From the National Science Teachers Association: States Address Evolution
As the school year
begins, New Mexico and Texas are being challenged to include tenets of
intelligent design in science standards and textbooks. NSTA fully supports
the teaching of evolution and encourages states and districts to resist
any efforts to include non-scientific theories in science teaching. We
encourage you to monitor the issue in your state and voice your support
for quality science education. For a synopsis of the activity and to view
the NSTA position statement on The Teaching of Evolution (click
AND MINERAL SHOW
Central Arkansas Gem, Mineral, and Geology Society, member of the Midwest
Federation of Mineralogical Societies, and the American Federation of
Mineralogical Societies want to make its annual Show better than ever.
In 2003, the Show will be the first weekend in October with dealers and
the public coming from across the nation. Our goal is to make this a major
event in the Mid-South and help provide education. A word about those wishing to show their items:
1. the cost per day is only $ 10.00 for the two-day event; 2. members
and the public are encouraged to display and interact with everyone (the
kids love it); 3. free parking; 4. free public admittance; 5. free door
prizes; 6. kids “dig” area; 7. this is a family-type Show with a casual
atmosphere; 8. we want newcomers as well as seasoned dealers to help make
the Show a success!
Wilhelm, Rock Show Coordination Committee
SCIENCE WEEK 2003 - LESSON PLAN DESIGN CONTEST
The lesson plan
design contest is new to Earth Science Week (ESW) this year. It is open
to all teachers: K-university. Interested teachers should design a lesson
plan for an activity that helps students to better understand and appreciate
the importance of monitoring our planet. Lesson plans should tie in with
the theme "Eyes on Planet Earth: Monitoring Our Changing World"
and use the US Geological Survey's web resources (http://www.usgs.gov)
or USGS materials included in the ESW 2003 kits. Lesson plans can involve
anything from observing the effects of wind on a nearby beach to examining
water drawn from a well as long as it involves the monitoring of Earth
science. All lesson plan designs must be the original work of the entrant
and may not include copyrighted material from other sources. Winners will
be selected in four categories: Elementary (K-4), Middle School (5-8),
High School (9-12), and Undergraduate. A winner in each category will
receive $300 worth of AGI materials and classroom resources and will be
published on the Earth Science Week web site.
For information about
the contest, deadlines, and so on, visit their website (click
Science Week Home Page (click here).
Middle School Teachers - Online Earth Science Course!
The University of Tennessee at Martin (UTM), in partnership with the Institute
for Global Environmental Strategies (IGES) and the Center for Educational
Technology (CET), offers an online, semester-long,
graduate-level course in Earth-System Science. The course is aimed at middle-school
Earth Science teachers who wish to obtain graduate credit, improve their
teaching styles, and incorporate cutting-edge Earth Science content into
their classrooms. Teachers taking the course will go through a sixteen week
extensive introduction to student-centered learning techniques and develop
four inquiry-based activity modules in the Earth Sciences that can be used
in their classrooms. The students will work in teams with other teachers,
and thus can make good contacts within the education community. The course
will be completely online, utilizing a curriculum developed by NASA and
CET, so anyone with access to a computer can participate.
24 students to sign up will have their tuition waived!!!!!
The course will be
taught by a quartet of specialists in the field:
• Dr. Mark Simpson (UTM): meteorology and climatology
• Dr. Michael Gibson (UTM): oceanography & Earth history
• Dr. Don Byerly (UT-Knoxville): geology & environment
• Dr. Lionel Crews (UTM): astronomy & physics
In addition to the
course, a field trip to gain hands-on experience and to have a face-to-face
meeting will be scheduled during the semester. Students enrolled in the
course will also be invited to attend an extended field trip course (Geology
of Tennessee) during the summer for additional credit.
For more information,
and/or to pre-register, contact Lionel Crews
Phone: (731)-587-7430 (Secretary: Janice Lee)
Email: email@example.com. Web: http://www.utm.edu/reset
The course is primarily aimed at middle school earth science teachers,
but other grade levels and teachers who are thinking of teaching earth
science in the future would benefit as well. It is fully online, and the
weekly tasks are done at your own pace. The focus is on Earth System Science,
which is a method of describing the Earth using the 4 major spheres of
influence: hydrosphere, atmosphere, biosphere, and lithosphere. By connecting
these spheres to each other and to various events, a better understanding
of the whole picture of Earth evolution is achieved.
The course starts
with a 3-week “practice” session to help participants become
accustomed to the online environment, and the new ways of thinking about
earth science. The main part of the course is four 3-week modules that
cover different events: volcanoes, hurricanes, deforestation, and ice
shelf disintegration. In the first week, participants will individually
become experts in the effects of a single sphere on the event. For example,
participant 1 may become an expert on how the atmosphere effects a volcanic
eruption. The participants do research using the provided textbooks for
the course, web searches, and any other resources they can find.
In the second week
a hydrosphere expert, an atmosphere expert, a lithosphere expert, and
a biosphere expert will team up to create a comprehensive description
of the event. The team will use “causal chains”, which are
chains of interactions between the spheres, to describe the event. Each
participant will then use the third week to create a classroom application
(from a single lecture to an entire unit) that uses what they have learned.
Previous participants in the course have already begun using their classroom
After completing the
first module, participants will switch to a new event. However, the participants
will “jig-saw” to different spheres. In other words, a participant
who was the hydrosphere expert for the first event will become a biosphere
expert for the second event. After 4 modules, a participant will have
a chance to become an expert in all four spheres.
To wrap things up
and final project and optional field trip allow the participants to put
together everything they have learned, and meet each other face to face.
Last year, we went fossil hunting on rock faces in Nashville.
Distinguished Lecturer Series: Fall 2003 and Spring 2004
Host an NAGT
Distinguished Speaker for a workshop on
innovative teaching techniques or curricula reform
for Science, Director, Mathematics & Technology Education, Colorado
Earth and Space Science Education in the 21st Century: Roles of
Individuals and Organizations
Content, Technology, Pedagogy, and Assessment to enhance Inquiry-based
Department of Geology,
University of Wisconsin - Eau Claire
Learn": Facilitating K-12 Teacher Professional Development
School Education Majors: What Earth Science do they need to know?
Content in an Introductory Geoscience Undergraduate Course
Collaborative Research: Benefits and Pitfalls
Department of Geoscience,
University of Arizona
EarthScope: An unprecedented opportunity for teaching about Earth
University - School partnerships
Earth: What works for students?
USM Research Institutes,
University of Southern Maine
The hidden minority:
Students with disabilities in the geoscience classroom.
in education: Principles and implications for the future of geoscience
science research in coastal environments as a model for in-service
teacher professional development programs.
Department of Earth Science, Montana State University
an Earth System Approach
and Education in Geoscience Education
SUNY, College at Buffalo
Interdisciplinary Undergraduate Research Opportunities: Taking Advantage
of an Urban Setting
of Lotus Bay and Other Tales: An Earth Scientist’s Role in
Two Years in
NSF's DUE (Division of Undergraduate Education): Perspectives on
Programs and Opportunities for Geoscientists
Geoscience Educator, Arlington, VA
STEM Education for ALL Students
Challenges and Opportunities
you have questions about a potential speaker or if you are interested
in an application to request a Distinguished Speaker, or for funding
costs to cover a Speaker’s Travel Expenses, contact Ian
MacGregor: 1198 Laurel St., Berkeley, CA, 94708; email: firstname.lastname@example.org;
Strategic Planning: Everyone is invited to comment on our new Strategic
February and June 2003, dozens of suggestions were made to improve the first
draft of NAGT’s strategic plan. The main purpose of this strategic
planning process is to create a new NAGT Strategic Plan (we don’t
currently have one) that will help to guide the Association for the next
3-5 years. As part of this process we have been examining NAGT’s mission,
goals, objectives and programs with respect to sectional, national, and
individual member perspectives. Both the first and second drafts of the
NAGT Strategic Plan are, or will shortly be posted at http://www.nagt.org/stratplan.html.
We are asking each and every member of NAGT to take some time this summer
to review the second draft of the plan and provide feedback. Your comments
and ideas will help to improve the plan and insure that the plan is representative
of the diverse NAGT membership.
A third draft of the
Plan, will be developed in September, 2003. The third draft will include
specific “Action Strategies” and “Programs” (i.e.
“more meat”) that we are or should be doing to help us to
meet short and long-term NAGT Goals and Objectives. So please send us
suggestions of “Action Strategies” and “Programs”
related to specific goals and objectives found in the second plan draft.
These suggestions may be examples of already existing NAGT programs or
activities, or activities you feel NAGT should undertake in the future.
As you send in your suggestions, please let us know what you think about
current NAGT programs and products. Also, let us know what programs, products,
and activities, are most important to you personally, as well as to the
health and success of NAGT at both Section and National levels.
All comments and ideas
on the second draft of the Plan, should be sent to both Cathy Manduca
Ed Geary (email@example.com )
Thank you for your
time, comments, and commitment to NAGT
NAGT 2002-2003 President
Summer / Fall 2003
Membership Renewal Form
/ Spring 2004 Newsletter Deadline: January 31, 2004.
Please send news items to firstname.lastname@example.org