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E-Blast May 8, 2008
In this E-Blast
- Leadership
- Building a Presence
- MDE Science
- K-12 Science
- Middle and High School Science
- Elementary and Middle School Science
- May Contest - New Rules This Time
- Tools and Resources
- Upcoming Events and Opportunities
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Here are your science education resources and announcements for May 8, 2008 provided by Building a Presence for Science. These science education highlights are emailed to Key Leaders, Points of Contact and State Partners. Please forward them on to other science educators in your school. If you have questions or comments, please forward them to:
David Bydlowski
Michigan Coordinator - Building a Presence
bydlowd@resa.net
http://nsta.org/bap
http://www.msta-mich.org/bap
or
Sue Campbell
MSTA Representative
sue@ucia2.com
http://www.msta-mich.org
1. Leadership
Life is change. Growth is optional. Choose wisely.
Karen Kaiser Clark
Thank you to Herm Boatin, Science Consultant and Adjunct Professor of Biology at University of Michigan-Dearborn, for contributing this leadership quote.
Building a Presence
Following the significant contributions made by ExxonMobil Foundation to initiate this program beginning in 1996, the Board of Directors of the National Science Teachers Association has reaffirmed Building a Presence for Science's significance as its premier professional development network connecting teachers of science. NSTA's BaP receives support from the Association as well as numerous other corporations and organizations.
Building a Presence for Science is the largest networking initiative of the National Science Teachers Association (NSTA). This award-winning program has been developed in support of NSTA's mission in promoting excellence and innovation in science teaching and learning for all. Through e-networking, teachers of science become aware of professional development opportunities. These opportunities are intended to help a teacher expand and develop their expertise in teaching science for learning.
Building a Presence for Science has a direct audience of teachers in pre-K through 12th grade in 35 states and the District of Columbia. NSTA is the world's largest organization dedicated to the improvement of science teaching for learning.
MDE Science
Important Announcement About K7 Companion Documents
This is a special announcement from Kevin Richard, Science Education Consultant for the Michigan Department of Education, regarding the K7 Science Grade Level Companion Documents:
I (Kevin Richard) am pleased to release the draft organizational structure for Michigan's K-7 science GLCE companion document. This structure is how the companion document will be organized; it is not a required organizational structure. Each district may choose some other way of organizing the expectations in each grade. Here are some points the committee members want to stress:
- This is only a draft document and may change. There will be a completed draft companion document available for comments by mid-August. When the completed draft document is released in mid-August, I strongly encourage you and your staff to evaluate each expectation and ensure that it is clarified to your satisfaction. If it is not, please let us know.
- The groupings for each grade are only suggestions and not mandated.
- This order is for organizational purposes, not instructional. They are ordered in the same order as the K-7 GLCE document. Each unit is to be a stand-alone unit and no instructional order of units is implied. That is, you may teach unit 3 before unit 1.
When completed, the companion document will have several clarifications along with classroom instructional assistance. There will be:
- Big Ideas for each unit listed
- Both Instructional and Assessment Clarifications for each content expectation
- Content specific, unit appropriate, Inquiry and Reflecting expectations to guide instruction
- "Critically Important" (state assessable) and additional "Instructionally Useful" vocabulary lists
- Required Instruments, Measurements, and Representations for each unit.
- Instructional Framework for each unit, giving ideas for teacher instruction
- Examples, Observations, and Phenomena (Real-World Contexts) for each unit
- Literacy Integration and Mathematics Integration examples.
Please remember, there will be a completed K-7 science GLCE companion document available for review in mid-August. This review will only be open until mid-September. After the review, corrections/additions will be completed and the final document will be available October 31, 2008.
Kindergarten Units
Unit K-1: Observations with Senses
S.IP.00.11 Make purposeful observation of the natural world using the appropriate senses.
Unit K-2: Pushes and Pulls
P.FM.00.31 Demonstrate pushes and pulls
P.FM.00.32 Observe that objects initially at rest will move in the direction of a push or pull.
P.FM.00.33 Observe how pushes and pulls can change the speed or direction of moving objects.
P.FM.00.34 Observe how shape (for example: cone, cylinder, sphere) size and weight of an object can affect motion.
P.FM.00.41 Observe how objects fall toward the Earth.
Unit K-3: Basic Needs of Living Things
L.OL.00.11: Identify that living things have basic needs.
L.OL.00.12: Identify and compare living and nonliving things.
Unit K-4: My Earth
E.SE.00.21 Identify Earth materials (air, water, soil) that are used to grow plants.
(ver 5.1.08)
First Grade Units
Unit 1-1: Sorting by Properties
P.PM.01.11 Demonstrate the ability to sort objects according to observable attributes such as color, shape, size, sinking and floating.
P.PM.01.21 Demonstrate that water as a solid keeps its own shape (ice).
P.PM.01.22 Demonstrate that water as a liquid takes on the shape of various containers.
P.PM.01.31 Identify materials that are attracted by magnets.
P.PM.01.32 Observe that like poles of a magnet repel and unlike poles of a magnet attract.
Unit 1-2: Animal Life
L.OL.01.13 Identify the needs of animals.
L.OL.01.21 Describe the life cycle of animals including the following stages: egg, young, adult; egg, larva, pupa, adult.
L.HE.01.11 Identify characteristics of animals (for example body coverings, beak shape, number of legs, body parts) that are passed on from parents to young.
L.HE.01.12 Classify young animals based on characteristics that are passed on from parents (for example: dogs/puppies, cats/kittens, cows/calves, chickens/chicks).
Unit 1-3: The Sun Warms the Earth
E.ES.01.11 Identify the sun as the most important source of heat that warms land, air, and water on Earth.
E.ES.01.12 Demonstrate the importance of sunlight and warmth in plant growth.
E.SE.01.12 Describe how Earth materials contribute to the growth of plant and animal life.
Unit 1-4: Weather
E.E S.01.21 Compare daily changes in the weather related to temperature (cold, hot, warm, cool); cloud cover (cloudy, partly cloudy, foggy, clear); precipitation (rain, snow, hail, freezing rain); wind (breezy, windy, calm).
E.ES.01.22 Describe and compare weather related to the four seasons in terms of temperature, cloud cover, precipitation and wind.
E.ES.01.23 Describe severe weather events.
E.ES.01.24 Describe precautions that should be taken for human safety during sever weather conditions. (thunderstorms, lightning, tornadoes, high winds, blizzards, hurricanes)
E.ES.01.31 Identify the tools that might be used to measure temperature, precipitation, cloud cover and wind.
E.ES.01.32 Observe and collect data of weather conditions over a period of time.
(ver 5.1.08)
Second Grade Units
Unit 2-1: Measurement of Properties
P.PM.02.12 Describe objects and substances according to their properties (color, size, shape, texture, hardness, liquid or solid, sinking or floating).
P.PM.02.13 Measure the length of objects using rulers (centimeters) and meter sticks (meters).
P.PM.02.14 Measure the volume of liquids using common measuring tools (measuring cups, measuring spoons).
P.PM.02.15 Compare the weight of objects using balances.
P.PM.02.41 Classify objects as single substances (ice, silver, sugar, salt) or mixtures (salt and pepper, mixed dry beans.)
Unit 2-2: Plant Life
L.OL.02.21 Describe the life cycle of flowering plants including the following stages: seed, plant, flower, and fruit.
L.HE.02.13 Identify characteristics of plants (for example: leaf shape, flower type, color, size) that are passed on from parents to young.
L.OL.02.14 Identify the needs of plants.
Unit 2-3: Earth's Surface Features
E.SE.02.21 Describe the major landforms of the surface of the Earth (mountains, plains, plateaus, valleys, hills).
E.FE.02.21 Describe how rain collects on the surface of the Earth and flows downhill into bodies of water (streams, rivers, lakes, oceans) or into the ground.
E.FE.02.22 Describe the major bodies of water on the Earth's surface (lakes, ponds, oceans, rivers, streams).
Unit 2-4: Uses and Properties of Water
E.FE.02.11 Identify water sources (wells, springs, lakes, rivers, oceans).
E.FE.02.12 Identify household uses of water (drinking, cleaning, food preparation).
E.FE.02.13 Describe the properties (visible, flowing, melting, dew) of water as a liquid (lakes, rivers, streams, oceans).
E.FE.02.14 Describe the properties (hard, visible, freezing, ice) of water as a solid (ice, snow, iceberg, sleet, hail).
(ver 5.1.08)
Third Grade Units
Unit 3-1: Changes in Motion
P.FM.03.22 Identify the force that pulls objects towards the Earth.
P.FM.03.35 Describe how a push or a pull is a force.
P.FM.03.36 Relate a change in motion of an object to the force that caused the change in motion.
P.FM.03.37 Demonstrate how the change in motion of an object is related to the strength of the force acting upon the object and to the weight of the object.
P.FM.03.38 Demonstrate when an object does not move in response to a force, it is because another force is acting on it.
P.FM.03.41 Compare and contrast the motion of objects in terms of direction.
P.FM.03.42 Identify changes in motion (change direction, spee ding up, slowing down)
P.FM.03.43 Relate the speed of an object to the distance it travels and the amount of time it took to travel that distance.
Unit 3-2: Light and Sound
P.EN.03.11 Identify light and sound as forms of energy.
P.EN.03.21 Demonstrate that light travels in a straight line and that shadows are made by placing an object in a path of light.
P.EN.03.22 Demonstrate what happens to light when it travels from water to air (a straw half in water and half in the air looks bent.)
P.EN.03.31 Relate sounds to their sources of vibrations (for example: a musical note produced by a vibrating guitar string, the sounds of a drum made by the vibrating drum head).
P.EN.03.32 Distinguish the effect of fast or slow vibrations as pitch.
P.PM.03.51 Demonstrate how some materials are heated more than others by light that shines on them.
P.PM.03.52 Explain how we need light to see objects: light from a source reflects off objects and enters our eyes.
Unit 3-3: Structures and Functions of Living Things
L.OL.03.31 Describe the function of the following plant parts: flower, stem, root, and leaf.
L.OL.03.32 Identify and compare structures in animals used for controlling body temperature, support, movement, food-getting, and protection (for example: fur, wings, teeth, claws).
L.OL.03.41 Classify plants on the basis of observable physical characteristics (roots, leaves, stems, and flowers)
L.OL.03.42 Classify animals on the basis of observable physical characteristics (backbone, skin, shell, limbs, scales).
L.EV.03.11 Relate characteristics and functions of observable parts in a variety of plants that allow them to live in their environment (for example: leaf shape, thorns, odor, color)
L.EV.03.12 Relate characteristics and functio ns of observable body parts to the ability of animals to live in their environment (for example: sharp teeth, claws, color, body covers.)
Unit 3-4: Earth Materials, Changes, and Resources
E.ES.03.41 Identify natural resources (metals, fuels, fresh water, farmland, and forests).
E.ES.03.42 Classify renewable (fresh water, farmland, forests) and non-renewable (fuels, metals) resources.
E.ES.03.43 Describe ways humans are protecting, extending, and restoring resources (recycle, reuse, reduce, renewal).
E.ES.03.44 Recognize that paper, metal, glass, and some plastics can be recycled.
E.ES.03.51 Describe ways humans are dependent on the natural environment (forests, clean water, clean air, earth materials) and constructed environments (homes, neighborhoods, shopping malls, factories, and industry).
E.ES.03.52 Describe helpful or harmful effects of humans on the environment (garb age, habitat destruction, land management, renewable and non-renewable resources).
E.SE.03.13 Recognize and describe different types of earth materials (mineral, rock, clay, boulder, gravel, sand, soil.)
E.SE.03.14 Recognize that rocks are made up of minerals.
E.SE.03.22 Identify and describe natural causes of change in the Earth's surface (erosion, glaciers, volcanoes, landslides, and earthquakes.)
E.SE.03.31 Identify Earth materials used to construct some common objects (for example: bricks, buildings, roads, glass).
E.SE.03.32 Describe how materials taken from the Earth can be used as fuels for heating and transportation.
(ver 5.1.08)
Fourth Grade Units
Unit 4-1: Heat, Electricity, and Magnetism
P.EN.04.12 Identify heat and electricity as forms of energy.
P.EN.04.41 Demonstrate how temperature can be increased in a substance by adding energy.
P.EN.04.42 Describe heat as the energy produced when substances burn, certain kinds of materials rub against each other, and when electricity flows through wire.
P.EN.04.43 Describe how heat is produced through electricity, rubbing and burning.
P.EN.04.51 Explain how electrical energy is transferred and changed through the use of a simple circuit.
P.EN.04.52 Create a simple working electromagnet and explain the conditions necessary to make the electromagnet.
P.PM.04.53 Identify objects that are good conductors or poor conductors of heat and electricity.
P.PM.04.33 Demonstrate magnetic field by observing the patterns formed with iron filings using a variety of magnets.
P.PM.04.34 Demonstrate that non-magnetic objects are affected by the strength of the magnet and the distance away from the magnet.
Unit 4-2: Properties and Changes of Matter
P.PM.04.16 Measure the weight (spring scale) and mass (balances in grams or kilograms) of objects.
P.PM.04.17 Measure the volume of liquids and capacities of containers in milliliters and liters.
P.PM.04.18 Demonstrate the use of centimeter cubes poured into a container to estimate the container's capacity.
P.PM.04.23 Compare and contrast the states (solid, liquid, and gas) of matter.
P.CM.04.11 Explain how matter can change from one state (solid, liquid, and gas) to another by heating and cooling.
Unit 4-3: Relationships and Requirements of Living Things
L.OL.04.15 Determine that plants require air, water, light, and a source of energy and building material for growth and repair.
L.OL.04.16 Determine that animals require air, water and a source of energy and building materia l for growth and repair.
L.EV.04.21 Identify individual differences (for example: color, leg length, size, wing size) in organisms of the same kind.
L.EV.04.22 Identify how variations in physical characteristics of individual organisms give them an advantage for survival and reproduction.
L.EC.04.11 Identify organisms as part of a food chain or food web.
L.EC.04.21 Explain how environmental changes can produce a change in the food web.
E.ST.04.31 Explain how fossils provide evidence of Earth's past.
E.ST.04.32 Compare and contrast life forms found in fossils and organisms that exist today.
Unit 4-4: Sun, Moon, and Earth
E.ST.04.11 Identify common objects in the sky, such as the sun and the moon.
E.ST.04.12 Compare and contrast the characteristics of the sun, moon, and Earth, including relative distances and abilities to support life.
E.ST.04.21 Describe the orbit of the Earth around the sun as it defines a year.
E.ST.04.22 Explain that the spin of the Earth creates day and night.
E.ST.04.23 Describe the motion of the moon around the Earth.
E.ST.04.24 Explain how the visible shape of the moon follows a predictable cycle which takes approximately a month.
E.ST.04.25 Describe the apparent movement of the sun and moon across the sky through day/night and the seasons.
(ver 5.1.08)
Fifth Grade Units
Unit 5-1: Measuring Changes in Motion
P.FM.05.21 Distinguish between contact forces and non-contact forces.
P.FM.05.22 Demonstrate contact and non-contact forces to change the motion of an object.
P.FM.05.31 Describe what happens when two forces act on an object in the same or o pposing directions.
P.FM.05.32 Describe how constant motion is the result of balanced (zero net) forces.
P.FM.05.33 Describe how changes in the motion of objects are caused by a non-zero net (unbalanced) force.
P.FM.05.34 Relate the size of change in motion to the strength of unbalanced forces and the mass of an object.
P.FM.05.41 Explain the motion of an object relative to its point of reference.
P.FM.05.42 Describe the motion of an object in terms of distance, time and direction, as the object moves, and in relationship to other objects.
P.FM.05.43 Illustrate how motion can be measured and represented on a graph.
Unit 5-2: Animal Systems
L.OL.05.41 Identify the general purpose of selected animal systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive).
L.OL.05.42 Explain how animal systems (diges tive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive) work together to perform selected activities.
Unit 5-3: Evolution and Traits of Organisms
L.HE.05.11 Explain that the traits of an individual are influenced by both the environment and the genetics of the individual.
L.HE.05.12 Distinguish between inherited and acquired traits.
L.EV.05.11 Explain how behavioral characteristics (adaptation, instinct, learning, habit) of animals help them to survive in their environment.
L.EV.05.12 Describe the physical characteristics (traits) of organisms that help them survive in their environment.
L.EV.05.13 Describe how fossils provide evidence about how living things and environmental conditions have changed.
L.EV.05.14 Analyze the relationship of environmental change and catastrophic events (for example: volcanic eruption, floods, asteroid im pact, tsunami) to species extinction.
L.EV.05.21 Relate degree of similarity in anatomical features to the classification of contemporary organisms.
Unit 5-4: Position and Motion of Objects in the Sky
E.ES.05.61 Demonstrate using a model, seasons as the result of variations in the intensity of sunlight caused by the tilt of the Earth on its axis, and revolution around the sun.
E.ES.05.62 Explain how the revolution of the Earth around the sun defines a year.
E.ST.05.11 Design a model that describes the position and relationship of the planets and other objects (comets and asteroids) to the sun.
E.ST.05.21 Describe the motion of planets and moons in terms of rotation on axis and orbits due to gravity.
E.ST.05.22 Explain moon phases as they relate to the position of the moon in its orbit around the Earth, resulting in the amount of observable reflected light.
E.ST .05.23 Recognize that nighttime objects (stars and constellations) and the sun appear to move because the Earth rotates on its axis and orbits the sun.
E.ST.05.24 Explain lunar and solar eclipses based on the relative positions of the Earth, moon, and sun, and the orbit of the moon.
E.ST.05.25 Explain the tides of the oceans as they relate to the gravitational pull and orbit of the moon.
(ver 5.1.08)
Sixth Grade Units
Unit 6-1: Matter and Energy
P.EN.06.11 Identify kinetic or potential energy in everyday situations (for example: stretched rubber band, objects in motion, ball on a hill, food energy).
P.EN.06.12 Demonstrate the transformation between potential and kinetic energy in simple mechanical systems (for example: roller coasters, pendulums).
P.EN.06.41 Explain ho w different forms of energy can be transferred from one place to another by radiation, conduction, or convection.
P.EN.06.42 Illustrate how energy can be transferred while no energy is lost or gained in the transfer.
P.CM.06.11 Describe and illustrate changes in state, in terms of the arrangement and relative motion of the atoms or molecules.
P.CM.06.12 Explain how mass is conserved as it changes from state to state in a closed system.
Unit 6-2: Ecosystems
L.OL.06.51 Classify organisms (producers, consumers, and decomposers) based on their source of energy for growth and development.
L.OL.06.52 Distinguish between the ways in which consumers and decomposers obtain energy.
L.EC.06.11 List examples of populations, communities, and ecosystems including the Great Lakes region.
L.EC.06.21 Describe common patterns of relationships between and among populations (compe tition, parasitism, symbiosis, predator/prey).
L.EC.06.22 Explain how two populations of organisms can be mutually beneficial and how that can lead to interdependency.
L.EC.06.23 Predict how changes in one population might affect other populations based upon their relationships in the food web.
L.EC.06.31 Identify the living (biotic) and nonliving (abiotic) components of an ecosystem.
L.EC.06.32 Identify the factors in an ecosystem that influence changes in population size.
L.EC.06.41 Describe how human beings are part of the ecosystem of the Earth and that human activity can purposefully, or accidentally, alter the balance in ecosystems.
L.EC.06.42 Predict possible consequences of overpopulation of organisms, including humans, (for example: species extinction, resource depletion, climate change, pollution).
Unit 6-3: Composition, Properties, and Changes of the Earth
E.SE.06.41 Compare and contrast the formation of rock types (igneous, metamorphic, and sedimentary) and demonstrate the similarities and differences using the rock cycle model.
E.SE.06.11 Explain how physical and chemical weathering lead to erosion and the formation of soils and sediments.
E.SE.06.12 Explain how waves, wind, water, and glacier movement, shape and reshape the land surface of the Earth by eroding rock in some areas and depositing sediments in other areas.
E.SE.06.13 Describe how soil is a mixture, made up of weather eroded rock and decomposed organic material.
E.SE.06.14 Compare different soil samples based on particle size and texture.
E.SE.06.61 Describe the Earth as a magnet and compare the magnetic properties of the Earth to that of a natural or man-made magnet.
E.SE.06.62 Explain how a compass works using the magnetic field of the Earth, and how a compass is used for navi gation on land and sea.
Unit 6-4: Plate Tectonics and Fossils
E.SE.06.51 Explain plate tectonic movement and how the lithospheric plates move centimeters each year.
E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building) result from these plate motions.
E.SE.06.53 Describe layers of the Earth as lithosphere (crust and upper mantle), convecting mantle, and dense metallic core.
E.ST.06.31 Explain how rocks and fossils are used to understand the age and geological history of the earth (timelines and relative dating, rock layers).
E.ST.06.41 Explain how Earth Processes (erosion, mountain building, and glacier movement) are used for the measurement of geologic time through observing rock layers.
E.ST.06.42 Describe how fossils provide important evidence of how life and environmental conditions have changed.
(ver 5.1.08)
Seventh Grade Units
Unit 7-1: Waves and Energy
P.EN.07.31 Identify examples of waves, including sound waves, seismic waves, and waves on water. (We think it should read water waves, not waves on water.)
P.EN.07.32 Describe how waves are produced by vibrations in matter.
P.EN.07.33 Demonstrate how waves transfer energy when they interact with matter (for example: tuning fork in water, waves hitting a beach, earthquake knocking over buildings.)
P.EN.07.61 Identify that nuclear reactions take place in the sun, producing heat and light.
P.EN.07.62 Explain how only a tiny fraction of light energy from the sun is transformed to heat energy on Earth.
Unit 7-2: Physical and Chemical Properties and Changes in Matter
P.PM.07.11 Classify substances by their chemical p roperties (flammability, pH, acid-base indicators, reactivity).
P.PM.07.21 Identify the smallest component that makes up an element.
P.PM.07.22 Describe how the elements within the Periodic Table are organized by similar properties into families (highly reactive metals, less reactive metals, highly reactive nonmetals, and some almost completely non-reactive gases).
P.PM.07.23 Illustrate the structure of molecules using models or drawings (water, carbon dioxide, table salt).
P.PM.07.24 List examples of physical and chemical properties of elements and compounds (boiling point, density, color, conductivity, reactivity).
P.CM.07.21 Identify evidence of chemical change through color, gas formation, solid formation, and temperature change.
P.CM.07.22 Compare and contrast the chemical properties of a new substance with the original after a chemical change.
P.CM.07.23 Describe the physical prop erties and chemical properties of the products and reactants in a chemical change.
Unit 7-3: Structures and Processes of Living Things
L.OL.07.21 Recognize that all organisms are composed of cells (single cell organisms, multicellular organisms).
L.OL.07.22 Explain how cells make up different body tissues, organs, and organ systems.
L.OL.07.23 Describe how cells in all multicellular organisms are specialized to take in nutrients, which they use to provide energy for the work that cells do and to make the materials that a cell or organism needs.
L.OL.07.24 Recognize that cells function in a similar way in all organisms.
L.OL.07.31 Describe growth and development in terms of increase of cell number and or cell size.
L.OL.07.32 Examine how through cell division, cells can become specialized for specific functions.
L.OL.07.61 Recognize the need for light to provide energy for the production of carbohydrates, proteins and fats.
P.EN.07.43 Explain how light energy is transferred to chemical energy through the process of photosynthesis.
L.OL.07.62 Explain that carbon dioxide and water are used to produce carbohydrates, proteins, and fats.
L.OL.07.63 Describe evidence that plants make, use and store food.
L.HE.07.21 Compare how characteristics of living things are passed on through generations, both asexually and sexually.
L.HE.07.22 Compare and contrast the advantages and disadvantages of sexual vs. asexual reproduction.
Unit 7-4: Fluid Earth Systems and Human Activities
E.ES.07.11 Demonstrate, using a model or drawing, the relationship between the warming by the sun of the Earth and the water cycle as it applies to the atmosphere (evaporation, water vapor, warm air rising, cooling, condensation, clouds).
E.ES.07.12 Describe the relati onship between the warming of the atmosphere of the Earth by the sun and convection within the atmosphere and oceans.
E.ES.07.13 Describe how the warming of the Earth by the sun produces winds and ocean currents.
E.ES.07.41 Explain how human activities (surface mining, deforestation, overpopulation, construction and urban development, farming, dams, landfills, and restoring natural areas) change the surface of the Earth and affect the survival of organisms.
E.ES.07.42 Describe the origins of pollution in the atmosphere, geosphere, and hydrosphere, (car exhaust, industrial emissions, acid rain, and natural sources), and how pollution impacts habitats, climatic change, threatens or endangers species.
E.ES.07.71 Compare and contrast the difference and relationship between climate and weather.
E.ES.07.72 Describe how different weather occurs due to the constant motion of the atmosphere from the energy of the sun re aching the surface of the Earth.
E.ES.07.73 Explain how the temperature of the oceans affects the different climates on Earth because water in the oceans holds a large amount of heat.
E.ES.07.74 Describe weather conditions associated with frontal boundaries (cold, warm, stationary, and occluded) and the movement of major air masses and the jet stream across North America using a weather map.
E.ES.07.81 Explain the water cycle and describe how evaporation, transpiration, condensation, cloud formation, precipitation, infiltration, surface runoff, ground water, and absorption occur within the cycle.
E.ES.07.82 Analyze the flow of water between the components of a watershed, including surface features (lakes, streams, rivers, wetlands) and groundwater.
E.FE.07.11 Describe the atmosphere as a mixture of gases.
E.FE.07.12 Compare and contrast the composition of the atmosphere at different elevations.
(ver 5.1.08)
Promise Scholarship is for Michigan Residents Only
The Office of Educational Assessment and Accountability (OEAA) has been advised by the Michigan Department of Treasury that students who are not Michigan residents are NOT eligible to earn the $4000 Michigan Promise scholarship. While nonpublic high schools in Michigan may administer the Michigan Merit Exam (MME) to nonresidents, only Michigan residents may earn the scholarship. Nonresident students should be so advised before they take the MME to prevent disappointment later. If you have questions about the scholarship, please call the Department of Treasury at 888-447-2687.
K-12 Science
Summer Opportunities for K-12 Students
If you are looking for the most comprehensive list of summer science and engineering opportunities for K-12 students, please visit the Engineering Society of Detroit's website at:
http://esd.org
Just scroll down and look under the announcements and you will find directions on how to download the 2008 Guide to Summer Science and Engineering Programs for Students in grades K-12.
Alliance for the Great Lakes Lakewide Summit
Restoring the Great Lakes One Community at a Time
May 16-17, 2008
University of Michigan at Dearborn, Environmental Interpretative Center
Join the Alliance for the Great Lakes and other Great Lakes grassroots, community-based and regional organizations to get updates on the Great Lakes Restoration Campaign and the Compact; learn about economic benefits of ecosystem restoration; get tools that will help you plan restoration projects in your community; and discuss local issues, including nutrient loading and oil refinery expansion, that are growing in regional importance Have fun with old and new friends with the same challenges and successes
This year's Summit will be co-hosted with the Friends of the Rouge. The fee for the Summit is $50 and includes food and lodging. For a detailed agenda and Summit registration visit:
http://www.greatlakes.org/NETCOMMUNITY/Page.aspx?pid=565&srcid=558
Contact Jamie Cross, Alliance Manger of Outreach Programs at jcross@greatlakes.org for more information.
Science Consultant Job Opening
The Ottawa Area ISD has posted a position for a science consultant. If you, or someone you know, may be interested, please visit:
http://www.generalasp.com/oaisd/onlineapp/jobpostings/view.asp?id=119
This job is full-time and benefits are included.
Nationally Syndicated TV Talk Show Seeks Teacher for Science Demos
Jimmy Kimmel Live is looking for someone who is passionate and knowledgeable about science who would feel comfortable taking Jimmy through multiple unusual and entertaining science experiments for a new segment that they're hoping to have on Jimmy Kimmel Live. Ideally, if they find the right personality for the segment, they would like to make this a recurring bit. Anyone who is interested is welcome to submit a brief video introducing himself/herself, sharing some background information, mentioning a few potential experiments, and explaining why he/she would be a good candidate for this segment. The video should be no longer than 5 minutes and can be submitted via e-mail at ftsjkl@gmail.com or mailed directly to the address below.
Deadline for submission: June 2, 2008.
Tara Varilek
Jimmy Kimmel Live
6834 Hollywood Blvd. 6th Floor
Hollywood, CA 90028
Toyota Tapestry 2008 Michigan Grant Winners
Enumeration of Waterborne Escherichia coli with Petrifilm Plates on Muskellunge Lake Project Director: Randall Cook Tri County High School, Howard City, MI rcook@tricountyschools.com; randy-bethcook@sbcglobal.net
Gemology for Geology Project Director: Michael Sinclair Kalamazoo Area Math & Science Center, Kalamazoo MI dragonphysics@yahoo.com; msinclair@kamsc.k12.mi.us
Gang Green and the Zap Squad Project Director: Conni Crittenden Staff: Deborah Sileo Explorer Elementary Schoool, Williamston, MI crittec@wmston.k12.mi.us; crittec@gmail.com
Middle and High School Science
Grant Opportunity for Teachers of Chicano and Native American Students
The Society for the Advancement of Chicanos and Native Americans in Science, Math, and Technology is organizing the 35th Annual Conference for next October 9-12 in Salt Lake City.
Among the main goals for this conference is the creation of a network of 6-12 science and math teachers who work with minority students to help them start pre-college clubs in their schools. These clubs will receive plenty of support from SACNAS as they are very interested in increasing the number of Hispanic and Native American scientists and mathematicians in our country.
They have a grant to cover all expenses for travel and participation of committed teachers to their meeting in Salt Lake City. The invitation is online at:
http://www.sacnas.org
Interested teachers can also contact Mario at:
mgodoy@royal.wednet.edu
This opportunity is only available through May 9, 2008. It has been specially extended for Building a Presence Key Leaders and Points of Contact.
New Science Teacher Academy for Middle and High School Science Teachers
Applications are still being accepted to become a "Fellow" in the NSTA New Science Teacher Academy for 2008-09. New science teachers throughout the country who are entering their second or third year of teaching with a schedule that includes at least 51% science teaching time to middle or high school students are encouraged to apply.
Cofounded by the Amgen Foundation, the NSTA New Science Teacher Academy is a fellowship program created to help promote quality science teaching, enhance teacher confidence and classroom excellence, and improve teacher content knowledge. NSTA Fellows chosen for the program which runs from August 2008 through June 2009, will receive a comprehensive NSTA membership package; participation in an e-mentoring program developed by NSTA, the New Teacher Center at UC-Santa Cruz, and Montana State University; and access to a variety of web-based professional development activities including web seminars. Each NSTA Fellow will receive financial support to attend and participate in NSTA's 2009 National Conference on Science Education in New Orleans, scheduled for mid-March.
For more information on how to apply to the New Teacher Science Academy, please visit www.nsta.org/academy. Applications must be submitted no later than May 23, 2008, to be considered.
e-Mentoring Applications for 2008-2009 Now Available
e-Mentoring for Student Success (eMSS) is recruiting 1st - 3rd year middle and high school science teachers to participate in an innovative online mentoring project. Mentees will work online with experienced science educators, research scientists and other new teachers.
Mentee Benefits: Be matched with an experienced science teacher as your personal mentor. Participate in a content-focused professional learning community. Access to a vast array of science resources. Receive verification of professional development participation. Option to receive academic credit.
Expectations of eMSS Mentees include: Complete eMSS Mentee Online Orientation by September 30, 2008. Participate on a weekly basis in the eMSS online site. Work with mentor on the curriculum in the eMSS environment.
To apply, please visit:
http://newteachercenter.org/emssapp/
To watch a virtual tour, please visit:
http://emss.nsta.org
Elementary and Middle School Science
Integrated Curriculum Conference in June
For the first time in Michigan, MSTA (Michigan Science Teachers Association), MCTM (Michigan Council of Teachers of Mathematics), MCSS (Michigan Council for the Social Studies), MAMSE (Michigan Association for Middle School Educators), and MACUL (Michigan Association for Computer Users in Learning) have joined together to feature a conference with sessions directed at teachers and administrators on integrated education, curriculum and instruction.
This conference will provide an invalu able opportunity for educators who team teach, or those that teach several disciplines, to learn techniques that connect lesson plans, create integrated program scripts and increase personal and professional merit through continued education. There are over 60 sessions that will be presented by teams of educators from different backgrounds and will focus on integrating relevant instruction.
This very affordable conference will be held Wednesday, June 25, 2008 at Holt High School in Holt Michigan. Registration is only $49 for members! If you are a member of MSTA, MCTM, MCSS, MAMSE, MACUL, MI Business Education Association, MI Mathematics and Science Network, you can come for ONLY $49 - this includes lunch too! If you are not a current member of one of these groups - registration is only $79! (If you wish to attend at the member rate, you must be a current member of one of these groups BEFORE the conference.)
A registration for m has been attached OR you can go:
http://www.mijec.org/
and download the form.
Also listed on the web is a list of over 40 vendors who will be present at the conference.
Free Teacher Forestry Tour
Each summer the Temperate Forest Foundation organizes intensive three-day woods and mill tours for 3rd-8th grade science teachers in various regions throughout North America. Teachers are sponsored by a local business, which pays for registration ($700) and travel expenses. Teacher Forestry Tours run from a Wednesday afternoon through a Saturday morning, and include a Thursday and Friday full of woods and mill visits. This year's Great Lakes States Region Tour is in Escanaba, Michigan from July 16-19. If you are a teacher interested in participating on this tour, please visit:
http://www.forestinfo.org
For more information, please contact Lisa Leonard at: lleonard@forestinfo.org
Battle Creek Area Mathematics and Science Center Science Kits
It is an exciting time in the State of Michigan for science instruction. With the approval of the K-7 Science Content Expectations by the Michigan Department of Education, the BCAMSC has been working to align the BCAMSC Units. The questions, requests, and inquiries, from participating and interested districts have their phones ringing and emails popping! The BCAMSC has scheduled several regional opportunities across the State of Michigan for districts to learn about the changes, new elements, ordering, and timeline for the implementation of the new units and how it affects your district. To find a meeting in your region, visit the BCAMSC website at: https://www.bcmsc.k12.mi.us
For further information contact the BCAMSC @ 269-965-9440
Michigan Science Showcase of FOSS, SEPUP, and STC Programs
The National Science Foundation sponsored, research-based Elementary and Middle School Science Curriculum programs (FOSS, SEPUP, and STC) are teaming up to demonstrate how their curricula raise the level of student work (through research-based reading and journaling strategies) on one hand, and authentically assess the increase in student learning (through criterion-based, formative assessment strategies) on the other. Please participate in these engaging, thought-provoking events as they model lessons and best-practice strategies from these hands-on science programs.
Schedule for Science Showcase events
4:00-4:30pm Gathering and light refreshments
Program Concurrent Se ssion #1 (4:30-5:30pm) Concurrent Session #2 (5:35-6:35pm)
FOSS Grades K-4 Grades 5-7
SEPUP Grades 5-7 Grades 5-7
STC Grades 5-7 Grades K-4
6:40-7:30pm Gather for additional conversations with Presenters and Lisa, Denis, and Kevin.
Dates and Locations:
- May 12, Wayne County—Meet at Wayne RESA Room 223, 33500 Van Born Rd, 48184, RSVP to kstinson@delta-edu.com, local contact David Bydlowski at (734) 334-1455/bydlowd@resa.net
- May 13, Grand Rapids—Meet at the Kent ISD, Coldwater Room, 2930 Knapp Street NE, 49525, to RSVP contact Bill Smith at (616) 819-7177/smithbi@grps.k12.mi.us
- May 14, Kalamazoo—Meet at Commons Theater—Kalamazoo Valley Community College, 6767 W. O Ave, 49003, to RSVP contact Denis Baker at (614) 298-1559/dbaker@lab-aids.com
- May 15, Berrien Springs—Meet at Bell Hall—Andrews University, to RSVP contact Lee Davidson at 269-471-6364/rld@andrews.edu (map: http://www.andrews.edu/about/visiting/sub_pdf_campus_map.pdf)
- May 20, Grand Blanc—Meet at Grand Blanc High School West, One Jewett Trail, 48439 (Jewett Trail meets up with Holly Road - exit 108 off I-75), to RSVP contact Gina Wofford at 800-227-1150 ext 6238/gina.wofford@carolina.com
- May 21, Traverse City—Meet at Northwestern Michigan University—University Center, Sponsored by TBAISD (online registration required at www.tbaisd.k12.mi.us at Professional Development Opportunities, $15 registration fee.) This all day workshop is during school hours—8:00am to 3:15pm.
- May 22, Saginaw—Meet at White Pine Middle School, 505 N. Center Rd., 48638 to RSVP contact Gina Wofford at 800-227-1150 ext 6238/gina.wofford@carolina.com.
May Contest with New Rules
This month we have 14 prizes to give away. Each prize is The College Readiness Standards for the ACT PLAN. ACT has developed this guide to help classroom teachers, curriculum coordinators, and counselors interpret the College Readiness Standards for PLAN Science. This guide includes: a description of the college readiness standards for PLAN; a description of the PLAN science test; a set of sample test questions; a description of the assessment-instruction link, and a set of classroom instructional activities.
This month, to win one of these prizes, you must visit:
K12science.net
identify the number of BaP e-blast podcasts that are available in the podcast section (don't forget to check the archive section). The first 14 people to email me back the correct number will be declared winners. Please email your entries with the correct answer to:
David Bydlowski bydlowd@resa.net You MUST INCLUDE your name AND mailing address AND your school name/district.
You may only enter once and only one entry per email address. We will post all of the winners in our next E-Blast. Good luck to you and thank you for being part of the Building a Presence Network.
Tools and Resources
Free ACT Prep:
http://www.mivhs.org/content.cfm?id=667
Archived Michigan BaP e-Blasts:
http://msta-mich.org/bap
Grants:
http://sciguides.nsta.org/internet/grants.aspx
http://www.edweek.org/ew/section/grants/index.html
High School Companion Documents:
http://www.michigan.gov/mde/0,1607,7-140-28753_38684_28760-171474--,00.html
High School Science Expectations:
http://mi.gov/mde/0,1607,7-140-42814---,00.html
K-6 Inquiry PD Resources:
http://www.exploratorium.edu/IFI
K-7 Science Content Expectations:
http://mi.gov/documents/mde/Complete_Science_GLCE_12-12-07_218314_7.pdf
K-12 Science Content Expectations Podcasts:
http://k12science.net
K-12 Online Science Assessment Tool:
http://www.macombschools.org/scienceassessment
Internet Resources Correlated to the MCF and the MMC:
http://www.svsu.edu/mathsci-center/uploads/science
Michigan Merit High School Graduation Requirements FAQ for Science:
http://www.michigan.gov/documents/mde/faq15_178607_7.pdf
Science Music 24/7 on the Internet:
http://live365.com/stations/trappedinlab
Upcoming Events and Opportunities
- May 9, 2008: Deadline to apply for the Toyota International Teacher Program to the Galapagos Islands for 6-12 Grade Teachers. For more information, please visit: http://www.iie.org/programs/toyota/galapagos/galapagos_main_w_links.html
- May 13, 2008: MSELA Spring Dinner Meeting at the Environmental Discovery Center at the Indian Springs Metropark, in White Lake, MI. For more information, please contact Theron Blakeslee at: tblakesl@tds.net
- May 15, 2008: Deadline for Middle School Teachers to apply for the Discovery Education LIVE Green Teacher Grants. For more information, please visit: http://livegreen.discoveryeducation.com/
- May 16 and 17, 2008: Lakewide Summit 2008 - Restoring the Great Lakes: One Community at a Time at the EIC at the University of Michigan—Dearborn. For more information, please visit: http://www.greatlakes.org/NETCOMMUNITY/Page.aspx?pid=565&srcid=558
- May 31, 2008: Deadline to apply for Chemistry teachers to apply for Grants and Scholarships from the Hach Chemical Foundation. For more information, please visit: http://www.hachscientificfoundation.org/outreach.shtml
- June 6, 2008: Deadline to register online for the Curriculum Integration Conference to be held at Holt High School. To register, please click on: http://macul.org/site/files/08jointreg.pdf
- June 25, 2008: Curriculum Integration Conference to be held at Holt High School. Registration information will be available soon.
- July 1, 2008: Deadline to apply to become an astronaut. For more information, please visit: http://www.nasa.gov/astronauts/recruit.html
- July 14-18, 2008: CSI Lawrence Tech Forensics Workshop. For more information, please visit: http://www.ltu.edu/arts_sciences/master_science_ed/forensic.asp
- July 14-18, 2008: Free Materials Science Workshop for Middle School and High School teachers, to be held in Ann Arbor, MI. To register, please visit: http://www.asmfoundation.org/portal/site/asm/Foundation/MaterialsCamp/
- July 21-25, 2008: Summer Forensics Science Workshop to be held at Gull Lake High School in Richland, MI. For more information, please contact Kathy Mirakovits at: kmirakovits@portageps.org
- July 27-August 1, 2008: Project Inspire Training for 2nd - 4th Teachers to be held at Purdue University. To apply, please visit: https://engineering.purdue.edu/INSPIRE
- October 12-18, 2008: Earth Science Week. For more information, please visit: http://www.earthsciweek.org
- October 18, 2008: MDSTA Fall Conference at Lawrence Technological University in Southfield, MI. For more information, please visit: http://mdsta.org
- October 23, 2008: Science MEAP Test for 5th and 8th Grade Students in Michigan.
- October 28, 2008: Science MEAP Test Make-Up for 5th and 8th Grade Students in Michigan.
- October 31, 2008: Deadline to nominate teachers for the Mickelson ExxonMobil Teachers Academy. This is for teachers of grades 3-5. For more information, please visit: http://www.sendmyteacher.com
- February 12, 2009: Charles Darwin Bicentennial Day. For more information, please visit: http://darwinday.org/englishL/assistevent/index.html
To subscribe to the Building a Presence Science e-blast, please visit: http://nsta.org/bap
To unsubscribe from the Building a Presence Science e-blast, please contact your Key Leader or email David Bydlowski, Michigan Coordinator for the Building a Presence Science Network, at bydlowd@resa.net.