Maine

Science
Newsletter of the Maine Science Teachers Association
Visit us at www.mainescienceteachers.org

April 2004
President’s Letter President’s Letter with other organizations to
offer a variety of seminars
Spring has arrived and another and onsite field trips, led
school year is coming to an end. by science professionals
Despite the frenetic pace of and teachers. Do you have
teaching, this is a time for educators an idea for an after school
to reflect on the past year. Reflection or Saturday seminar or
provides both closure for a year of field trip in your area that
teaching as well as renewal for the you would be willing to
coming year. Take time to ask help coordinate?
yourself the questions: “To what 2. Science Museum Trip-
extent did I meet my goals for This fall the MSTA will offer
student success in achieving an opportunity for
science literacy? What new things members to spend a ew
did I learn about teaching and student learning from Saturday at the Boston Museum of
my class this year? How consistent was my teaching Science and New England Aquarium. A
with the nature of scientific inquiry? How did I chartered bus with pickup locations from
contribute to improving my school’s science program Bangor, south will provide MSTA members
beyond my own classroom? What do I want to learn a chance to network together on the way
more about this summer to improve my teaching and down to Boston. Family members may join
learning next year?” as well. Tickets will go on sale this fall.
3. “Beyond the Textbook” Series- A series of
Professional associations also need time to reflect on dine and discuss workshops will be held for
the past year in order to chart a course for the future. K-8 teachers who want to improve their
This year MSTA held a retreat to examine our current understanding of the content they teach as
programs and practices and plan for new activities. To well as learn effective pedagogical content
guide our work we focused on two intertwined strategies. MSTA is looking for content
questions: 1) What new programs and services can specialists with teaching experience to
MSTA provide to our membership and 2) How can we design and lead sessions.
increase membership participation? As a result of the

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work that came out of our retreat and spring Board
meetings, the MSTA is working on several new
initiatives and ideas to benefit our membership,
increase involvement in actively serving your
professional organization, and provide more
networking opportunities for members. Please contact
me if you are interested in volunteering to work on any
of the following new ideas:
1. Regional content seminars and field trips -
Beginning in the fall, MSTA will collaborate
2
Inside this issue:
MSTA News .................................... ...Pp 1-3
NSTA and Other National News.......Pp 3
MSTA Fall Conference......................Pp 4
Awards & Recognition......................Pp 5-8
Articles of Interest…………..............Pp 8 -12
Student Resources………….............Pp 13-14
Professional Development...............Pp 14-18
Teacher Resources...........................Pp 19-20
Award & Conference Forms.............Pp 21-27
 4. Science and Literacy Connection
Committee- MSTA will gather and
provide information about the research
base and other resources and programs
that support the critical link between
inquiry-based science and language
literacy and alert membership to the
considerations for meaningful
integration that maintains the integrity of
science. MSTA is looking for teachers
interested in serving on this committee.
5. Policy Awareness Committee- This
committee will work to gather
information and keep members apprised
of state and federal requirements that
affect science teachers.
6. The Iron Science Teacher -This
committee is developing an “Iron
Science Teacher” event to be held at our
fall state conference, featuring the
teaching talent and innovation of Maine
science teachers who use a common
“secret ingredient” to design a lesson.
This fun event is based on the
Exploratorium Institute’s adaptation of
the “Iron Chef”. MSTA is looking for
talented and creative teachers to serve
as contestants.
In addition the Board has approved MSTA’s
participation at the National Science Teachers
Association Summer Congress. At this meeting,
state science organizations convene nationally to
address issues related to science education and
provide recommendations to NSTA. This summer
our treasurer, George Powers, will represent
MSTA at the Congress and will report back to our
membership this fall.
I hope that as you reflect on this past year and
rejuvenate over the summer, you will look forward
to participating in the benefits MSTA provides to
support science education. Have a safe and
enjoyable summer.
Page
Page Keeley
MSTA President
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National Science Teachers’ Association
“Connecting Science to the World” National
Convention in Atlanta
If you have ever been to one of NSTA’s national
conventions, you know how professionally uplifting and
energizing such an experience can be! This year’s
convention held in Atlanta was no exception. Science
professionals from around the country descended upon
the host city, sharing their expertise on a variety of topics
from “best” classroom practices to the latest educational
research. Of particular interest to me were a number of
sessions around the theme of science and literacy.
What can be better than learning from national science
and literacy leaders? Lori Fulton, Brian Campbell,
Wendy Saul, Jeanne Reardon, Michael Klentschy, and
others graciously shared with us their understandings
and philosophies, “trials and tribulations”, the “nuts and
bolts” of their program, and the incredible progress
they’ve made with their students. Student artifacts were
readily shared and video clips of carefully crafted
instruction clarified the model. I encourage you to learn
as much as you can about this very promising, effective
instructional model which is quickly gaining national
attention, especially in the elementary grades!
Interspersed throughout the day and evening sessions
were opportunities to learn through an adventurous off-
site field trip, specialty short course, or “science tailored”
visit to one of the cities unique attractions. Tours to the
Centers for Disease Control, Coca-Cola bottling plant,
and the Atlanta Motor Speedway were among the many
choices. Thousands of exhibiters were on hand to share
with attendees the latest goods, services, and programs
available. Being a former MLTI teacher a session on the
hand-held “Proscope” caught my attention. This tiny,
lightweight digital “microscope” allows one to look at
virtually anything and capture the microscopic details in
iPhoto or iMovies. (Also works with PC’s) Have you ever
looked closely at a five dollar bill? How about a cricket?
Algae growth? The sweat coming out the pores in your
fingertips? Imagine the possibilities!
Attendees were given numerous free samples and other
goodies – no one left without an overstuffed suitcase!
Generous portions of southern hospitality more than
made up for colder than usual temperatures in the host
city. Attending a national convention is truly an awesome
experience! Perhaps the most beneficial aspect of a
national convention is the networking opportunities it can
provide. It is amazing how much insight one can gain
through casual conversations with other
professionals who are working towards the same
educational goals. Be sure to make your plans to attend
next year’s convention in Dallas now!
Lynn Farrin, Science Associate, MMSA
 Pictured above at the 2004 NSTA Annual Conference are mentor and mentee teachers from Maine, New Hampshire
and Vermont who are participating in the NSF funded Northern New England Co-Mentoring Network (NNECN) .
Maine mentors and mentees included MSTA President Page Keely, Lynn Farrin , Steve D’Angelis, Mary Whitten,
Sharon Gallant, Andrew Njaa, Antia Berndhart, Vincent Johnson, Amy Shnur, Randy Wing. Jean Barker, Cheryl
Marvinny, Aaron Fogg, Kerry Walker, Laurie Winslow, Erin White, Sara Smolenack, Erin Hagen and John Currier

NCLB will profoundly influence the professional

NSTA District development provided to all teachers who teach
Director Report science. Over the next several years, it will be
advantageous and possibly necessary for states to
pool their resources and expertise in order to meet
the challenges of NCLBA. In order to meet this
David White, the NSTA
challenge, the CS3 members of the New England
District Director for Maine, New Hampshire and
states have received support from the New England
Vermont sent the following report:
Regional Alliance to host a two day science
assessment convocation in June. The goal of this
Maine and Vermont hosted very successful fall
convocation will be to provide an opportunity for
conventions that were both well attended. Focusing
collaboration among the New England States
on “Science and Literacy: Tools for Life” the Maine
regarding the assessment of student learning in the
conference featured a wide variety of workshops as
area of science. A follow up convocation (pending
well as two featured speakers; Marlene Thier and
funding approval) on professional development for
Annette deCharon. The Vermont “Pathways to
science will be schedule in the spring of 2005.
Standards-based Science” conference began with a
motivating and inspirational talk by keynote speaker
Representatives from District I and District II NSTA
Arthur Eisenkraft, followed by a day of high quality
Chapters will be invited to join their state teams that
science education workshops.
will attend this regional conference. It is hoped that
this event will not only begin to meet the challenges
As we are all well aware, the No Child Left Behind
of NCLB but will also prove to be an effective vehicle
Act has raised many concerns regarding its impact
for collaboration among the leadership of the NSTA
on children and learning. By the 2007-2008 school
state affiliates. Joyce Tugel, Director of Professional
year, all states must administer science
Development in Science Education will serve as our
assessments to students once in grades 3-5; 6-9;
liaison with the New England Regional Alliance.
and 10-12. In addition, several new provisions under

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 MSTA FALL CONFERENCE 2004

The Maine Science Teachers Association is excited to organize, once again, its annual fall
conference for your participation and enjoyment. This year’s theme is, Science – NCLB (Nothing
Connects Learning Better). It is scheduled for Friday, October 8, 2004 and will be held at Gardiner
Area High School from 8 a.m. to 3 p.m. The planning committee, including Site coordinator, Mary
Whitten, is working diligently to provide Maine teachers with a wide variety of professional development
experiences.

As in past years, there will be a wide range of workshops for K-12 teachers. Other events
scheduled for that day will be special session speakers, exhibitors, an NSTA bookstore, a poster
session, door prizes, , other special activities, and a delightful lunch. Over 400 attendees from last year
will agree that it is a day not to be missed. Please mark your calendars for this outstanding educational
conference. We hope to see you there. Registration information is provided in this newsletter.

A Special Iron Science Teacher Competition is planned. See what teachers can make out of
odds and ends to teach a science concept.

Fall Conference Forms

Want to present? See pages 24-25 for the Call for Presenters and Presenter Form.
Want to participate in the Poster Session? See page 26 for the poster session information.
Want to recommend an awesome educator for an award? We have two! Check out pages 21 and 22
to see which one your nominee fits the criteria.
Ready to Register? You’ll find the registration form on Page 27.

We look forward to seeing you in Gardiner in October. Have a great end of school year and a summer
vacation filled with renewed energy for doing good science with kids!

The National Middle Level Science Teachers Association is looking for you!

IF you teach students between fourth and ninth grades inclusive …

IF you are looking to expand your network of teacher colleagues with whom to share ideas and
teaching strategies …
IF you would like to receive the NMLSTA newsletter, the Level Line, four times a year …
IF you would like to be eligible for NMLSTA awards and grants …
IF you like ice cream socials …

Then consider joining the National Middle Level Science Teachers’ Association! NMLSTA meetings are
held at NSTA national and regional conventions every year; look for us there!

We offer special membership rates for first-year and pre-service teachers, and a reasonable
membership fee of $15 per year for more experienced teachers of middle level science!

Visit the NMLSTA web site for more information and a membership form, read some sample articles
from the Level Line, and consider joining today!

http://www.nmlsta.org

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 Maine Science Teachers Receive Awards and Recognition
Biddeford Middle School is Maine’s NASA NASA Space Link School
Explorers School

The Biddeford Middle School was selected as Pat McLean of Great

the NASA Explorers School in Maine.The Salt Bay School,
teachers listed below met after school, during Damariscotta and Jana
school, and on our own time to write the Hall of The Maine Space
application. Each person worked hard on the Grant Consortium have
application and all are very excited to have this written a grant and have
opportunity. Team members are: been award a live link up
Barbara Fortier - 8th grade science with the International
Michelle D'Agostino - 8th grade science Space Station. Great Salt Bay School will host
Ray Sampson - 6th-8th grade technology the 4-8 grades from Bristol School as the
Jeanne Whitten - 7th grade math (she was also combined schools will ask the astronauts
a finalist for teacher of the year last year) questions about life on the station.

MSTA Mini-Grant Awardee Toyota Tapestry Grant Awardee

Barbara Fortier, a teacher Beth Chagrasulis, a biology teacher at Lake

at Biddeford Middle Region High School in Naples, has received a
School, has been $10,000 Toyota Tapestry grant in the category
awarded $500.00 in of Science and Literacy. Beth was awarded this
funding for her innovative grant at the National Science Teachers
project entitled "K'Nex." Association Convention in Atlanta, GA.
Barbara will use K'NEX
sets to teach concepts of
forces and motion to her
8th grade students.
Funding for this project is
provided by the Maine Science Teachers
Association through its annual Mini-Grant
Program. Projects supported through this
program are selected based on criteria that
encourages innovation and requires alignment
with Maine’s Learning Results. Barbara's Jordan Foundation Grant Awardee
project reflects her commitment to excellence in
teaching and dedication to Maine’s students. Robin Kennedy, a teacher at Sebasticook Valley
MSTA appreciates the opportunity Barbara has Middle School has received a grant from the
provided for us to help enhance the educational Jordan Foundation for Nature Journal Writing.
experiences of her students. Robin was awarded $2,400 for nature book,
field trips to Borestone Mountain, laptop
microscopes and writing supplies.

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And Maine’s 2003 National Presidential Awards
for Excellence in Science Teaching Awardee is…
……
But first a word about how the process got to this
point. The 2003 competition was open only to
teachers of science in grades 7-12. (A parallel
program in mathematics in conducted by Tad
Johnston of the Maine Department of Education.)
Candidates completed a rigorous application
packet that includes an essay on their philosophy
of teaching, a videotape of their teaching, and a
written critique of the videotaped lesson along
with background information. A state selection
panel then had the unenviable task of selecting up
to three from among this group of outstanding
candidates. The application packets of this trio
was then sent to Washington, DC where a
national selection committee had the extremely
difficult job of selecting the one national
presidential awardee in science and one in math.
By the way, this year’s competition is for K-6
teachers of science and the deadline for
nominations and applications (May 1, 2004) is
rapidly approaching. Go to www.nsf.gov/pa for
more details and forms.
The three state finalists were:
Anita Bernhart of Falmouth Middle School,
Steve DeAngelis of Maranacook Community
School, Readfield, and,
Jeff Steinert of Edward Little High School, Auburn.
Anita Bernhart has been at Falmouth Middle
School for at least 16 years. She has a Bachelors
of Science in biology from Bates College and a
Masters Degree in Teaching from Harvard
Graduate School of Education. She has been
very involved in the staff development program at
Falmouth and is on the School Leadership Team.
She also was a Fellow with the Governor’s
Academy and has served on the Grade 8 MEA
Content Development Committee.
For more information about the Presidential Awards for Excellence in Science Teaching contact:
Thomas Keller at Tom.Keller@maine.gov
Steve DeAngelis of Maranacook Community
School has taught for 22 years, all of them at
Maranacook. He currently teaches Principles of
Technology, College Prep Physics and Advanced
Physics to students in Grades 11 and 12. Steve
has recently joined the Maine Science Teachers
Association as a Board member and was a Fellow
with the Governor’s Academy. He also has
served on the MEA Content Development
Committee for Grade 11.
Jeff Steinert of Edward Little High School has
taught there 8 of his 17 years in teaching. He
currently teaches College Physics and Honors
Physics to students in Grades 11 and 12. Jeff has
a BES in Biomedical Engineering from The Johns
Hopkins University and an MS in Mechanical
Engineering from the University of California. Jeff
is a reviewer for the Journal of Physics Teacher
Education Online, a member of the MSAD 75
School Board of Directors, on the Auburn Schools
Technology Committee, and a physics instructor
for the Bowdoin College Upward Bound program.
He also has served on the Grade 11 MEA Content
Development Committee.
From these very brief bios, you may noted that
these are committed, passionate, involved and
very tired people. They represent some of the
best educators in Maine. But they are the ones
who completed the applications, and survived the
process. Maine has many excellent teachers who
for whatever reasons elect not to do this. The
students of Maine are very lucky to have such
excellent teachers, whether the teachers receive
citations or not – and you should be proud of the
job you do every day. The work is tiring, but the
internal rewards are rejuvenating.
Oh, the 2003 National Presidential Awardee for
Excellence in Science Teaching – Anita Bernhart.
Congratulations, Anita. And you, too, Steve and
Jeff and all the others who applied. And thanks to
all of the teachers of science in Maine.
Eastern Alliance in Science, Technology,
Engineering, and Mathematics (EAST) is a
powerful alliance funded by the National
Science Foundation to increase the number
and diversity of students with disabilities
receiving degrees in science, technology,
engineering, and mathematics (STEM) and
ultimately entering STEM careers.
The five-year grant will fund the development of
an alliance of schools, colleges, universities,
and organizations working to provide support
and training in STEM activities for educators
and students in Maine, New Hampshire,
Vermont, and Massachusetts. The alliance is
one of only three such organizations nationally.
EAST’s partners include The University of
Southern Maine, The Spurwink Institute,
Springfield Technical Community College,
Plymouth State University, the Vermont
Institutes, and the American Association for the
Advancement of Science.
Alliance members will develop an array of
coordinated, multi-disciplinary educational
experiences designed to encourage students
with disabilities to participate in STEM
disciplines and pursue them as careers.
EAST Mini-Grant Winners
The following Maine teachers and schools
received seed mini-grants in January from
EAST: Eastern Alliance in Science, Technology,
Engineering, and Mathematics:
Jim Corr at the Spurwink School in Auburn for
his “Pre-Engineering Project,” which will
provide students in this special education
program hands-on learning experiences that
include math, science, technology, and
problem solving for grades 4 to 12. The
project will operate in conjunction with an
engineering club.
Additionally, alliance members will evaluate
institutional resources and structures to
research obstacles to, and new avenues for,
promoting participation by individuals with
disabilities.
Approximately 20 percent of the U.S.
population has a disability; however, they
account for only five percent of the work force
in scientific and engineering fields. Students
with disabilities are less likely than those
without disabilities to graduate from high
school, enroll in college, and graduate.
EAST will provide workshops on STEM
instruction for educators, offer seed grants for
innovative STEM activities at all educational
levels, sponsor competitive summer
undergraduate research scholarships, provide
Web resources, and develop a peer tutor
network and mentoring opportunities with
working scientists.
For more information, contact Nancy Lightbody,
phone: (207) 688-4573, ext. 148, e-mail:
nancy@lightbody.org
Website: http://EASTalliance.org
Susanne Gallant at the Eddington School in
Eddington for “How Does That Work? The
money will be used to enhance a unit on
simple machines and inventions for her fourth
grade students in two ways: by purchasing
“high-low” science-related biographies and
science non-fiction and by purchasing simple
robotic kits for hands-on construction in
cooperative groups.
Emily Patek and Sheila DePalma at Poland
Regional High School/Bruce M. Whittier
Middle School (School Union 29) for
“Bringing Diverse Learners Together in
Learning Science: An Outdoor Perspective
on Maine Ecology, Natural Selection, and
Dealing with Disabilities.” They will use the
money to combine the Functional Life Skills
class and the Advanced Human Biology class
in a trip to the Maine Wildlife Park in Gray. All
students will participate in tours/lessons
about Maine winter ecology.
EAST is working to increase the number and
diversity of students with disabilities receiving
degrees in science, technology, engineering,
and mathematics (STEM) and ultimately
entering STEM careers by offering a variety of
activities in Maine, New Hampshire, Vermont,
and Massachusetts over the next five years.
EAST is making mini-grants available for
innovative STEM activities both for K through
12 educators and also for faculty in institutions
of higher education. Information about the next
round of funding is now on the Web site.
Applications are due by May 28, 2004.
For more information, please contact
Nancy Lightbody
University of Southern Maine
Lewiston Hall, 60 Pineland Drive
New Gloucester, ME 04260-5113
Voice (toll-free): (866) 688-4573, ext. 148
TTY: (207) 688-4591
FAX: (207) 688-4036
nancy@lightbody.org

“What Were They Thinking?”

current expectation is that this will be
There is a currently popular country western song implemented in English Language Arts,
with a title similar to this. The song, as is fairly
typical of country western tunes, involves a guy
pursuing a girl who may not have been
appropriate for him.

This title is very appropriate for where we are in

education today. We sometimes lose sight of
‘what were they thinking?’

How we used to do education, especially as

regards high school graduation, was to count how
many times a student sat through, and “passed”,
a certain set of prescribed courses. These
typically included four “Carnegie units” (or years)
of English Language Arts, two years of
mathematics, science, social studies, etc. These
ranged from extremely rigorous ones with highly
prescribed curriculums such as Advanced
Placement courses to locally developed ones that
sometimes had more seat time than intellectual
rigor (referred to commonly as butt time versus
brain time).

Maine is very similar to other states in the

transition of education from this time-based
system to a standards-based one. In our case the
standards are Maine’s Learning Results. This
document describes what Maine has agreed all
students (this is an important phrase, “all
students”) should know and be able to do. The

mathematics, science and social studies (others?)
for the high school class, which graduates in
2007. (Current as of March 1, 2004)
In a time-based system, it was easy to determine
how the two necessary requirements were met.
One was the student signed up for and attended
class. The second was that the student had to
demonstrate enough mastery of the subject to
‘pass’. There is no doubt that grades are highly
subjective. A student may pass by doing the
barest minimum they can get away with, tho this
is not usually the case. But another problem is
how does an “A” in one school relate to an “A” in
another school? Some schools use ranges of 90
to 100 for an “A”, 80-89 for a “B”, etc. while others
use 93-100 for an “A”, and 85-92 for a “B”, etc.
The bottom line, however, is what does an “A” (or
“B”, “C”, or “D”) mean? Or even worse, what is
the real difference between an “89” and an “87”?
Then there are course weightings where a “C” in
an ‘Honors’ course could be worth an “A” in a
‘General’ course.
In a standards based system, evaluation is based
on the student’s demonstration of meeting
standards. There are basically two ways to
accomplish this. One is to give every student the
same test at the same time and base graduation
or promotion on that. This is called “high stakes
assessment” (since the stakes are so high – do
you graduate or not based on this one test) and is
what may states do. The Massachusetts
Comprehensive Assessment of Students (MCAS)
is a regional example of this. The advantages of
this are: it tends to be cheap (all students take
one test or set of tests); it is predictable (it is given
at particular times of the year and nothing else is
done); it is defensible in that all students take the
same test. The disadvantages are: it provides
little information to teachers (other than did
students pass or fail); if a student does not
perform well in this testing environment, they may
have great difficulty passing; it covers all of the
curriculum at one sitting; the tests tend to be
multiple choice (fast to score, but frequently don’t
reflect the desired educational goals).
Another way to evaluate a student’s
demonstration of meeting standards is the way
Maine is going. Each student will have the
opportunity (and multiple opportunities if
necessary) to demonstrate proficiency locally with
assessments (some may be multiple choice
based ‘test’ like instruments, some may require
independent analysis and report writing, some
may involve an actual performance – like
conducting a scientific investigation). The teacher
will give these assessments when he or she is
sure the students have received sufficient
instruction. Some advantages to this are: the
teacher will receive information to help guide her
or his teaching; students will be assessed when
they are ready; the assessments can use formats
that better match the standards; and, students
(and parents) will know exactly what they can do
and where they need to improve. Some
disadvantages are: the assessments have to be
created (or selected) and meet the same rigor as
high stakes assessments; an assessment system
must be established in each school administrative
unit in Maine; and, this is new to all of us.
There are few models of this kind of system in
other states. It has taken a great deal of work to
this point, and we are far from being done. But
the sensibility of the system is pretty obvious.
Who wouldn’t want to know a) what standards
their work is being held to, b) how they will be
measured against those standards, and c) what
opportunities will there be for feedback to both the
measurer and the measured. These are the
‘abc’s’ we are seeking. Plus we know that
multiple measures, that is, different kinds of
assessment promote learning.
The problems inherent in this, and any new
system, are legion. If a teacher knows what the
assessment is, and in fact is to instruct students
to help them meet proficiency on the assessment,
isn’t that teaching to the test, or cheating?
Teaching to the test or task is not a bad thing if
the test or task appropriately assesses the
standard. Handing out the assessment before
teaching students about the concept would be
cheating – cheating both the profession and the
students of the opportunity to really learn the
subject. How is a teacher expected to teach all
day and create and try out these assessments?
This seems way beyond what teachers learned in
their initial professional training. How is a teacher
to learn about this? Doesn’t this narrow the
curriculum by focusing on only certain standards?
This does require change by many teachers – it is
a new way of teaching. Assessments are
available for adoption by school administrative
units (see www.mainelad.org and
www.maptasks.org). Workshops are held
regionally on topics such as a task adaptation
protocol for assessments. And it does narrow the
curriculum to the most important performance
indicators – determined locally. Narrowing of the
curriculum is exactly what was called for after the
release of the Third International Mathematics and
Science Study (TIMSS) – remember the “a mile
wide and an inch deep” finding about curriculum
in the US?

So, what were they thinking anyway? What they

were thinking is that students deserve an
assessment system that provides them
appropriate instruction, gives them an opportunity
to demonstrate what they know and can do in a
manner that mirrors the standards, and values the
judgment and professionalism of Maine
educators. Teachers deserve the opportunity to
identify the important things that must be taught,
to create instruction to achieve these aims, to
develop, adopt or adapt assessments, to get
feedback on their instruction, and to continue their
professional growth. I believe it is worth the effort,
as Herculean as it may be.

Tom Keller
Science Consultant
Maine Department of Education
Phytopia

"Phytopia: Discovery of the Marine Ecosystem"
is a data-rich resource that is accessible to
users of various skill and interest levels. The
CD-ROM has tutorials, innovative tools, high-
quality graphics, movie clips, and photos that
provide an introduction to the ecology and
identification of marine phytoplankton. It also
has interactive satellite data sets from locations
around the world. The "Bloom Activation Tool"
allows viewers to apply their understanding to
try to create a plankton bloom in the Gulf of
Maine. "Phytopia" also links to additonal
resources at the Bigelow Laboratory website
(www.bigelow.org).
If you are a Maine educator interested in
obtaining a cost-free copy of "Phytopia"
courtesy of the Maine Space Grant Consortium,
please contact Annette deCharon
<adecharon@bigelow.org> at Bigelow
Laboratory for Ocean Sciences. Others can
order "Phytopia" for $3.95 per CD (shipping &
handling) using a major credit card (on-line
order form accessible from
http://www.bigelow.org/phytopia).
Annette deCharon
Director of Outreach
Bigelow Laboratory for Ocean Sciences

Since its release in May 2003, "Phytopia" has

had over 3600 requests from 60 countries.
Although originally designed for use in
undergraduate classes, a common venue for
teaching about phytoplankton, a significant
percentage (33%) of CDs has been requested
for use with high school students (e.g.,
classrooms, National Ocean Sciences Bowls).
Independent review has stated that "Phytopia's"
materials are "challenging and fascinating for
students from Grade 7 and higher." Other
important Phytopia" users include Volunteer
Phytoplankton Monitoring groups in the U.S.,
Chile, and Ghana.

One of "Phytopia's" unexpected outcomes was

use of its digital three-dimensional
phytoplankton models for a public exhibit on
Harmful Algal Blooms in Nhatrang, Vietnam
(see attached photo). In summer 2003, the
head of the UNESCO Intergovernmental
Oceanographic Commission's Science and
Communication Centre on Harmful Algae
posted an inquiry about digital phytoplankton
models on a listserve. After a series of e-mail
exchanges, "Phytopia's" graphic artist sent
digital files to Copenhagen, Denmark. A laser
machine was used to etch the plankton images
inside glass blocks without damaging the
surface thus creating beautiful -- and
scientifically accurate -- art.
 Bringing the Earth into your Classroom
Videoconferencing technology installed in
many schools across the US is bringing the earth
into classrooms. The Rock Detective earth
science program uses this technology to help
students discover the dynamic nature of our
planet. At the same time, we are helping students
see their place in the world. Our globe is
shrinking, yet our students are confused by maps
of the earth. Satellite transcievers, cell phones
and CNN have brought far flung areas into our
living rooms, while an honors high student has
trouble finding England on a globe. The
videoconference classroom offers the opportunity
(and I believe a responsibility) to interact with
students to help them discover a global
perspective.
Holding a large plastic inflatable globe
over my head, I ask, "What does the GEO in
GEOLOGY mean?" The black, brown and white
third-grade faces looking back at me from the TV
monitor are predictably quiet. We quickly switch
to the document camera showing a close-up of
the word, "GEOLOGY". Then switching back to
the camera on me, I point at the globe and repeat
the question. I hear a student ask, "The Earth?",
and I respond, "YAY!". My able assistant, Alison
Voner and I are in a videoconference studio in
Augusta, Maine, and the kids are from an inner
city school district in Camden, New Jersey.
Students at any of 90 sites in Maine's
school system receive the same program. The far-
sighted Maine State Department of Education has
installed these videoconferencing studios to
connect schools within the Maine system, or to
bring in a host of programs from outside the state.
Each studio has video cameras and audio
equipment that can transmit signals to a monitor
seen by the remote site. The students quickly
realize that they can interact with the instructor,
and they aren't shy about getting into the action.
The Maine system is linked by cables designed
for what is called the ATM transmission format.
The ATM format is state of the art for interactive
teaching. High quality audio and video signals
travel rapidly so there is little or no delay between
originating and remote sites.
Several sites can be connected at the
same time. This provides the incredible
opportunity for students from Maine to interact
with students from other states in the US, and
remarkably, with students from other countries.
Next year Rock Detective will bring together high
school students in Waterville, Maine with students
in Mexico City to exchange observations on the
geology of their local area. The students will
contrast very old rocks here with recent volcanic
lava in Mexico. Many organizations have begun
to utilize videoconferencing to host educational
student/student exchange. Rock Detective is
working with Global Education Motivators, or
GEM, located in Philadelphia, Pennsylvania.
Gem is an outstanding group that successfully
fosters not only student understanding of global
issues, but organizes students from several
countries to study global problems and via
videoconference, to formulate solutions which the
students themselves take to the United Nations
and present to the Secretary of the General
Assembly! Students in Maine will have the
opportunity to participate in this program.
Meanwhile, my Camden, NJ third grade
students are asking lots of questions about the
Rock Detective Mysteries in the videoconference
studio in their school. Thru their questions the
students discover earth concepts such as sea
level change, how fast and in what direction the
tectonic plates carry continents, why the sea is
salty, what earth resources provide electricity and
gasoline, and what crops grow best on different
kinds of rock. The mysteries are rock, fossil and
mineral samples along with information and
simple questions that the kids and their teachers
can work on together. We have the same
mysteries in our studio, so we can show close-ups
of both the rocks and questions with the wonderful
document camera. For the upper grades, we can
go online to introduce websites and of course,
power point if we wish. But the best learning
happens when the kids discover the answers with
a little videoconference nudging from us.
Websites for more information:
ME Dept of Education Distance Learning Project
http://www.mainedistancelearningproject.org
Global Education Motivators
http://www.gem-ngo.org
Ruth Deike, Geologist and Executive Director,
Rock Detective Geoscience Education
http://www.rockdetective.org
 about the formation of the solar system. Orbiting
in the deep freeze far from the sun, Pluto and
Charon have undergone less change than the
inner planets during the solar system's 4.5 billion
year history. These two worlds will provide a
glimpse into the past.

Voyage to a Double Planet
By Patrick L. Barry and Dr. Tony Phillips
Download a "nine planets" screensaver for your
computer with spectacular photos of our solar
system, and you'll notice that one planet is
conspicuously missing: Pluto. Icy and
mysterious, Pluto is the only planet never visited
and photographed by NASA space probes.
In fact, the clearest image we have of Pluto is a
tiny, pixelated blob of light and dark patches
taken by the Hubble Space Telescope in 1994.
It's tantalizing … but not much more. Earth-
based telescopes have succeeded, however, in
discovering one amazing fact: Pluto is not a lone
world, but a double-planet system. Its
companion, measuring about half the size of
Pluto itself, is named Charon.
Pluto could also shed light on the origin of our
own Moon. Earth, with its single, large moon, is
unusual. The Pluto-Charon system is the only
other pair like it in the solar system. In fact, some
astronomers consider Earth and the Moon to be
a double planet, too. So knowing more about
Pluto and Charon could give clues about how the
Earth-Moon system formed.
And, of course, the spectacular, up-close photos
of Pluto and Charon are going to look great as a
screensaver!
This article was provided by the Jet Propulsion
Laboratory, California Institute of Technology,
under a contract with the National Aeronautics
and Space Administration.

Work is underway to launch a robotic probe to

visit and photograph Pluto and Charon. The
project, called New Horizons, will map both
worlds. Sensors will chart surface minerals and
ices, and catalog the gases that make up Pluto's
wispy atmosphere.

"It's the second epoch in the exploration of the

planets," says Alan Stern, the principal
investigator for New Horizons at the Southwest
Research Institute in Colorado. "We're going to
the very edge of the solar system."

The probe is scheduled to launch in January Artist's idea of the New Horizons spacecraft flying by
2006. Its journey will be a long one. Pluto is Pluto and its moon, Charon . (Credit: Dan Durda.)
more than 30 times further away from the Sun
than Earth is! Even with a speed boost from a
flyby of Jupiter, the probe won't arrive at Pluto
until July 2015. Afterward, the probe will venture
on to explore the Kuiper Belt, a distant "halo" of
small, frozen objects surrounding the solar
system, from which comets originate.

Aside from sheer curiosity about these distant

worlds, scientists are motivated by questions
2004 SCHOOL NATURAL HISTORY
PROGRAM SCHEDULE
at the Pine Tree State Arboretum, Augusta
Visit our website:
www.pinetreestatearboretum.org
Reservations are First-Come, First-Served,
Call 621-0031 or email
ptsaedu@adelphia.net
1 class offered from10:00 am – 11:00 am,
$2.50/person, minimum of 20 people needed
Make checks payable to: The Pine Tree
State Arboretum (PTSA)
The Pine Tree State Arboretum hosted a
number of excellent courses in their Spring ’04
schedule. These included:
A Look Inside a Fish Presenter: Josh
Platt,KennebecSWCD
Bugs, Bugs, Bugs! Presenter: Charlene
Donahue, Entomologist, Maine Forest Service
Eagles & Owls Presenter: Lisa Kane, Dept of
Fish & Wildlife
Hands-On Geology! Presenters: Darcy
Whittemore, Ed. Director, PTSA & Josh
Platt,KennebecSWCD
Soils: Color, Texture and Particle
size Presenter: Josh Platt Kennebec SWCD
Seedling, Sapling, Pole timber, Saw log
Presenters: Josh Platt, Kennebec SWCD &
Darcy Whittemore, Ed. Director, PTSA
Find a Space and Show Your
Face Presenter: District Game Warden
The Fall ’04 Schedule includes:
Tues, November 2 Owls & Owl Pellets
Presenter: Lisa Kane, Dept of Fish & Wildlife;
max. 50 students
Learn about barred, great horned and saw whet
owls, where to find them in Maine, some of their
unique adaptations, the habitats in which they
live, and their interesting production of owl
pellets! Pellets are regurgitated fur and bone
comprised of the birds' last meal. Kids will be
divided into small groups and have the chance
to dissect a dried pellet to look for the bones of
the mouse the owl last ate! A great way to study
anatomy and physiology.
Tues, November 9 Skins & Skulls
Presenter: Lisa Kane, Dept of Fish & Wildlife;
max. 50 students
The coyote, red and gray fox, bobcat, lynx,
fisher, marten, raccoon, skunk, short and long-
tailed weasel, mink, otter, beaver, muskrat and
opossum are all considered furbearers in the
state of Maine. Learn about these animals’
natural history, how to determine whether teeth
indicate a carnivore, herbivore, or omnivore, to
identify and study skulls and skins, about their
population status and habitat requirements in
the state.
Tues, November 16 Maine’s Big Cats
Presenter: Lisa Kane, Dept of Fish & Wildlife;
max. 50 students
Maine is home to Canada lynx and bobcats.
Rarely seen in the wild, learn about the life-
styles of these 2 elusive species of cat.
Although a verifiable photograph or video of a
mountain lion has yet to be taken, hundreds of
reports of cougars are recorded annually with
the Department, and several tracks have been
found that could be in the range of a small
mountain lion or large bobcat. Wildlife biologists
are continually on the lookout for these
secretive felines, follow up solid reports in the
field, and conduct track surveys each winter. All
3 species are on exhibit at the Maine Wildlife
Park in Gray.
The Challenger Learning Center of Maine has
blasted off….
In our first month we flew 16 successful
missions with a Spring Flight Schedule of 60
missions. Included in the 16 was a missions
manned by the Penquis Superintendents’
Association.
We are excited about our 2004 Summer Space
Day Camp. Fourth and fifth grades will be
attending June 21-25 and July 12-16. The sixth
and seventh graders are scheduled fro June
28-July 2 and July 19-23. The hours from 9:00
a.m. to 4:00 p.m. are jam packed with activities
and fun events. (If the campers are not really
careful, they may just learn a little science.)
Parents can register on line at our website
www.clcofme.org. Then mail the $25.00
deposit to Challenger Learning Center of
Maine, PO Box 8455, Bangor, ME 04402.
MAINE-NASA EARTH AND SPACE SCIENCE
SUMMER INSTITUTE
Middle and high school (6 -12) teachers from
Maine interested in participating in a week-long
earth and space science workshop held at the
NASA Goddard Space Flight Center in
Greenbelt, Maryland should contact Lyn Farrin
at MMSA. The program will be run during the
week of August 1-7, 2004. This is the seventh
year of this outstanding program, allowing
teachers to learn on-site from NASA scientists
and tour their facilities. Applications are due no
later than May 17, 2004. Successful applicants
may receive 2 ot 3 geosciences graduate
content credits or 3 science education graduate
credits from the University of Maine. If you
would like more information, please contact
Lynn Farrin lfarrin@mmsa.org or call 287-3776.
Maine Space Grant Consortium is helping to
introduce The Challenger Learning Center to
teachers. Up to $300/school is available to
attend this spring’s missions.
Teachers: Mark off June 28 and 29th on your
calendars. The Second Annual Space
Showcase will be held at Maine Maritime
Academy. It’s shaping up to be an “out of this
world” experience and you won’t want to miss it!
Please check the website for updated
information.
May 8, 2004 - Teacher Training Curriculum.
Please contact the Challenger Learning Center
at 990-2900 for further information.
Robin Kennedy
rjkennedy@gwi.net
COA SUMMER COURSEES FOR TEACHERS
College of the Atlantic is offering 2 astronomy
courses. The first one, Introduction to
Astronomy runs from July 12-23 and the
second, Astronomy from a Portable Planetarium
will be July 26-August 6. Both 2 week courses
award 4 graduate level credits and the tuition
for Maine teachers is $600 per course. Room
and board is available for an addtional fee.
Other science courses will be offered
throughout the summer. For further information
please contact me or visit the web site,
www.coa.edu
and click on Summer Programs.
Jean Boddy
Associate Director of Summer Programs
College of the Atlantic
105 Eden St.
Bar Harbor, ME 04609
800-597-9500
 THE FIRST ANNUAL K-8 SUMMER
PHYSICAL SCIENCE INSTITUTE

Sunday July 11 - Friday July 16, 2004

O
V This program is an intensive, one-week, residential institute intended for K- 8 teachers of
E physical science. The Institute is an outreach effort of the governor's Academy of Science
Teachers. Activities are intended to fine-tune the skills of the veteran teacher or to retrofit the
R
teacher whose training is in some discipline other than physical science.
V Participants can expect to do the science before they teach science; they can expect
I to develop assessment strategies concurrently as they adapt new content to meet curricular
EW needs. All content delivered will be in alignment with Maine Learning Results. This Institute is
endorsed by the Maine Science Teachers Association.

Faculty School Details

Physics teacher MEA development committee,
Steve Deangelis
Maranacook Community HS Holds national certification
Physics teacher staff, 17 physics inst.
Mike Gosselin
Waterville HS AP consultant
Grade 5 Presidential award winner
Anna Hopkins
Hussey School, Augusta Camp invention
Grade 8 Science MEA development committee
Ricia Hyde
Waterville Junior HS NEWEST fellow

The Bates campus provides an intimate setting for this week-long program. All
The class work will be conducted at the Carnegie Science Center. Carnegie was
Facility renovated in 1990 and provides a spacious and comfortable place to work. The
meal plan at Commons is first rate and offers a varied menu suitable to every
palate. Dormitory accommodations are single occupancy in a building close to
Carnegie and to Commons.

Credit The Institute carries 4.5 CEU's (Continuing Education Units) from Bates
College. For recertification purposes, 4.5 CEU's commonly translates into
3 credits. MSTA Fall Conference registration fees and dues for 2004-2005 are waived
for all participants.

Costs Tuition for this program is $495. (This fee may be underwritten, in whole or in part, by
local collective bargaining agreements or by local grant funds. Participants should
consult their supervisors for funding assistance.) Room and board is free to
participants paying full tuition.
An initial deposit of $50 should accompany your application and will be
applied to tuition costs. This sum will be returned if the institute is subsequently
canceled. Make checks payable to MAINE SCIENCE TEACHERS ASSOCIATION.

Application Procedure: Visit our web site at

http://wshs.wtvl.k12.me.us/~physics361/psi/index.html
Questions?
Email Mike Gosselin: mgosselin@alumni.bates.edu
Maine Teacher Tours – The Ultimate Maine
Field Trip!
By Anita Smith and Tad Johnston
For the past several summers, the
Maine Tree Foundation has sponsored Teacher
Tours in the state of Maine. Teachers learn
about the forest, growth & harvesting of trees,
the manufacturing process and have fun in the
process! The tours are hands-on
interdisciplinary and very informative. Teachers
are encouraged to ask questions, see active
wood harvests, tour lumber or paper mills and
speak with foresters, mill workers, landowners
and others directly connected with the land.
Each tour is slightly different, but all have a
similar theme – to show what is really going on
in the Maine woods, which cover 90% of the
land.
Each tour begins with a Project Learning
Tree workshop. These workshops provide
teachers with an activity guide and resources to
use back in their classroom. While on the tour,
teachers are asked to share how they can
connect PLT activities with classroom practice.
All PLT activities have been aligned with the
Maine Learning Results in a TREE LINKS
document that each participating school
receives. In addition to the PLT activity guide
and resource materials, teachers are able to
network with foresters, resource professionals
and other educators.
I have been fortunate to go on four
different tours over the years and look forward
to attending one this summer. Why would I
choose to spend part of my summer vacation
on something “school related”? There are
many reasons! Each time I attend a Teacher
Tour I learn many new things that enrich my
teaching and my life as a Maine citizen. Before
going on my first tour, I had a picture in my
head about what happened in the forest and
how wood was harvested. By going out into the
woods, seeing an active harvest and talking
with the foresters, I now have a different
perspective of their jobs and forest dynamics.
The tours offer a variety of activities that I can
use across the curriculum. Teacher Tours are
not just “science”, but they are history, language
arts, math - in other words, real life
experiences! I have an opportunity to meet
people who WANT to be there learning about
the Maine woods. I have seen some of the
most beautiful spots in Maine that I might not
have “discovered” on my own. I learn what
people are doing to help balance the many
uses of the Maine forest including recreation,
aesthetics and economics. Students need
practical, hands-on experiences and so do
teachers. These tours offer a field trip
experience for the teacher! They recharge my
batteries and reenergize me as I gear up for a
new school year. It’s not WORK - it’s FUN!
I could not agree more with Anita. On a
personal level, I feel I have a much better idea
of the forestry industry and am a more informed
citizen. When I went on a Maine Forestry Tour,
I was a high school math teacher. The tour
provided many rich contexts for math
explorations, especially in the areas of
production, best use of resources and the
financial aspects of the industry. Do you know
what fraction of the cost of a two-by-four
actually goes to the landowner or the logger?
Can you convert dimensional lumber into board
feet? Can you draw a directed graph to
describe the process of taking logs and turning
them into oriented strand board? These are
some of the math explorations I posed to my
students following my tour.
On my tour, I was also struck by the
enthusiasm and dedication of the PLT leaders
and their willingness to work with teachers. My
year we made some suggestions about an
activity and our suggestions made their way
into later additions. The teacher tours are not
just about being told, the people you meet also
respect and listen to teachers.
2004 MFT Teachers’ Tour Dates
July 13-16, 2004
Tour One – Moosehead & Beyond
August 3-6, 2004 (2 Graduate Credits)
Tour two – Grand Lake Region
August 10-13, 2004
Tour Three – The Golden Road
Contact Pat Maloney PLT Coordinator at
626-7990 or meplt@gwi.net for more
information and applications.
 THE MAINE SPACE GRANT CONSORITUM PRESENTS
HIGH POWER ROCETRY REGIONAL WORKSHOP FOR
HIGH SCHOOL TEACHERS
When: August 2004 (dates to be announced)
Where: Kennedy Space Center, Florida
The Maine Space Grant Consortium is funding
a High Power Rocketry workshop to be
presented by Maine NASA Teacher Leader,
Steve Whitney and NASA Kennedy Space
Center Specialists/ Scientists in August 2004
(actual dates to be determined but expected to
be within the first two weeks). This five day
workshop is for high school math and science
teachers. Educators must have an interest in
making rocketry a part of their curriculum. The
workshop proposed schedule is as follows:
Day 1 – Arrival and check into hotel –
participants on their own.
Day 2 - While at Kennedy Space Center,
participants will take part in the learning about,
building and launching of sport and high
powered rockets. Safety contracts will be
presented and signed and then kits will be
given along with motor information and training.
Day 3- NASA scientists present NASA Roles in
NASA Research and Development. Tours of
NASA facilities will follow and the remainder of
the day will be spent continuing construction of
kits and motors.
Day 4- Paint/Polish finish of rocket kits. The
afternoon will be spent with NASA personnel at
the Kennedy Space Center who will provide
presentations and site tours of NASA facilities.
Day 5- Morning: Presentation of the National
Association of Rocketry Launch procedures and
team member assignment, LCO Range and
pad assistant and RSO safety monitors etc.
Weather permitting, complete and pre-sport
high power rockets for launch in the afternoon
and/or for day 6. NASA speakers will be
available to discuss payload(s) capability and
electronics needed for recovery after launch.
Day 6- Launch day of teacher constructed sport
and high powered rockets!! Work on lessons to
be initiated upon return to Maine. It is hoped
that participants will be able to present a launch
back in Maine upon return to their home based
schools. This can be a joint project or individual
as the participant plans for.
Day 7- Trip home- Good-byes and thanks to
all!!
Costs Included: Air transportation, lodging,
ground transportation to/from Kennedy for the
workshop, and workshop materials are
included.
Costs not Included: Individual ground
transportation to/from airport upon arrival and
departure, meals and other personal expenses
are not included.
Applications (attached) must be received by
June 11, 2004 and submitted to Jana Hall,
MSGC (info below). In addition to the
application, attach a letter from your
administration in support of rocketry in your
curriculum and a brief description (1 page or
less) on why you believe this workshop will
benefit you and your students.
For more information and application forms
contact: Steve Whitney, 72 West Street, Bangor
Maine 04401. Tel: 947-8756 E-mail: (school
year): stevew@asa-adams.u87.kI2.me.us) or
(summer): whitney@maine.edu or Jana Hall,
Maine Space Grant Consortium (MSGC), 87
Winthrop St., Suite 200, Augusta, ME 04330.
Tel: 622-4688, Fax 622-4548, e-mail
jhall@msgc.org
 Wonderful Wetlands Tour

Come on a fun and educational excursion

to the Fields Pond Audubon Center in
Holden for a Wonderful Wetlands program. This
90 minute walking tour of four different types of
wetlands offers a multitude of lessons. Students
may scoop swamp water for insect samples,
stick their fingers in the marsh mud and turn
over rocks in the stream to see what is living
there.
A visit to the cattail marsh with abundant
redwing blackbirds gives students a chance to
see first hand how living things depend upon
one another. The transition from marsh to
swamp demonstrates natural continuity and
change. Our frog pond is teeming with life and
begs to be explored. The stream, tumbling
down through the ravine is a dramatic example
of our earth in the process of change. The
wetlands trough model effectively demonstrates
the consequences when human activity disrupts
the natural flow of water.
Physical fitness is growing as a concern
for parents, teachers and students. What better
way to promote healthy behaviors than to get
outdoors exploring and exercising while
learning and having fun?
In accordance with the guiding principles
of Maine’s Learning Results,
students are encouraged to be self-directed
learners, informed thinkers and creative
problem solvers. Teacher packets with
discussion questions and information are given
out after the field trip to help teachers integrate
the experience into their curriculum. Our cadre
of experienced guides can adapt programs to
any age or level of expertise, from pre-school
through high school students.
Cost: $4.00 per person; eight-person
group minimum
Reservations or more information: call
Jane Rosinski at 989-2591

USM Summer Science Courses

EPB 529 Physical Science: Modeling Institute particular addressing the importance of ratio
for Teachers, Grades 6-8 -- CRN #G3530 reasoning through graphical interpretation.
Dates: August 2-6, 2004
Times: 8:30 a.m. - 4:30 p.m.
Credit: Three (3) Graduate Credits
Location: University College at Sanford
Also available at University sites
state-wide over Compressed Video
Instructor: Jamie Vesenka
University of New England

Course Overview
This course addresses "modeling" for middle
school teaching, integrating course content with
teaching methods, as it should be done in the
classroom. Special emphasis will be placed on
fundamental conceptual development through the
use of "white boards", appropriate for middle
school science. Participants will also be instructed
on computer hardware and software, techniques
for laboratory data collection and analysis, and
Internet use to help learn the best uses of
technology in education. Participants will be given
resources and develop skills in Socratic Dialog to
help their students "construct knowledge". The
content area is kinematics (energy and motion), in
EPA 542 Environmental Science: Concepts and classroom teacher, including planning
Strategies for Teachers, Grades 6-8 environmental field trips, labs, and in-class
CRN #G3250 activities. Topics include teaching ecosystem
Dates: June 24-25, 28, 29, 30. and environmental science principles;
Times: 8:30-4:30 integrating environmental science as a vehicle
Credit: Three (3) Graduate Credits for teaching science, math, history, writing and
Location: USM, Gorham Campus other traditional subjects; selecting and
Instructor: Rob Sanford designing environmental curricula; and applying
University of Southern Maine the Maine Learning Results.

Course Overview For more information, contact the

This course covers basic environmental science Professional Development Center, USM at
facts, concepts, and strategies for the 780-5326.
 SCIENCE TEACHER RESOURCES
The Proscope
The Proscope http://www.theproscope.com is
an easy to use hand-held microscope for use
with computers. With this durable, lightweight,
and mobile tool, students can easily view a
variety of objects that they would normally need
a microscope to see. One advantage of the
Proscope is that they allow the user to take
digital pictures and capture movies of
specimens, which can then be used with other
software such as iMovie or iPhoto to create
presentations. The complete Proscope kits
come with a 50 x, 100 x, a cameral mount
(allowing it to be hooked up to a camera,
traditional microscope or telescope), stand, and
1-10 lens (which acts like a video camera).
Have a project in mind for such a tool? Need
funding for your idea? Write up your idea and
submit it to MSTA’s mini-grant program!
National Science Digital Library
http://www.nsdl.org This is a must see site for
teachers of science! This NSF-funded project
“is a digital library of exemplary resource
collections and services, organized in support
of science education at all levels.” The goal of
the project is to “deepen and extend science
literacy through access to materials and
methods that reveal the nature of the physical
universe and the intellectual means by which
we discover and understand it.” Take some
time to explore this site and learn about all it
has to offer!
Science News for Kids
Science News for Kids is a collection of science
articles designed for kids ages 9 to 13. This
well-organized site is organized by discipline
and is searchable, making it easy for teachers
and students to find articles to support their
classroom activities. This site offers timely
articles for kids, and suggests complementary
activities, books, and other materials. Check it
out at http://www.sciencenewsforkids.com
Free National Institute for Health Curriculum
Materials
If you missed the series of NIH curriculum
workshops don’t despair! You can receive your
FREE copy of these exceptional curriculum
supplements by going to their website
http://science.education.nih.gov. The
supplements combine the latest biomedical
research with innovative instructional materials.
Modules that are currently available are: Open
Wide and Trek Inside for grades 1-2; Chemicals
the Environment and You, Understanding
Alcohol: Investigations into Biology and
Behavior, How Your Brain Understands What
Your Ear Hears for grades 7-8; CellBiology and
Cancer, Human Genetic Variation, Emerging
and RE-emerging Infectious Diseases, The
Brain: Understanding Neurobiology through the
Study of Addiction, and Sleep, Sleep Disorders,
and Biological Rhythms for grades 9-12.
This website also has additional FREE on-line
resources – a LifeWorks Career Database,
Women Are Scientists Video and Poster Series,
and Careers in Science: Women in
Research. Add this site to your bookmarks!
Are you on the Maine Science Listserv?
If not, you are missing out on many chances for
professional development! Page Keeley, Science
and Technology Specialist for the Maine
Mathematics and Science Alliance, (MMSA)
maintains the list. The purpose of the listserv is to
provide a forum for Maine Science Educators to
share and receive information related to science
education and opportunities provided through the
Maine Mathematics and Science Alliance as well
as other formal and informal organizations.
How do you join? Go to the MMSA website at
http://mmsa.org and click on Science. One of the
options under resources is the listserv. Click on
Maine Science Listserv and a page will appear for
you to fill in. Any questions about the listserv?
Contact Page Keeley at pkeeley@mmsa.org.
 MSTA Member Recommendation-

Project First Eye on the Sky

Lessons for the Elementary Classroom Grade Level: K-4
http://www.eyeonthesky.org/

Summary: This site is presented by Project First (Fostering Reading Through Science and
Technology). It contains engaging, inquiry-based, and hands on science activities developed and
tested by UC Berkeley educators and scientists at the Center for Science Education, Space Science
Laboratory. There are three major sections on the site: Our Star the Sun, Changing Weather, and a
featured activity, What Makes Shadows.

The Our Star, the Sun section contains 15 lesson plans designed for Grades 1-3 that are formatted
with an objective, procedure, and links to a bibliography of books and web sites.

The Changing Weather section allows students to record daily weather patterns in a colorful, easy,
click-on format. At the end of the process, students can print out their report (Here’s What I Saw
With My Eye on the Sky) that includes: scientist’s (student’s name), school, city, date, time, season,
weather, temperature, clouds, and words that describe the weather.

The featured activity, What Makes Shadows, takes students through a process of making accurate
drawings of a classmate’s shadow, noting the position of the sun, observing the change in the
shadow over time, and connecting the direction of the shadow with the location of the sun.

In addition to all these features, there is a link to a site that has a printable book about auroras
suitable for Grades K-4 and a training guide for early intervention to literacy programs.

Biomes of Earth – Where on Earth? Grade Level: 3-8

http://spacelink.nasa.gov/Instructional.Materials/On-line.Educational.Activities/Earth/

Summary: On this site students are offered a challenge to study NASA image collections and locate
pictures of the five biomes on Earth (tundra, forest, grassland, desert, and water). After locating an
image, students name its location and describe its physical characteristics. Although this is designed
for Grades 5-8, the task can be adapted to a level developmentally appropriate for Grades 3-4. The
NASA image collections, especially the Visible Earth, have search engines suitable for use by
students in Grades 3-4.

NASA Lunar Feather Drop –Grades 5-12

http://vesuvius.jsc.nasa.gov/er/seh/feather.html

Summary: This interesting site has three components: a link to an avi.movie where students can
see and hear Apollo 15 Astronaut Dave Scott perform Galileo’s legendary Leaning Tower of Pisa
experiment on the moon as he drops a feather and a hammer at the same time. This site also has a
link to a biography of Galileo with an appropriate reading level for middle school students.

The link to Galileo’s biography offers information about the era in which Galileo lived and the impact
of widely held beliefs on Galileo and his work.

These sites were recommended by Nancy Chesley, Past President of MSTA

nchesley@blazenetme.net

Please submit your recommendations for sites or books to Nancy for publication in the next
issue of the MSTA Newsletter.
 Maine Science Teachers Awards Program

The Maine Science Teachers Association is seeking applications for recognition of outstanding
science educators in Maine in two categories

 Philip Marcoux Award (for a non-formal educator)

 Louis P. Lambert Award (for a formal educator)

A colleague who is a member of the Maine Science Teachers Association may submit
applications for either award on an educator’s behalf. It is not required for the nominee to be a
member. Applications are due June 1, 2004. The selection criteria for each award are as
follows:

Philip Marcoux Award

The Philip Marcoux Award is designed to recognize non-formal science education professionals
who work outside the formal classroom setting and who:
* makes continuous and enduring contributions to science education;
* demonstrates capacity for creating and implementing successful science education-related
activities;
* shows creative approaches to improving student achievement in science;
* makes a permanent contribution to Maine Science Teachers Association by integrating with
national initiatives, promoting the science education profession, or providing training and
resources to other science education professionals.

Louis P. Lambert Award

The Louis P. Lambert Award is designed to recognize a public or private school teacher who:
* inspires student achievement in science in a caring, compassionate manner;
* shows creative approaches in linking student learning to the Science Content Standards of
the Maine State Learning Results and Maine’s Curriculum Framework for Mathematics and
Science;
* makes continuous and enduring contributions to science education by integrating with local
and state initiatives, promoting science education, and providing training or resources to
other science teachers.

If you have any questions or need additional information, please contact Jim Cook, MSTA
Grants and Awards Program Coordinator at jscook@adelphia.net.

Please complete the following application form to nominate a colleague for one of the 2004
awards.
 Maine Science Teachers Association Awards Nomination Form 2004

Nominee’s Name: ____________________________________

Award category: ____________________________________________

Home Address: ______________________________________________

Org./School Name: ___________________________________________

Org./School Address: _________________________________________

Home Phone: ___________________ Work Phone: _________________

Submitted by: ______________________________________________

Relationship to Nominee _____________________________________

How to Apply:

Complete this form and submit it by June 1, 2004 to:

MSTA Nomination Review Committee

Jim Cook
6 Pray St
Waterville, ME 04901

Include with your application a narrative essay of no more than two single-spaced typewritten
pages which explain how the applicant meets the award criteria.

The Selection Process

All applications are due by June 1, 2004 Applications will be reviewed and ranked by the
Nomination Review Committee of the MSTA in August. Final approval of award winners by the
MSTA Board will take place in September. All applicants and the winning nominees will be
notified immediately following final selection.
 2004 MSTA Mini-Grant Application

The Maine Science Teachers Association supports innovative

science projects and activities that are aligned with the Maine
Learning Results and directly impact students. As part of this
support, MSTA encourages its members to submit an MSTA Mini-
Grant Application. Funding is available for projects in two
categories: up to $250.00 and from $250-$500.00.
Applicants must be MSTA members.

Submittal Guidelines: All proposal narratives must include the following components: Purpose
/ Description (50 points); Time Line (5 points); Dissemination Plan (10 points); Evaluation Plan
(10 points); and Budget (5 points). Please check the MSTA website
www.mainescienceteachers.org for a complete description of the mini grant review criteria.

Requirements:
* Applicants must complete this page as the cover sheet of your proposal. Please read the
directions and guidelines that are included on the criteria page and follow them carefully.
* Applicants must agree to submit a news article for the MSTA Fall 2004 Newsletter describing
the project and its implementation.

Deadline: Applications must be received by May 31, 2004. All applicants will be notified of
their status by August 1, 2004.

Awards:
* Each recipient will be invited to attend the June MSTA Board Meeting to receive the funding. If
unable to attend, the funds will be sent to the address designated on the application.
* Each recipient’s principal/supervisor will be notified of the award by the MSTA President.
* Each recipient will receive a Certificate of Recognition at the MSTA Fall Conference. If unable
to attend, the certificate will be sent to the address designated on the application.
* A press release will be sent to a newspaper of each recipient’s choice.
* Awards will be posted on Maine ListServ.

Applications must be received at the following address by May 31, 2004:

Nancy Chesley
3 Nancy Drive
Brunswick, Maine 04011
------------------------------------------------------------------
Name:
Address:

Phone (w):
Write a brief abstract of your project. Use only this side of the page.
 Call for Presenters
Maine Science Teachers Association 20034 Fall Conference
October 8, 2004
Gardiner Area High School
8 AM – 3 PM

The Maine Science Teachers Association is seeking presenters for the 2004 annual Fall
Conference. We are seeking:
• Presenters from Elementary, Middle and High School levels
• Presenters from informal science organizations as well as inquiry-based, classroom
teaching environments
• Presentations with a strong connection to Maine’s Learning Results and the national
standards

Some of the proposed strands for the conference are:

• Inquiry Based Science & Literacy
• Laptops & Technology
• Mentors & New Teachers
• Science Laboratory
• Assessment
• Inquiry & Instructional Models
• Professional Development
• Curriculum
• Physical Science
• Life Science
• Earth & Space Science

MSTA invites you to submit a proposal. The success of this conference will be measured by
those of you who are willing to share your expertise.
• Up to two presenters per session will be admitted to the conference at no charge and
each will receive a year’s membership in MSTA.
• If your team is willing to present at more than one session, an additional team member
for each additional session will be admitted to the conference at no cost and will receive
a year’s membership in MSTA.
• If a presentation team of three or more is not able to present at more than one session,
the lunch fee will be $6.00 and the MSTA membership will be $15.00. The conference
fee is waived.

Sessions should be planned for one hour. If you are willing to present please return the
Presenter Form (Make a copy for yourself first) to Mary Whitten, 113 Franklin Ave., Farmington,
ME 04838, Home: (207) 778-4983, Work: (207) 582-3150 or email her at
mwhitten@sad11.k12.me.us.

Please return the form by July 1, 2004. You will be notified by August 1, 2004 about your status
as a presenter. Thank you.
 Presenter Form
MSTA Conference – October 8, 2004

Name ____________________________________________ Position__________________

Home Address __________________________________________
City/town ____________________________________ County ________________________
State ____________ Zip ____________

If your summer contact address is different from the above, please provide that
additional information

School or organization _____________________________________________________

School or organization address _______________________________________________
City/town _______________________County ____________________
State _______Zip ____________
Telephone: Home ___________________Work __________________
Preferred Email____________________________________________
Fax # ____________________________________________

Preferred mailing address (for newsletter, etc) [ ] home [ ] school/organization

Which best describes your organization:

[ ] private school [ ] public school [ ] informal educational institution

Level [ ] K-2 [ ] 3-4 [ ] 5-8 [ ] high school [ ] college [ ] pre-service

Please indicate if you and/or your team are willing to present at more than one session.

[ ] Yes [ ] No

Special Needs: [ ] Overhead Projector [ ] TV and VCR [ ] Water [ ] Other

*TVs and VCRs are limited. Please do not request unless they are an integral part of your
presentation. The presenter must supply computers.

Title of Presentation(s)______________________________________________

__________________________________________________________

Target Audience / Grade Level(s): ___________

Description of Presentation: Please provide a brief and accurate description of your

presentation. This description will appear in the program. (50 words or less).
Please email the description to Mary Whitten: mwhitten@sad11.k12.me.us
 POSTER SESSION
Maine Science Teachers Association Annual Fall Conference
Gardiner Area High School - October 8, 2004

We are seeking up to 25 participants for a Poster Session from interested teachers who are
planning to attend the conference. Participation would involve the making of a poster display
showing a classroom project. These would be displayed at the conference in the library. Poster
participants would be available during one session to answer questions from conference
attendees. Teachers who register for the conference and are willing to prepare and participate in
this Poster Session will be given a $25.00 gift certificate to the NSTA Bookstore located at the
conference site.

To help the process for preparing a poster for the MSTA Poster Session, we are suggesting a
trifold poster board or other poster arrangement that will be self-standing. We are also
suggesting some questions for you to respond to in your poster. If you also include a few
graphics, charts, graphs, and/or photos, they will help illustrate the actual activity.

Project/Activity Vision
What did you want to accomplish? (You can include goal(s), objectives, research
questions or a general description of your project/activity.)

Lesson Learned
What went well?
What barriers did you find?
If others were to conduct this project/activity what advice would you give them?

Sharing Ideas and Questions

What questions do you still have that others might be able to answer? List 3-5
questions and display these so others might help provide feedback to you.

We are hoping that this will provide an additional way for teachers to share their exceptional
work. If you are interested in participating, please email Nancy Chesley at
nchesley@blazenetme.net with the following information: Your name, position, title of Poster
Presentation, target audience, and a brief description of your project by September 10, 2004.
You will be notified immediately that your email has been received and that your poster
participation has been acknowledged. We hope you are interested in this format.
 Maine Science Teachers Association (MSTA)
2004 Annual Conference
“Science- Nothing Connects Learning Better”
Gardiner Area High School - October 8, 2004
Registration/Membership Form

Please complete the information below.

Please note: Purchase orders are a tremendous burden for your volunteer registrar.
Group registrations MUST include an individual form completed by each participant.

Name ____________________________________________ Position__________________

Address___________________________________________________________________
City/town __________________________________________________________________
County_______________________________________ State _______ Zip ________
School or organization: _________________________________________________________________
Address: ___________________________________________________________________________
City/town: __________________________________________________________________________
County _____________________________________ State _______ Zip _______
Telephone; Home ____________________________ Work ____________________________
Email____________________________________Fax # _____________________________________

Preferred mailing address (for newsletter, etc) [ ] home [ ] organization

Level: [ ]K-2 [ ]3-4 [ ] 5-8 [ ] high school [ ] college [ ] pre-service

Please check strands of interest:

[ ] Inquiry Based Science and Literacy [ ] Professional Development
[ ] Laptops and Technology [ ] Curriculum
[ ] Mentors and New Teachers [ ] Physical Science
[ ] Science Laboratory [ ] Life Science
[ ] Assessment [ } Earth and Space Science
[ ] Inquiry and Instructional Models
[ ] Other __________________________

Advance Registration Conference Fee is $50.00. On site registration is $60.00.

The conference fee includes lunch and membership in MSTA.
Pre-service teachers can register for the conference and receive membership for $25.00.

Please indicate membership choice: [ ] MSTA (Science) $50 ___ renewal ____new
[ ] Pre-service $25.00

All registrants should pre-register.

A confirmation card will be sent to all registrants whose registrations are received by Sept. 15, 2004.

If you are unable to attend the conference but would like to renew your membership or join
the organization, please send this form along with $15 to the address below.

Please Make Checks Payable to MSTA and Mail to:

Maine Science Teachers Association
George Powers, Registrar
41 17th St.
Bangor, ME 04401-3139
Questions: (207) 942-061