various social networking sites to provide an exciting technological component to your classroom.

Abstract: Tweeting?  Blogging?  RSS subscription?  Social networking accompanied with web 2.0 tools are becoming easier and easier to use each day.  Most of these components are free for anyone to use.  But how can this technology be used to promote student learning, reading in the discipline, and a little bit of those current events that are changing daily in science?

Attendees of this session will learn how to start incorporating these technologies into their current lesson plans and curriculum with little extra effort.  Also, there will be time for discussion and a share session to flex your own technology muscle for everyone else to see! 

Session go-ers are asked to bring an open mind, good ideas, and creativity to this session so everyone can benefit from each of our successes.  Attendees will have the opportunity to leave with a fully functional blog, Twitter account, and an RSS reader to keep up with your favorite science websites.  

 

#256 Teaching Science in the 21st Century
John Whitsett, Fond du Lac School District
Friday 2:00-2:50                                             Room: Einstein
General: Professional Development

Description: This session provides a discussion of the changes that must take place in our educational system for students to be adequately prepared for the global economy in the 21st century.  Participants will have an opportunity to engage in a conversation of these issues as follow up to the Friday luncheon presentation.

Abstract: The early elementary students of today will be the high school graduates of 2025.  These students will need to compete for jobs with other high school graduates from around the world.  The skills these students will need are far different from those of the 20th century and far different than many of our schools are providing.  This session will explore the effect that globalization and technology have had on our society along with the implications for education.   Participants will have an opportunity to engage in a conversation of these issues as follow up to the Friday luncheon presentation.  

 

#257 Wisconsin Science Education Leadership Association (WSELA)
Kevin Niemi, UW-Madison
Mike Beeth, UW-Oshkosh
Friday 2:00-2:50                                             Room: Franklin
General: Professional Development

Description: WSELA is a network for coordinators, curriculum directors, and others interested in Wisconsin science leadership. Join us for information about the recent activities of WSELA.

Abstract: WSELA is an informal sharing and networking group of school district curriculum coordinators, higher education representatives, and others interested in improving science instruction in Wisconsin. We meet twice a year, fall and spring. We will have our 2010-11 meeting dates at this conference. Past notes and agendas for meetings are posted at http://www.wisc.edu/wistep/sciedleadership.html.  A few of the topics from our last few meetings include: a WSELA taskforce report on developing recommendations on chemical safety, the summer 2010 Science Futures professional development program, a discussion on the science licensing situation in Wisconsin, and a sharing of online resources for science teachers. For more information on WSELA contact Kevin Niemi, UW-Madison Office for Science Outreach, kjniemi@wisc.edu or come to this session.  

 

#258 Going Fractal: Fractals in Nature
Kristin Michalski, Mukwonago High School
Friday 2:00-2:50                                             Room: Pascal
High School: Physics/Earth

Description: Many natural objects - ferns, coastlines, etc. - are shaped like fractals. Explore real-world examples such as shorelines to help your students conceptualize the fractal nature of the world at the microscopic scale.

Abstract: What if you view the Lake Michigan shoreline in Google Earth from space? What would you see? Now, move in closer, what do you see now? Let’s begin to make a length measurement between two fixed points on the shoreline as we zoom. Now, let’s go down to the lakefront and make measurements. Which measurement would give you a larger quantity? Since the coastline is jagged, you could measure into the nooks and crannies. Most objects in nature aren't formed of squares or triangles, but of more complicated geometric figures called fractals. Students will explore real-world examples in nature to get a better understanding of fractals.  

 

#259 Using Case Studies to Teach Science
Rachael Lancor, Edgewood College
Kelley Grorud, Edgewood College
Friday 2:00-2:50                                             Room: Fission
Middle School/High School: Biology/Physics

Description: Engage students using case studies based on real life problems. Participate in case studies and discuss the merit of using this technique in your classroom.

Abstract: Case studies are an active learning technique that engage students in real life science problems. Case studies are examples of problem-based learning  that relate course material to specific examples of natural phenomena. Effective case studies can be either non-fictional or fictional problems based on probable scenarios. Case studies help student learn science content through various learning styles such as visual, kinesthetic, etc.  Educational products of case studies can be tailored to meet the needs of the individual students or classrooms. For example, students can write essays, build models, do laboratory experiments, or give presentations on what they have learned. In this session participants will test out two case studies, one from physical and one from life sciences. The participants will then discuss how case studies can be used effectively in their classrooms.  

 

#260 Inqquiry Labs Across the Science Curriculum
Amy Dopp, Marshfield High School
Paul Herder, Marshfield High School
Susan Harrington, Marshfield High School
Janis Hoehn, Marshfield High School
Friday 2:00-3:50                                             Room: Fermi
High School: All Sciences

Description: The science staff at MHS has compiled their favorite exploratory labs from across the curriculum that raise interest, provide challenge, and promoting science inquiry.

Abstract: Amy Dopp will share environmental science simulations for calculating biodiversity, assessing food nutrient content and bioremediation labs. Susan Harrington will share tried and true chemistry exploratory labs including Unknown Powders and Types of Reactions. Paul Herder will demonstrate   simulations related to plate tectonics and atmospheric and oceanic circulation will be modeled.  Janis Hoehn will share Anatomy & Physiology activities designed to have students investigate the effects of the caffeine on the cardiovascular system, experience processes have been altered during the aging process and investigate the distribution of the light touch sensors (Meissner’s corpuscles) and endocrine glands on the human body.  

 

#261 Beyond Green: Educating for a Sustainable Future
Christine Kelly, Midwest Regional Collaborative for Sustainability Education
Sunshine Buchholz, Wisconsin Environmental Science Teacher Network
Jeremy Solin, LEAF, Wisconsin K-12 Forestry Education Program
Friday 3:00-3:50                                             Room: DNA
General: Biology/Environmental

Description: Sustainability education is more than green buildings and products.  It is rediscovering systems, place, and community. Explore curriculum that brings sustainability education into your classroom.

Abstract: What will people need to know to live responsibly and well within the means of nature? What skills, abilities, values will be necessary for a sustainable future? What are we already doing? What will we have to do differently?

Albert Einstein stated the significant problems we today face cannot be solved with the same level of thinking we used to create them. Sustainability is a way of thinking as much as it is what you are thinking about.  Sustainability education motivates us to teach a new set of thinking and action skills. In this presentation we will explore the habits of minds that characterizes sustainability and classroom activities that combine systems thinking, sense of place, and community-based learning.  Our goal in this presentation is to collaboratively create a vision of hope, opportunity and responsibility within our classrooms that lead the way to a sustainable future.  

 

#262 UW-Madison’s Project CRYSTAL (Crystallographers Researching with Young Scientists: Teaching and Learning)
Dan Toomey, Edgewood Campus School
Rachel Kubiak, UW-Madison
Nate Bruender, UW-Madison
Friday 3:00-3:50                                             Room: Franklin
Middle School: Biology/Chemistry

Description: Through a NSF-funded grant, UW-Madison biochemistry researchers team with middle school students in an x-ray crystallography lab to assist with graduate level research projects.

Abstract: Finding ways to meet the needs of advanced students can be difficult.  Through a grant funded by the NSF, UW-Madison’s Project CRYSTAL (Crystallographers Researching with Young Scientists: Teaching And Learning) has been working with a group of six motivated middle school students in an X-ray crystallography lab since August 2009.  This pilot program is designed to introduce middle school students to a long term project in a graduate level research lab. Every Monday for 3 hours the students are mentored by Ph.D graduate students while carrying out their own research project investigating the enzymes involved in the biosynthesis of D-kijanose, an unusual nitrosugar. Preliminary work has the students cloning their genes of interest out of the genome from Micromonospora chalcea, and expressing and purifying the enzymes to be used in future crystallographic studies. Our overall goal is to instill a love for science inquiry in these young students, and we hope have the students’ research published in a peer-reviewed science journal by the time they have completed the program.  

 

#263 Making the Connection: STC®: Electric Circuits
Darin Christianson, Carolina Curriculum
Friday 3:00-3:50                                             Room: Rock
Elementary: Physics

Description: Through sample hands-on activities, learn about this inquiry-based unit that helps students answer many of their own questions about electricity, its properties, and uses.

Abstract: Electric Circuits, the 4th grade Science and Technology for Children® unit, is an exciting exploration of electricity. Participants learn the properties of conductors and insulators, how to incorporate switches in circuits, and how electricity affects us all. A brief overview of the STC® curriculum will be provided at the beginning of this session. Science and Technology for Children® was developed by the National Science Resources Center and is exclusively published and distributed by Carolina Biological Supply Company.  

 

#264 ACT Preparation and the Science Classroom
Dawn Pfaff, Homestead High School
Friday 8:00-8:50                                             Room: Galileo
High School: Biology

Description: Emphasis on standardized testing places pressure on all classroom teachers to teach differently.  Check out experimental data that shows we are not far off.

Abstract: Emphasis on standardized testing places constant pressure on all classroom teachers to teach differently. The curriculum we develop is rich in experience and provides the most up-to-date research for our field.  We use best practices to patiently help students from various backgrounds learn the subject matter, practice it and then assess to the best of our ability.  This approach should be enough to propel students toward success on standardized tests, but many times students fall short.  This presentation will provide a brief look at the experimental results of a classroom teacher's attempt to study the effects of a biology curriculum and basic test prep on student ACT scores.   The experiment will provide data on how students score on the ACT before and after taking regular biology.  It also examines the results of a group of students who were provided with basic ACT prep strategies over the course of the experiment.  I look forward to a healthy discussion of these results, the limitations of such experiments and the realization that a little prep goes a long way.  

 

#265 New Science Curriculum Database for High School Teachers
Gretchen Marshall, LEAF K-12 Forestry Education Program
Cindy Edlund, Crandon High School
Friday 3:00-3:50                                             Room: Galileo
High School: All Sciences

Description: Calling all physical science, chemistry, biology, and physics teachers! Learn how to access online science lessons that use your school forest as a teaching tool.

Abstract: A need has been recognized for specific activities which fit into the high school science curriculum and can be used on field trips to the school forest. This new clearinghouse is designed to help fill that gap. We will look at the new School Forest Science Curriculum database which allows teachers to access lesson plans that explore concepts such as force in Physics, genetics in Biology, or acidity in Chemistry at their school forests. The units in each science discipline have been identified and teachers throughout the state can add activities they use with students at the school forest.

Why reinvent the wheel? Do you already have an activity that you teach in a physical science, biology, chemistry, or physics class that is used at or can be modified for use at your school forest? You will learn how to share lessons, get new lesson ideas, and network with fellow science teachers across Wisconsin. The process for submitting and accessing these lesson plans will be available on the LEAF School Forest Website at http://www.uwsp.edu/cnr/leaf/Schoolforests.  

 

#266 See Lighting? Hear Thunder? The Tour Returns!
Jim Huhn, Retired-Watertown H.S.
Friday 3:00-3:50                                             Room: Kelvin
General: Physics

Description: Fascinating light, sound and other demonstrations presented from Boston to San Francisco are brought to La Crosse.  Join last year’s “Count Rumford Award” winner as the Tour Returns. Handouts provided.

Abstract: Many light and sound demonstrations have been around so long that they ultimately become new again as they are rediscovered by younger teachers. This presenter discovered it to be more true than he imagined after a 1992 presentations at the Wisconsin Society of Science Teachers Convention in Eau Claire.  I thought that I was offering some new twists to familiar demonstrations, but several younger teachers pointed out that all  of it was new to them.  The requested sequel drew overflow audiences at the 1993 WSST Convention and the 1994 NSTA Regional Convention in Minneapolis. Since then it has been presented from San Francisco to Boston and points in between. The more than sixty demonstrations in the repertoire have been accumulated through more than thirty-six years of physics teaching, a visit to Denmark’s Eksperimentarium, Wisconsin’s Science World and ideas shared from many science teachers.  Each presentation involves about twenty-five demonstrations, so each time is unique by mixing old favorites with exciting new ones. Most of the activities use inexpensive and readily available equipment and will be included in a handout booklet and/or CD along with other fun teaching aids and activities not necessarily limited to light and sound.  

 

#267 An Opportunity for Students to be Involved in Astronomical Research
Kathy Gustavson, Nicolet High School/ UWM
Friday 3:00-3:50                                             Room: Pascal
High School: Physics/Earth

Description: Come find out how your students can help sift through this data on their home computers, thereby helping Astronomers detect gravitational waves.

Abstract: A hundred Terabytes of radio data have already been collected from space. Pulsars, rapidily spinning neutron stars, are in this data, waiting to be discovered. Come find out how your students can help sift through this data on their home computers, thereby helping Astronomers detect gravitational waves.  

 

#268 The Geology of Your Back Yard – a La Crosse Example
M Carol McCartney, Wisconsin Geological and Natural History Survey
David Hart, Wisconsin Geological and Natural History Survey
Friday 3:00-3:50                                             Room: Isotope
General: Environmental/Earth

Description: Come and discover how to tell the story of the geology of your area with easy-to-find maps, on and off the Web.

Abstract: What do the hills, valleys, and ridges in the La Crosse area (or anywhere in Wisconsin) tell us about how the landscape was shaped in the past, about how the geology of our area evolved? In this presentation, you will learn how to interpret the landscape and create activities for your students that will connect them to the geology of their locale. Teachers will learn how to read maps of the topography and geology of the area and will understand how the maps relate the history of the earth. Materials, readily available online or from our office, will include USGS topographic quadrangles, the Geology of La Crosse County, Wisconsin, Landscapes of Wisconsin, Roadside Geology of Wisconsin, and more. We will brainstorm about how these materials can create an understanding of the environmental issues of your area and how to build a lesson plan customized for your classroom and your students.  

 

#269 Everyday Assessment with Writing
Patti Schaefer, Mineral Point High School
Friday 3:00-3:50                                             Room: Fission
Middle School/High School: Chemistry/Physics

Description: How can you know what your students know?   Formative assessment writing strategies, aligned with learning goals can help teachers uncover student understanding.

Abstract: This session will provide resources for designing writing assessments and matching them to learning goals.  The presenter will share examples of such assessments used in Physical Science, Chemistry, and Physics classes, grades 9-12.  Examples will include: informal journal writing prompts, writing activities to accompany demonstrations, and sample RAFT topics (Role-Audience-Format-Topic, from the 6 Traits Writing Curriculum).  There will be an opportunity at the end of the session to share out in small group discussions on the use of student responses to plan instruction that meets the students' needs.  

 

#270 Beyond Forensics: Using Human DNA Identification Techniques to Demonstrate and Integrate Life Science Concepts
Ryan Olson, BioPharmaceutical Technology Center Institute
Friday 3:00-3:50                                             Room: Curie
High School: Biology

Description: Learn about real-world forensic DNA analysis techniques and how the concepts can apply to other biology and biotechnology topics.

Abstract: Recently, forensic science has achieved a high degree of glamour thanks in large part to its depiction in prime-time television dramatizations and documentaries.  This popularity has sparked interest in forensic and molecular sciences in high school students and their teachers, and has led to a number of commercially available forensic laboratory demonstrations.

If you'd like to find out how DNA "who done it" is really done, then please join us for a presentation and discussion about real-world forensic concepts and techniques, and ways to apply them in the high school science classroom. We'll show you how short tandem repeat (STR) analysis of DNA can be used to tie together a broad array of topics including: DNA and chromosome structure,  Mendelian laws of inheritance and Punnett squares,  Hardy-Weinberg principles and allele frequency, PCR and DNA electrophoresis.

The Biopharmaceutical Technology Center Institute (BTCI) is a non-profit educational organization located in Madison, Wisconsin that has taught thousands of students and teachers about biotechnology.  BTCI's primary sponsor is Promega Corporation, a leader in supplying DNA fingerprinting reagent systems to forensic DNA scientists around the world.   

 

#271 The Sky is the Limit with Primary Sources
Stacey Balbach, Cuba City School District
Friday 3:00-3:50                                             Room: Kelvin
High School: Chemistry/Physics

Description: Optimize your science curriculum with primary sources to enhance technology,  information, and science literacy.  Primary sources are much more than data and graphs.  With the new accessability of primary sources, the opportunities for teachers to design and implement any type of multifacted project is endless. Primary sources along with Web 2.0 allow students to move beyond the walls of their classroom, and explore science in a whole new light.

Abstract: Optimize your science curriculum with primary sources to enhance both information and science literacy.  One way to this is to design a couple lessons that incorporate history, science, literacy, and technology.  Here are three reasons why.

The first is analysis of primary sources fosters information literacy.  Students will learn how to analyze not only primary sources, but any piece of literature that they are reading.  Analysis of reading is one step closer to becoming information literate.

The second reason is students will begin to see the connections between subjects.  Students will find themselves using math and history simultaneously to answer a critical societal question such as the implications of nuclear power.  This will allow the students to become better decision makers for our society. 

The third reason is primary sources and Web 2.0 expands classrooms from their town to the world.  Students will have the opportunity to speak with Japanese students about their analysis of a World War II photograph of nuclear war.  The combination of primary sources, science and Web 2.0 make the opportunities with primary sources endless.

Content:

• Define a primary source

• Examples of primary sources actual & digital

• Show primary source sites

• Search primary source sites  - writing search log

• Analyze photos using a photo analysis form

• Use document analysis form.

• Examples of science projects

• Web 2.0 applications

• Literacy standards, information literacy standards, national science standards, state model academic standards covered by these projects  

 

#272 PBL Shareshop
Steve Gustafson, Class Act Charter School
Friday 3:00-3:50                                             Room: Leaky
General: Professional Development

Description: Project Based Learning is a hot topic. We will discuss successes and failures we've had or just learn about the topic if you are interested.

Abstract: PBL comes in many shapes and forms. Our charter school is all project based, but many teachers use PBL for labs or projects that can be used for alternative assessment. Many schools are looking at PBL such as is used  in Edvisions schools across the country. Is this the wave of the future, or just a fad that will go away? Find out how we are doing it and share your ideas about PBL. This does not just concern science, but will have a science focus. Topics of discussion could include how to pick and design a project, researching, assessment, depth versus breadth or wherever the conversation takes us.  

 

#273 Using Analogies to Teach Science
Steven A. Meger, Western Technical College
Karla Walker, Western Technical College
Friday 3:00-3:50                                             Room: Darwin
General: Professional Development

Description: This session focuses on the use of analogies to teach scientific concepts and will include theory, hands-on activities, classroom handouts and an open discussion.

Abstract: We learn new ideas by comparing them to what we already know.  This session will center on the use of analogies to teach abstract concepts.  Although the focus will be on biology and chemistry examples, the analogical reasoning discussed can be applied to other disciplines.  The first part of the session will present the basic tenets of analogical reasoning - how unfamiliar “analogues” can be used to map characteristics unto unfamiliar “targets”, e.g. a cell is like a city.  The second part of the session will present several examples of hands-on activities including classroom handouts.  Attendees are encouraged to bring their own examples of teaching with analogies for an open discussion.  

 

#274 Ning Networking for Newbies
Katie Krueger
Friday 4:00-4:50                                             Room: Leaky
Middle School/High School: Professional Development

Description: A beginners guide to creating and using a Ning Network (social networking site).

Abstract: In a world where students are always connected, a science Ning network can help students form an online community with a vested interest in your class.  Ning is a social networking site which can be used as an interactive website. Using Ning you are able to share assignments and pictures, chat, host synchronous classes, and upload video files.  Best of all Ning is intuitive to use and free!  Educational Ning networks can be password protected and are free of advertisements.  In this workshop you will learn how Ning can help you and your students connect and share media rich classroom content.

Please feel free to bring your laptop and experiment.  

 

#275 UW-Madison Climate Literacy Initiatives
Margaret Mooney, CIMSS/SSEC/UW-Madison
Juan Botella, Monona Grove High School
Friday 4:00-4:50                                             Room: Isotope
Middle School/High School: Earth Science

Description: This session will present two opportunities for G6-12 teachers to deepen their climate system comprehension in 2010 by attending a workshop on Carbon Cycle and Climate Modeling or applying to a new NASA supported program called Climate Literacy Ambassadors

Abstract: With support from NASA, the UW Cooperative Institute for Meteorological Satellite Studies (CIMSS) will be launching a three-tiered program in 2010 to train G6-12 teachers to be Ambassadors of Climate Literacy in their local schools and communities. The complete training will involve participation at a teacher workshop combined with distance learning education culminating in a technology-supported virtual community of climate change educators. Participating teachers will also have the option to develop a capstone project engaging students in climate research utilizing NASA data.  

The workshops will be held at CIMSS on the UW-Madison campus. The distance learning curriculum (http://cimss.ssec.wisc.edu/climatechange/) utilizes e-learning technology to clarify graphs and concepts from the 2007 Intergovernmental Panel on Climate Change Summary for Policy Makers.  In support of teachers’ professional development goals, the course will be offered through the University of Wisconsin-Madison for college credit available at a reduced tuition rate.   

Two hundred participating teachers will receive stipends as they progress through the Climate Literacy Ambassadors program and become climate resource agents students and colleagues in their local schools and communities. Additional stipends will be available for teachers who undertake capstone projects that engage middle and high school students in research projects utilizing NASA data to investigate regional climate system topics.

All endeavors related to this project will be assisted through a technology-supported virtual community of G6-16 science teachers in regular communication with CIMSS and NASA scientists.  The preponderance of web-based content and communication will minimize the overall carbon footprint of this Climate Literacy Ambassadors project.    

NASA is also providing support for a Carbon Cycle and Climate Modeling during the summer of 2010. Graduates of this program will be welcome to join the Climate Literacy Ambassadors community. Details will be provided at the WSST session.   

 

#276 Got Special Needs? Get Assistive Technology!
Rachelle Gardner, Milwaukee Public Schools  & WEST
Friday 4:00-4:50                                             Room: Rock
Elementary: Professional Development

Description: Help students with special needs have access to your science curriculum.  I will share briefly difficulties that students with special needs may have in your science classroom, and some ways to give them the help they need to be successful.

Abstract: Help students with special needs have more access to your science curriculum.  A brief overview of difficulties students with special needs may have in your science class and how to help them become more independent with the use of assistive technology devices that range from extremely basic such colored overheads, to more complex programs and devices.  Not only will some materials be helpful for your students with special needs, but all students can benefit from them! Ideas for getting materials for little or no cost will also be discussed.  

 

#277 Exploring the Universe from “Macro” to “Micro”: Big Bang, Bubbles, and  Levitating Frogs
Tim Moeller, Hamilton High School
Andy Hilt, West Bend West High School
Friday 4:00-4:50                                             Room: Hawking
High School: Physics/Earth

Description: Learn hands-on experiments using the most current Graphene research techniques. In addition find out what's new at the Manfred Olson Planetarium on the University of Wisconsin-Milwaukee campus designed to meet the needs of your 21st century students.

Abstract: We will be making extremely thin samples of Graphite using the MEM (Mechanical Exfoliation Method) wherein repeated use of ordinary Scotch Tape™ will produce progressively thinner samples of the Graphite.  This method has been pioneered by Physics Professor Andre Geim, the "floating frog physicist". With perseverance and a bit of luck the "holy grail" is sometimes observed:   a single atomic layer of carbon atoms called Graphene. Connections to the Graphite sample colors will be made via a "Soap Bubble Demonstration" where the vibrant and ever-changing color patterns in a soap bubble are dramatically displayed with an overhead projector. Come see what is new at  Manfred Olson Planetarium on the University of Wisconsin-Milwaukee campus? Shows and activities start at $30 per group, and are designed to meet the needs of your students while incorporating the Wisconsin Model of Academic standards at any level.  Special emphasis on the new Cosmology show aimed at high school students will be highlighted.  

 

#278 A kinesthetic learning activity to illustrate the differences between C3 and C4 photosynthesis
Timothy R. Kuhman, Edgewood College
Friday 4:00-4:50                                             Room: Darwin
High School: Biology

Description: An engaging, student-active model for learning the difference between C3 and C4 photosynthesis will be demonstrated.  Handouts will be provided.

Abstract: Many students struggle to understand the differences between the C3 pathway utilized by most photosynthetic organisms, and the C4 pathway that has evolved numerous times among various plant groups in response to changing environmental conditions.  A kinesthetic learning activity was designed to illustrate the important differences between these two photosynthetic pathways.  Students actively model the two pathways simultaneous, first under conditions of high carbon dioxide concentration and then under low carbon dioxide concentration (which occurs in hot, dry conditions).  The students are assigned to either a C3 group or a C4 group, and then race one another to fix the most carbon to form glucose molecules.  The activity clearly illustrates how each of the photosynthetic pathways can be more advantageous depending on the environmental conditions to which the plants are exposed.  The kinesthetic nature of the activity enhances student understanding of the topic and encourages long-term retention of the concepts.  The activity provides an excellent opportunity to integrate concepts related to plant anatomy and physiology, evolutionary biology, ecology, and environmental science.  

 

#279 Battalions of Beetles-1: Turning Science Students on with Biocontrol of Purple Loosestrife
Brock Woods, WI DNR and UW Extension
Friday 10:00-10:50                                         Room: Galileo
General: Biology

Description: This session teaches how to propagate biocontrol beetles in the classroom or schoolyard to introduce invasive species and their control. Includes research opportunities and free equipment.

Abstract: Want to teach about invasive species while enhancing and diversifying your students' science experience? Want more hands-on biology projects for students, even as field trips become more limited? Do all this while simultaneously helping to solve a local environmental problem by having your students raise battalions of biocontrol beetles at school to battle purple loosestrife trying to take over your local wetlands. This session will teach you about purple loosestrife, why it’s a problem, and how you and your students can actually be its local solution. (Don't know how much local purple loosestrife you have? We'll show you how to research this on the web.) You’ll also learn all you need to know about rearing biocontrol beetles, and how to use the project for more effective science teaching! The work can be part of science curricula, or simply made available to students in science clubs or for extra credit. When you sign up to rear beetles you’ll receive a biocontrol educators’ manual, free rearing materials, and continual support for your propagation and teaching efforts from the Purple Loosestrife Biocontrol Program of WDNR and UWEX. These agencies have teamed to use this biocontrol process to both curb the species, as well as create hands-on learning opportunities to help students become true long-term environmental activists!  A second afternoon session is scheduled during which we will explore the 15 ready-to-use educational activities from the Educators’ Manual, try several, and give out equipment (some of which is very bulky).  

 

#280 Beetle Battalions-2: Utilizing the Purple Loosestrife Biocontrol Educators' Manual Activities to Teach about Invasive Species and Biocontrol
Brock Woods, WI DNR and UW Extension
Friday 4:00-4:50                                             Room: Galileo
General: Biology

Description: This session will briefly introduce the purple loosestrife problem and biological control as one solution (for anyone who missed the morning session). Then we will introduce and run many of the ready-to-use activities in our biocontrol manual for teaching about these issues in the classroom.

Abstract: "See Cella Chow! A Purple Loosestrife Biological Control Manual for Educators" has 15 activities developed by teachers and set up for teaching science in the classroom. Each is complete with activity objectives, applicable Wisconsin Science standards, materials list, procedure, and background information. Come see how to incorporate these activities into your curriculum to enhance teaching science (as well as offer lessons in several other subject areas). Original research by students is possible utilizing local plants! Most activities are set up to be built around rearing biocontrol beetles at school in the classroom or outside so consider coming to the morning session for details (though you'll get enough information about it in this session to get started.) A free educators' manual will be given to all who decide to try some of the activities.  At the end of the session, anyone from either session who wants to get started rearing biocontrol beetles at school (or elsewhere) this spring can pick up all their free equipment. Some of the gear is bulky: for example, kid wading pools are 4 feet in diameter, but generally fit into most car trunks. 

 

#281 Imagine and Invent: Create a Great Future!
Alan J. McCormack, National Science Teachers Association
Friday 3:00-4:50                                             Room: Einstein
Elementary/Middle School: Professional Development

Description: Ideas for engaging science activities to develop creative thinking in grades 3-8 students. "Imagineering," Inventors Workshop, "Creatoons,"humor and other out-of-the ordinary stuff!

Abstract: America may be losing its creative edge.  A growing number of high-tech industry leaders say that U.S. companies are focusing on short term gains at the expense of long-term technological dominance.  Trend lines show that we are not supporting creative thinking and innovativeness at any level near where we should, either in the industrial world or in education.  Creativeness, the crucial growth engine of the U.S. economy, and one of the most sublime of qualities that make us human, is at risk of stalling out.  This session summarizes the 21st Century Skills Movement, and focuses on the need for, and techniques for development, of the crucial skills of creativity and innovation.  A brief summary of psychological and educational research studies of creative thinking development will be reviewed.  Participants will experience a variety of sample lessons in science that have been found successful both with children and for use in science methods courses.  The relationship between creative thinking experiences and motivation levels will be explored.  Discrepant events, Imagineering Episodes, humor, illusion, hands-on inventiveness experiences, and the fun of learning science in innovative ways will be highlighted.  The aim of the presenter will be to inspire participants to become charged-up enthusiasts for the approach! 

 

#300 Chemistry Labs Throughout the Year
Kara Pezzi, Appleton East High School
Saturday 9:00-9:50                                         Room: Kelvin
High School: Chemistry

Description: 15 (or more) labs will be shared with participants.  Many of these labs are commonly performed in 1st year chemistry, but you will find new and interesting twists that make them more like an experiment and less like an activity.

Abstract: Labs that I use throughout 1st year chemistry will be shared.  Although no actual labs will be preformed, participants will see how cookbook or "prove the concept" labs have been transformed into inquiry labs that allow students to collect data to learn about chemical concepts.  Complete student lab handouts and instructor resources will be made available. 

 

#301 A New Approach to the Teaching of Science and Literacy Inquiry (Seeds of Science/Roots of Reading)
Melody Orban, Kenosha Unified School District
Ellen Bunn, Eagle School
Saturday 9:00-9:50                                         Room: Curie
Elementary: Professional Development

Description: Seeds of Science/Roots of Reading is a research-based, field-tested curriculum that integrates inquiry science and content-rich literacy instruction.  The integrated units feature opportunities for students to learn through doing, talking, reading and writing.

Abstract: Seeds of Science/Roots of Reading is a research-based, field-tested curriculum that integrates inquiry science and content-rich literacy instruction.  The integrated units feature opportunities for students to learn through doing, talking, reading and writing.  This session will give an overview of the units for grades 2-5 and demonstrate selected learning progressions and student work by a teacher who did field testing for the program.  Teacher binders, books and strategy guides will be on display. 

 

#302 Exploring Biofuels: Bioprospecting for Cellulose Degrading Microbes
Rhonda Knapp, Great Lakes Bioenergy Research Center / Waunakee High School
Saturday 9:00-9:50                                         Room: Hawking
High School: Biology/Environmental

Description: Engage in Bioprospecting and inquiry activities to determine where cellulose-degrading microbes are found in the environment. Discover basic culturing techniques to screen for these microbes.

Abstract: Bioprospecting for cellulose-degrading microbe materials were developed during a Research Experience for Teachers sponsored by the Great Lakes Bioenergy Research Center.  This session will provide a glimpse into the current work that is being done at UW-Madison’s Department of Bacteriology.  Symbiotic relationships between microbes and their environment are discussed as the basis for discovering cellulose-degrading microbes. Teachers will evaluate several environmental samples to determine if there are cellulose-degrading microbes present.  An experimental design process will be discussed. Also, basic techniques for culturing these microbes will be demonstrated. These techniques are the ones currently used at UW-Madison.  The cellulases that these microbes contain are being explored as a way to make the process of producing ethanol from cellulosic feedstock more efficient and environmentally friendly.  In the production of cellulosic ethanol, these microbes would take the place of the current chemicals that are used to break down the cellulose in the cell wall into glucose monomers that can then be fermented to create ethanol. 

 

#303 Engaging Students with High Quality Science Trade Books
Tim Gerber, UW-La Crosse
Eric Brunsell, UW-Oshkosh
K T Willhite, UW-La Crosse
Saturday 9:00-9:50                                         Room: Darwin
General: Professional Development

Description: Show students that reading about science can be fun! Learn how to implement a mock Science Books & Films (SB&F) Prize competition at your school.

Abstract: The Association for the Advancement of Science (AAAS) publishes a bi-monthly journal, Science Books & Films (SB&F), which annually awards a "Prize for Excellence in Science Books."

SB&F believes that through good science books this generation, and the next, will have a better understanding and appreciation of science.

This session will describe how to set up a Mock Science Books and Films award competition.  The Mock SB&F Prize election promotes the critical analysis of science trade books by students, increases the use of high quality science non-fiction in the classroom, illustrates the connection between literature and science, and enhances a schools science curriculum. The presentation will explain the election process and evaluation rubrics.  Lessons learned from implementation at the middle school level will also be discussed.  The Mock SB&F Prize election webpage is online at http://www.uwlax.edu/murphylibrary/departments/curriculum/stem/mocksb&f.html 

 

#304 In the Beginning - Building a Universally Accepted Astronomy Course
Jeff Anderson, Milwaukee Public Schools
Saturday 10:00-10:50                                     Room: Curie
General: Earth Science

Description: A mentor science instructor outlines the process of designing an Astronomy course with no budget, few supplies, and two first year willing instructors.

Abstract: Offering Astronomy classes to challenging urban students utilizing first year instructors, no possibility of textbooks, and occasionally changing the school's infrastructure does not make for an ideal teaching situation.  This is the reality for many initial educators and the memories of many a veteran instructor.  Two Milwaukee Public School science teachers recently found themselves in this situation.  Witness their trials and triumphs as they partner with the University of Wisconsin Physics Department and design a course supporting the needs of their students.  Their story will be told by their mentor science instructor.  

This session will be of value to new instructors in Astronomy looking for the best in web resources, any instructor engaged in mentoring a new teacher in their science department, all instructors looking to build relationships with colleges or in designing summer in-service programming.

The session's format will rely heavily on discussion between all present. 

 

#305 Chemistry and the Atom:  Fun with Atom Building Games
Jessie Herman, CPO Science
David Beier, The Barstow School
Saturday 10:00-10:50                                     Room: Kelvin
Middle School/High School: Chemistry

Description: How is atomic structure related to the periodic table?  Experience innovative games and activities for students to explore atomic structure.  Raffle for free Atom Game!

Abstract: During this hands-on workshop, participants will build models of the atom and play the “Game of Atomic Challenge” while applying the concepts of atomic number, mass number, and isotopes to the periodic table.  The game is played on a board in which different colored marbles represent the different subatomic particles.   Participants will have concrete experience with the abstract ideas related to atomic structure. 

Other games will be explored (Nuclear Reactions Game; Photons and Lasers Game) to make further connections between atomic structure, structure of the nucleus, and properties of electrons. 

Participants will learn content as well as instructional strategies related to teaching the structure of atoms and the periodic table. 

The sesison ends with a drawing for a free Atom Building Game.  

 

#306 Inquiry & Collaboration: Family Science Night
Kali Cerroni, University of Wisconsin-Oshkosh
UWO NSTA student chapter and Michelle Fleming
Saturday 10:00-10:50                                     Room: Einstein
Elementary: Professional Development

Description: Interested in developing a Family Science Night?  The UWO-NSTA Student Chapter will share field-tested activities and how they developed a meaningful and memorable event.

Abstract: Students construct more complex and meaningful conceptions of science when they inquire and make real-life connections.  Preservice teachers at the University of Wisconsin-Oshkosh recently formed a NSTA Student Chapter and developed a Family Science Night at a local elementary school.  Partnering with teachers in the Oshkosh Area School District, Science Outreach at UW-Oshkosh, and local businesses, the chapter was able to create a meaningful and memorable event for K-5 students, families and the community. We were able to relate the activities to the upcoming curriculum of each specific grade. For example, second grade curriculum third quarter was light so we developed activities specifically dedicated to light. Example field-tested science activities will be demonstrated and connections to the science standards and curriculum will be shared. By emphasizing hands on, inquiry based activities, and presenting real-life models, the UWO-NSTA Student Chapter encouraged the K-5 students to deeply reflect on their conceptions of science and reconstruct more memorable, data-based conclusions. 

 

#307 Outstanding Science Trade Books for 2010
Tim Gerber, UW-La Crosse
John Jax, UW-La Crosse
Saturday 10:00-10:50                                     Room: Darwin
General: Professional Development

Description: This open-ended session will provide you the hands-on opportunity to outstanding K-12 science trade books for 2010.

Abstract: Each year, Science Books & Films (SB&F) and the National Science Teachers Association (NSTA) compile a K-12 "Best List" and an "Outstanding Science Trade Books" list for the previous publishing year.  The Alice Hagar Curriculum Center at the University of WI-La Crosse purchases many of these Best List (SB&F) and Outstanding Trade Books (NSTA) books.  This open session will provide you the hands-on opportunity to explore this past year's purchased books.  In times of tight budgets, this session is an excellent opportunity to maximize your purchasing power by looking at the actual books rather than just reading reviews. 

 

#308 POGILizing your teaching through guided inquiry
Melissa Hemling, HSPI POGIL and Oregon High School
Saturday 11:00-11:50                                     Room: Hawking
High School: Chemistry

Description: Help your students develop 21st century and ACT reasoning skills while also learning science content through the world of POGIL (Process Orientated Guided Inquiry Learning)

Abstract: Welcome to the world of POGIL (Process Orientated Guided Inquiry Learning). Help your students develop 21st century and ACT reasoning skills while also learning science content. Try out a lesson during this session. Leave with lesson examples and basic skills to write your own activities. Learn about becoming a classroom tester for the High School POGIL Initiative funded through NSF. The focus will be on Chemistry lessons. 

 

#309 Solar Energy Across Wisconsin
Don Vincent, Madison West High School
Steve Bower, Waunakee High school
Saturday 11:00-11:50                                     Room: Einstein
Middle School/High School: Physics/Earth

Description: This Toyota Tapestry grant focuses on collecting and measuring solar energy using inquiry-based activities.

Students in Wisconsin schools collaborated their data via the internet

Abstract: This Toyota Tapestry grant focuses on inquiry-based activities to teach concepts in Earth Science and physics. Students today are acutely aware of global climate change and by experimenting with solar cells, students will find relevance to alternative means of generating electricity.

Our students at Madison West and Waunakee High schools are analyzing the concepts of photovoltaics, developing solar energy experiments, researching potential impacts and sharing their results via the internet.  Our students are utilizing leading edge renewable technologies. In addition, our students are learning about the apparent daily motion of the sun, the reason for the seasons and the relevance of solar angle. Stop in and see what a Toyota Tapestry project looks like and get a handout full of solar activities.  Solar and sustainable technology kits will be given away as door prizes.