When ethanol in a petri dish burns under a closed container, it loses mass and causes an acid-base indicator to change color.
Possible Guiding Question(s):What happens to the mass lost from the ethanol? How does the burning ethanol affect the acid-base indicator.
Possible Instructional Use(s):This could anchor a lesson or series of lessons focused on how fossil evidence can be used to understand Earth's history and how plate tectonics drives changes in Earth's landscape.
- Rebecca Bloomingdale, Brenau University Student & Classroom Teacher
Mystery Science is a website designed for teachers and students to learn about all topics in science. Teachers can use the website for lessons in science. They are designed to help students learn about science in any grade. The website has topics that are split into grades. Topics for Kindergarten will include Forces, Machines, and Engineering, Weather Conditions, Instruments, and Seasons, Plant and Animal needs. Topics for First grade will include Sun, Moon and Stars, Properties of Light and Sound, Parts, Survival and Growth. Second grade will include Structure, Function and Adaptations, Properties and Phases of Matter, and Earth’s Surface Processes.
Third grade will include topics about Life Cycle, Traits and Heredity, Habitats, Heredity and Change over time. Forces and Motion, Magnetism, Weather, Climate, and Water Cycle are also included in Third grade. Fourth grade will include Rock Cycle, Erosion, and Natural Hazards, Energy and Motion, Body, Senses and the Brain, Sound, Waves, and Communication. Fifth grade will include Sun, Moon, Stars and Planets, Ecosystems and the Food Chain, Chemical Reactions and Properties of Matter, Water Cycle, Resources, and Systems.
Mystery Science is a great resource I use in my classroom. It is very helpful and my students love it. They are engaged and interested in the material. In third grade, students don’t always want to work on class material, but the lessons help students understand on their level and it provides resources for the teachers. Students want to learn and it increases their motivation to learn in science class. The great thing about this website is that it is available for all grade levels. They have topics designed for the standards that we teach every day.
I believe this website is important for students and teachers because it helps challenge students and helps teachers have quick, on the go lessons that are of high quality. I think it is designed to work with the state standards and provides multiple resources for the lesson. It is not confusing and it is easy to navigate. Students in my class don’t get to have technology to work with at home. During school we use the SmartBoard and Chromebooks to engage and learn material. The website allows students to work on different sources and provides them multiple ways to learn.
2017 NABT Ecology/ Environmental Education Award Goes to Robert Hodgdon
Robert Hodgdon has made environmental education remarkably accessible for his students, his school, and his community and NABT was proud to name Robert the 2017 recipient of the Ecology/ Environmental Teaching Award . The award, which is sponsored by Vernier Software and Technology , is given annually to a secondary teacher who successfully develops and demonstrates an innovative approach in the teaching of ecology/environmental science and has carried their commitment to the environment into the community.
GSTA and NSTA Offer Joint Memberships
In preparation for the 2018 NSTA national conference, GSTA and NSTA are offering joint memberships. You can join both GSTA and NSTA for one year for just $104, which is a savings of $15. The NSTA membership will, in turn, provide you with reduced registration rates for the national conference. Take advantage by visiting this special page on the NSTA site.
Notes From the Editor
Serving Our Members
See You Next Week! NSTA National Conference is Almost Here, and There's Lots in Store for Our Members
Events for Georgia Teachers
The 2018 NSTA National Conference, which will be held at the Georgia World Congress Center and Omni Hotel in Atlanta March 15-18, 2018, is right around the corner. Here are some of the highlights that are planned.
The NSTA Fun Lab
Make sure your travel plans include arriving in time to join us at the NSTA Fun Lab in the Georgia World Congress Center on Wednesday, March 14, from 4:00 PM to 7:00 PM. Play games and enjoy some friendly competition (putt-putt or cornhole anyone?). Maybe you'll win some giveaways in raffles—held every 15 minutes! Make your competitive spirit shine and win Best in Show at the "Most Creative Lab Coat" contest. How can the night get even more enjoyable? We are opening the NSTA Science Store early for the one-time opportunity to save up to 40% on the list price of NSTA Press Books.
Keynote Speaker - Ron Clark
A 2000 Disney American Teacher of the Year awardee, Ron Clark will share his journey from teaching in a low-wealth rural area in North Carolina to the inner-city streets of Harlem in New York City. Ron will use stories from his experiences with his students and examples of award-winning projects they conducted to show how to motivate and inspire disinterested students. In 2006, he founded The Ron Clark Academy, an inner-city school serving students from across metro Atlanta. The privately funded institution is unique for its innovative teaching methods and curriculum based on worldwide travel. Each year the students, grades 5 through 8, apply their in-class lessons to international adventures. Thursday, March 15, 2018, 9:15–10:30 AM
Don't miss this opportunity to improve student learning in your classroom.
Are you a Georgia educator who will be attending NSTA's national conference in a couple weeks? GSTA is promoting a few events that are just for you!
GSTA and Accelerate Learning/STEMScopes invite Georgia science teachers to network and learn more about GSTA during a reception at the 2018 NSTA National Conference. The reception will be Friday, March 16th at 5 pm, and you can register here.
Cash bar available (2 free drink tickets per person provided by Accelerate Learning)
Heavy hors d’oeuvres provided
Meet your GSTA district representative and other board members
New members receive a $20 discount on GSTA membership if you register on site
Registration for the NSTA conference is required, and you can learn more about the conference here.
In addition to the reception, check out these other Georgia-specific events.
Thursday, March 15 12:30 PM - 1:30 PM, Georgia World Congress Center, B101
Learn how Georgia schools are keeping science on our students’ minds. Georgia teachers will share innovative programs, strategies, and initiatives aligned to the conference strands.
GSTA Annual Meeting
Friday, March 16, 3:30 – 4:30 PM, Juniper Room, Omni Atlanta at CNN Center
GSTA members are invited to attend the 2017-2018 GSTA Annual Business Meeting.
GYSTC K–8 3-D Learning Share-a-Thon
Saturday, March 17 2:00 PM - 3:00 PM, Georgia World Congress Center, B101
Regional coordinators from the Georgia Youth Science and Technology Centers will share grade-level examples of three-dimensional learning experiences. Example lessons from multiple grade levels will be provided
Serving Our Members
Teachers Wanted: Animating Evolution in Chemistry & Biology Classrooms
- Christopher Parsons; Director of Education, Outreach, and Diversity; Georgia Tech Center for Chemical Evolution
Science is for everyone. This simple statement guides the work of Stated Clearly, an animation studio based in Corvallis Oregon. Back in 2012, Jon Perry, the animator behind Stated Clearly, produced his first animation: “What is DNA and how does it work?” He wanted to create something that would allow anyone to understand this foundational molecule of life. Six years later, that video has been viewed almost two million times, translated into Spanish and Arabic, and brought countless people around the world a new and accessible path to thinking about science.
Like Stated Clearly, the Center for Chemical Evolution (CCE) is committed to the idea that science is for everyone. The CCE is charged not only with investigating possible pathways to the emergence and spontaneous formation of replicating chemical systems (life), but also with communicating its research, and the significance of that work, to the public. In 2014, with the goal of producing a publicly available curriculum on chemical evolution, the CCE produced its first animation with Stated Clearly: “Can Science Explain the Origin of Life?”
In the years since then, Stated Clearly and the CCE have collaborated to produce five original animations. In terms of reach, the project has been a great success, with cumulative views in excess of 2.2 million.
The Center is currently seeking middle and high school educators to develop curricula, discussion questions, and other tools, to accompany the animations in formal instruction. These tools will be used to help build an understanding of how these animations may best be used in the classroom. If you are interested in developing instructional materials, helping with assessment in your classroom, or just plain curious, please reach out to Christopher Parsons at email@example.com.
Implementing the Science GSE
The Science GSE & Modeling Pedagogy in Physics & Chemistry
- Frank Lock, Georgia State University
The Georgia Standards of Excellence (GSE’s) for physics and chemistry are currently being implemented in classrooms throughout Georgia. The GSE’s for science represent a revised approach in teaching strategies used in Georgia, and each begins with the phrase “Obtain, evaluate and communicate information about …”
The committee charged with developing the standards wisely used this phrase to allow flexibility in teaching strategies used to conform to the standards. There are a variety of ways students may obtain information, as there are a variety of ways they may evaluate and communicate information. The introduction to the standards provided with both the physics standards, and the chemistry standards indicates that “Hands-on, student-centered, and inquiry-based approaches should be the emphasis of instruction…”and that “the standards are a required minimum set of expectations…” This article will provide information about strategies that teachers may employ to meet the intent of the standards.
For many years, science instruction in our country employed direct instruction. The course material was “covered” by the teacher, and to be successful, students were expected to assimilate the content. (Once a topic is covered, you cannot see it any more. We may peek at it later, but “we covered that!”). This may well be due to what might be considered a reference error. The Meriam-Webster dictionary identifies the word “physics” as a noun. “Science” is also identified as a noun, as is “chemistry.” All three of these are done by people. All three words are verbs. (In addition, the dictionary identifies “mathematics” as a noun. “Math” is a verb. It is something that people do!)
Direct instruction in science education also employs a poor approach to laboratory work. In courses employing direct instruction, students are given a set of lab instructions, indicating how they are to gather data and analyze it, then they answer questions. During a recent observation of a student teacher using direct instruction to facilitate a lab, I concluded that the most significant thing the students learned was that physics lab instructions are challenging.
It is hands-on, student-centered, and inquiry-based. Modeling is based on Active Learning. This is a teaching strategy that involves student use of dry-erase boards and markers to communicate information about what they have learned. http://physicsed.buffalostate.edu/AZTEC/BP_WB/
Perhaps most valuable from a teaching point of view, Active Learning provides the teacher with a very useful formative assessment tool.
Modeling chemistry began in the early 2000’s, with the first workshop for teachers offered in 2005. Both have been continuously reviewed, revised, and improved, and that process continues now. Modeling is a research verified pedagogy.
Modeling physics involves students developing their own investigations to determine the relationship between variables they have identified. As they design and implement their investigations, they are developing engineering skills, and as students develop their facility in designing investigations, their engineering skills improve.
Students gather data, analyze the data, and communicate their results to classmates using dry erase board presentations. They then practice solving problems and answering questions, and finally use what they know to make a prediction about a practical application of what they have learned. The practical application activity frequently involves using engineering skills to successfully make a prediction.
Modeling chemistry labs are necessarily a bit more guided, but the teaching strategies used are much the same.
The use of the pedagogy results in students developing a good understanding of nature of the work done by scientists. As a result, they become more scientifically literate. Students are somewhat challenged by the strategy. A question frequently asked by students involves asking directly for an answer. For example, “How do I find moles of calcium nitrate?” A typical response by a modeling teacher is “Tell me what you know about moles.”. Modeling involves helping students learn how to process information. Important goals students achieve in a modeling based course is that they learn to think better, and have a better facility for figuring things out. These outcomes have been repeatedly verified through peer reviewed research.
Modeling biology has been under development for three years or so, and is currently being used by teachers in different areas of the country, as is modeling physical science. Using the modeling pedagogy enables teachers to achieve the requirements of the GSE’s for physics and chemistry very well.
Serving Our Members
The Rewards of Determination Over Discouragement in Teaching Science
- Robert Hodgdon, Richmond Hill Middle School
Regardless of exactly how much of the current President’s proposed cuts to the educational programs of agencies like NASA, NOAA, the National Science Foundation, the Department of Energy, EPA, etc. are actually approved by Congress, funds for science and STEM education and funding for professional development are going to take a hit. In Georgia, there are few funds at the state level available exclusively for science-specific or STEM education even though incorporating STEM practices is endorsed by most of the major science-related organizations in North America. So while STEM skills will be required in over 70% of the jobs of the future, science specific and STEM funds are hard to come by and may become even more so. The challenge for us is whether we are going to allow discouragement to trump determination when it comes to providing our students with a high quality science or STEM education experience. Certainly not all STEM activities require equipment and technology, but if we are going to truly prepare our students for STEM careers, at some point in their educational experience STEM equipment and technology must be incorporated into lessons: technology not primarily limited to Chromebooks, LCD projections, and tablets; equipment beyond what is required to conduct a few simple labs. All scientists face obstacles. Success in science quite often boils down to pure determination. If we are indeed determined to provide our students with a high quality science education, then we need to understand and accept the challenges inherent in accomplishing this: finding the funds to purchase the equipment, materials, and technology that students are likely to use in the broad field of science or as a citizen scientist serving one’s community; developing partnerships with field or lab scientists, university scientists, and science organizations; and finding opportunities to engage in real-world science surveys, monitoring, or research activities that extend beyond the four walls of the classroom. As a member of a STEM team who has spent the past four years engaged in this process, I can say for certain that it is an incredibly arduous process, especially during the first few years. More than once we asked ourselves what we had gotten ourselves into. But as the foundation for this process is built the accumulation of equipment and the development of partnerships becomes easier. We learned how to write more effective grants, how to sell what we are doing or want to do to corporate sponsors or other potential supporters. We built one project at a time, first by determining what we would need to carry out a project, researching possible funding sources, developing our sales pitch, and identifying potential sponsors. One of the most important lessons we have learned from this process is that it never hurts to ask, and that if we ask enough sooner or later someone will say “yes” if you have a quality program. Since 2014, we have established relationships with large corporations such as Gulfstream and JCB; universities such as Georgia Southern, the University of Minnesota, and the University of Georgia; and wildlife agencies such as U.S. Fish & Wildlife Services, Ft. Stewart Fish & Wildlife Division, the Georgia Department of Natural Resources, National Oceanic and Atmospheric Administration, and local conservation organizations. Between our Ecological Studies Program and STEM extensions class, we have raised over $80,000 through grants, local fundraisers, corporate sponsorship, donations from local civic organizations, and donations of equipment and funds from community members. Our students learn in a large hydroponics pavilion, a 5000 sq. ft. soil-based research garden equipped with a 720 sq. ft. winterized greenhouse, on space shuttle flight simulators, “print” rocket parts using a 3D printer, and more. Students participate in Monarch research with the University of Georgia, phytoplankton surveys with NOAA, salt marsh surveys for the DNR, water quality monitoring for Georgia Adopt-a-Stream/Wetland, native wildflower habitat restoration with several different organizations, agricultural research, and research on ephemeral wetlands, macrofauna, Eastern Bluebirds, and more on our campus. In the fall and winter we join field biologists on federal lands to survey Gopher Tortoises, Eastern Indigo Snakes, and game fish populations. Students are trained to use chemical test kits and sophisticated meters to measure soil and water quality and sophisticated microscopy stations to collect data on phytoplankton and OE disease in Monarchs. We generate real, quality data for our partners and for our community. As word of the breadth and depth of our ecological studies has spread, our students’ efforts have been recognized by numerous science organizations at the local, state, and national level. A major component of our success has been determination, perhaps even stubbornness. We understood to bring these opportunities to our students, we would have to raise the funds and make the connections without relying upon state or school funds. In the real world, one of the greatest challenges faced by scientists in the field and at the university system level is finding financial backing to carry out research. It is part of their reality. Our students practice honing their determination ethic. Most understand that none of what we have rolled in on a gift wagon. It was hard fought, a result of determination. This awareness is part of their science and STEM experience. It is simply one more real-world skill they can develop as a part of their high quality science education experience. Perhaps it should be that way.
Robert Hodgdon is a 7th grade Advanced Content Life Science teacher and the Coordinator of the Ecological Studies Program at Richmond Hill Middle School. He will be a featured speaker at the Georgia Southern University Interdisciplinary STEM Teaching and Learning Conference in Savannah from March 22-24.
Serving Our Members
GSTA Hosts Science Day at the Capitol
On February 6th , 2018 a group from the Georgia Science Teachers Association travelled from across the state to Atlanta for Science Day at the Capitol. The day began with a breakfast that was attended by over 15 key influencers (listed below) who spoke to the group and answered questions about science education in Georgia. This provided a critical opportunity to update these influential leaders on the work GSTA does, thank them for their leadership, and discuss relevant legislation that is pending in the House/Senate.
GSTA members Donald White, Jordan Tidrick, Ashley Cody, Jenna Rhodes, and Teresa Massey stand in the Senate chamber after being recognized. They are joined in this picture by Lieutenant Governor Casey Cagle, Senate President Pro Tempore Butch Miller (R-Gainesville), and Senator Matt Brass (R-Newnan).
After breakfast the group moved to the Senate chamber where they were recognized by Senate President Pro Tempore Butch Miller (R-Gainesville) with a resolution and invited to deliver a brief presentation to the Senate. This provided an opportunity for GSTA President Donald White to give a brief update to members of the Senate on GSTA’s work over the past year and thank them for their leadership on key education issues.
The Georgia Science Teachers Association would like to extend its sincere thanks to the following leaders who came out for the breakfast and took time out of their day to speak to our group. We are grateful for your partnership and look forward to continuing to work with you to promote high quality science education in Georgia!
State Board of Education Chairman Scott Johnson
Georgia Department of Education Deputy Superintendent Dr. Caitlin Dooley
House Education Chairman Brooks Coleman (R-Duluth)
Representative Joyce Chandler (R-Grayson)
Representative Scott Hilton (R-Peachtree Corners)
Representative Buzz Brockway (R-Lawrenceville)
Representative Randy Nix (R-LaGrange)
Representative Beth Beskin (R-Atlanta)
Jason O’Rouke, Georgia Chamber of Commerce VP Public Policy
Tim Cairl, Metro Atlanta Chamber of Commerce Education Policy Director
Michael Casto, House Majority Caucus Policy Manager
Elections & Membership Updates
As you know, GSTA did not hold a state conference this year in support of the upcoming NSTA National Conference. Because our membership cycle revolves around our state conference, this caused some errors in membership renewals. These errors affected members' ability to vote in the current board elections. We have also received questions from individuals who purchased a joint GSTA/NSTA membership through NSTA. Please review the notes below regarding our efforts to accurately account for our active membership and to allow for fair participation in the ongoing election.
Any existing members with a renewal pending from 2017 or 2018 have been extended into 2019. This included restoring some members who had been automatically purged from our database.
Members with renewals pending from 2016 or before have been converted to contacts.
The deadline for the board election is extended to Sunday, March 11th, and all currently active members are encouraged to vote here.
NSTA will provide us with a list of individuals who purchased joint memberships in late March following the national conference. We will not be able to enter those memberships into our database until that time.
You are receiving this newsletter because you are in our database as either a contact or a member. You can check your status by logging in to view your profile here. If you believe your membership status is not correct, then please email our Communications Director, Jeremy Peacock.
Georgia Tech STEAM Leadership Conference
Organizers have released the schedule for the 2018 STEAM Leadership Conference at Georgia Tech. Find more information and register here.
GIFT Applications Open
GIFT- Georgia Intern Fellowships for Teachers, provides paid summer STEM internships in industry workplaces and university laboratories for K-12 science, mathematics, and technology teachers. Since being founded in 1991, GIFT has places over 2,000 teachers in various positions statewide.
Click here for more information on our program and to apply.
Georgia Coastal Ecosystems Long Term Ecological Research Schoolyard Program
Would you like an incredible professional opportunity to spend time on a barrier island off the coast of Georgia? Would you like to spend time in the marshes, maritime forests, or on boats with scientists and grad-students doing real field work for long-term research science? Check out the Georgia Coastal Ecosystems Long Term Ecological Research (GCE-LTER) Schoolyard Program for educators K-12. The program takes place at the University of Georgia Marine Institute on Sapelo Island, Saturday to Saturday, July 7-14, 2018.
Smithsonian’s 2018 7th Annual Global Invent IT Challenge!
Young inventors - people around the world need your help! On your own or with a team, invent a new and innovative solution to a problem relating to natural disaster preparation or relief. The Invent It Challenge is an annual competition that inspires students around the world to unleash their inner inventor! Using Smithsonian’s Spark!Lab Invention Process, students brainstorm new inventions to solve global problems. For the 2018 Dr. InBae Yoon Challenge, participants will focus their minds and talent on generating new solutions to problems related to natural disaster preparation and relief such as predicting disasters, creating warning systems, engineering, providing search and rescue services as well as immediate relief (food, water, shelter, medical care, evacuation), and enabling communities to rebuild and recover. Click here to participate and learn more.
Nominations For Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST) Now Open
Do you work with an exceptional Math, Science or Computer Science K-6 teacher? Nominate them for the PAEMST award by April 1, 2018.
Each year, math and science teachers from each state are selected for this honor. Teachers may also initiate the application process themselves without a nomination. Applications are due May 1. 2018.
A team of researchers and teachers at the University of Georgia and The University of Alabama is excited to offer a new professional learning opportunity for biology teachers in Alabama and Georgia called the AiMS Modeling in Biology. This opportunity is part of a National Science Foundation funded education research project. One of the project’s most important activities is to form a cross-state community of biology teachers interested in developing their capacity to teach biology concepts using modeling.
The project begins with a 2-day workshop on June 15th and 16th, 2018 on the University of Georgia’s campus in Athens, GA. At the workshop teachers will learn about cutting-edge modeling practices for teaching biology. They will also have some fun and network with colleagues as they experience the sights, sounds, and tastes of Athens. There is a modest stipend and a travel allowance for attending. After attending the workshop, teachers may elect to join the project during the 2018/19 school, which will include using the modeling materials in their teaching.
We hope you will take advantage of this opportunity. To learn more about the project, including details related to compensation and how to apply, please visit the project’s website.
Earth and Environmental Science Educator's Institute: Connecting Models and Evidence
Apply by March 31, 2018 to join us June 4-6th, 2018 at the Forsyth County School District Offices in Cumming, GA.The Earth and Environmental Science Educators' Institute will provide professional development in the use of Model-Evidence Link (MEL) activities centered on current Earth science topics. These 3-dimensional (core ideas, practices, crosscutting concepts) instructional scaffolds facilitate critical thinking, evidence-based reasoning, construction of scientific explanations, and collaborative argumentation to support scientific reasoning within challenging Earth science topics. This three-day institute is free and a stipend is provided! Applications are open to middle and high school Earth and Environmental Science teachers in Georgia. Those teaching Earth science content in their courses are also encouraged to apply. Applicants will be notified of their status by April 15, 2018.
TAG-Ed 2018 Summer Internship Program
Students gain real-work experience with top Georgia companies during their paid internship of at least 5 weeks. Host companies benefit from the internship experience as well! Companies leverage the skills, talents and perspectives of top caliber high school students in Georgia and help to build the talent pipeline for the state’s future workforce.
The application goes live today and the deadline to apply is April 13th. Host companies, please register by May 11, 2018 for intern placement. For more details about our program, timeline, and requirements to apply, please visit the TAG-Ed website.
ENERGY: ENgaging Educators in Renewable EnerGY
Sponsored by: The National Science Foundation
What: 7 week PAID research experience for educators in middle and high school STEM courses
Where and When: Georgia Southern University, June 4-July 20.
Click here for more information and an application.
Encourage Your Students to Apply to the BioGENEius Competition
The BioGENEius Challenge is the premier high school student competition that recognizes outstanding research in biotechnology. Students compete for top honors by creating research projects to address one of three challenge areas: Healthcare, Sustainability, Environment. The Georgia winner will receive a travel award to compete nationally at the BIO International Convention in Boston, MA for cash prizes totaling $20,000.
The 2018 Georgia BioGENEius Challenge will take place Friday, March 23, 2018 during GSEF.
APPLICATIONS ARE NOW BEING ACCEPTED. DEADLINE MARCH 18TH. APPLY HERE.
Genes in Space 2018 Design and Launch your DNA Experiment to Space!
Calling all students in grades 7 through 12: Pioneer research on the International Space Station by designing your DNA experiment for space. Genes in Space is a science contest that challenges students to design original DNA experiments that address real-life challenges and opportunities of space exploration. The contest is free, and does not require equipment. Proposals will be judged solely on their creative and scientific merit. The winning experiment is conducted in space, and samples are returned to Earth for you to analyze!
Submission deadline is April 20th, 2018
Notes From the Editors
Share Your Great Ideas! Write for eObservations
Have a great lesson or idea to share? Contribute to eObservations and gain recognition for your great work with students by submitting an article for publication. Each month, we feature articles of ~500-750 words that fit into one of the three series described below. We also invite classroom-oriented education research, or K-12 student scientific research. Articles should include 1-2 supporting images and one or more links to additional information or supporting files. Articles can be submitted via email. Implementing the Science GSE
This series is intended to build teachers' capacity for the new Science Georgia Standards of Excellence and to increase their understanding of the Framework for K-12 Science Education by highlighting model classroom lessons that support students in three-dimensional science learning. Articles should describe lessons that challenge students to integrate core ides, science & engineering practices, and crosscutting concepts to explain phenomena or solve problems. Connecting Research & Best Practice
This series is intended to help teachers incorporate research-based best practices into their science and STEM classrooms. Articles should focus on curriculum, instructional, or assessment approaches that are demonstrated to support science learning within the context of Georgia's student assessment and teacher evaluation systems. Each article should provide relevant background information and practical guidance for classroom implementation.
Speaking Up for Science Education
This series offers a space for GSTA members to share their perspectives on key issues facing science education in our state and nation. We seek articles that inform and support members in acting as leaders and advocates for science education on the local, state, and national levels.
Have Something to Share with GSTA Members?
GSTA seeks to share announcements, information, and resources from not-for-profit or government-sponsored programs at no cost. We also offer paid advertising options for commercial interests that align with GSTA's goals. Please visit GSTA's Newsletter Information for details.