As you may have heard, NSTA is bringing back the series “What Research Says to the Science Teacher.” The original series, published in the 1980s, was popular among science teachers because it synthesized research and offered practical suggestions for how to apply research in the classroom. The books in the new series will have these same qualities and more! The publications will be relatively short (15–20 pages), will offer research-based suggestions, and will be reviewed by teachers before they are published to ensure relevancy and readability. More importantly, the contents and themes of the books will be selected by the NSTA community.
In order to identify pertinent “What Research Says” book topics, we need your input. We’re asking all members of the NSTA community to spend 10–15 minutes to select and rank the 10 most important topics from a list of 25. We’ll conduct a Rasch analysis of the survey returns and will report on the results and the top 10 selected topics in a future article in NSTA Reports
Please participate in this survey, and send this message along to other science educators. The link to the survery can be found at: www.surveymonkey.com/s/2BBPMSD. The survey will be open through September 15, 2010.
Thanks so much for your help on this important project,
Julie Luft, NSTA Research Division Director & Kathryn Scantlebury, NSTA Research Committee Member co-Editors, What Research Says to the Science Teacher Series
Kansas City is the destination and NSTA’s Conference on Science Education is the activity planned for Oct 28-30, 2010. Register by Sep 17 to save the most on topnotch professional development for science educators. Teachers at every stage in their careers should consider the benefits of a getaway to build skills and get inspired. Workshops, presentations, short courses and renowned speakers will offer wide-ranging options at this conference. Choose to be inspired.
Take a look at some of the scheduled sessions.
Evolution: Variation, Selection, and Time, Middle-High School
Modeling the Spectrum-Explore a complete unit from pre to post assessment that looks at different methods to examine the electromagnetic spectrum. Middle-High
Science and Math Lessons for the Biological Sciences-Integration and differentiation included. Middle School
Polymerically Perfect Sodas: Teaching the Science and Technology of Plastics, Middle-High, Informal
Amazing Thing Cells Can Do, Middle-High School
Climate Change: Classroom Tools to Explore the Past, Present, and Future-Middle-High, Informal
STEM in Action: The Bridge to the Real World, Elem-High School
Improving Assessments, Increasing Rigor, High School
Activities from Across the Earth System, hands-on, inquiry-based activities spanning the five “spheres” of Earth system science. Handouts provided. Elem-High School
Science + Writing + Learning-implement science notebooks in your classrooms. Notebook components, math integration, supporting data, and assessments will be addressed using student examples. Elem-Middle
Inquiry Matters: Incorporating Inquiry into Elementary and Middle School Physical Science, Elem-Middle School
Featured Presentation-Kenneth Wesson, Understanding the History of the Brain as the Foundation for Future Learning
Wind Energy Science for the Classroom, Short Course (ticketed), Middle-High School. Learn about the science and engineering behind wind energy. Activities and lesson plans.
Biology Day, Physics Day, and Chemistry Day: Focus on your discipline
Symposia: Exemplary Science Program-Best practices for producing superior student learning.
Field trip (ticketed): Conservation Connections-Hands-on nature in the heart of Kansas City. Think about “Tree Trackers” and “Backyard Birds.”
For more information on the conference, visit www.nsta.org and use the personal browser to view sessions in which you’re interested.
Commentary from Education Week, May 5, 2010, by NSTA Executive Director Francis Eberle
In January, an article in The Washington Post told the story of a group of Maryland science teachers who are learning how to replicate their DNA. Their school system’s DNA Resource Center, funded by six-figure annual grants from the Howard Hughes Medical Institute, has developed nine lab experiments that teach biotechnology concepts, according to the Post. The whole enterprise, it said, is “managed by a handful of part-time staff members and housed at Thomas S. Wootton High School in a supply room filled with pipettes and flasks. … The center staff trains teachers to use the lab activities in their classrooms and delivers all of the equipment and consumable materials that the exercises require.”
Last year, the center trained 70 teachers and provided more than 13,000 lab kits. School officials anticipate the budget for the center—about $280,000 in grant funds last year—will rise to about $350,000 this year, when the program expands to middle schools.
Kudos to the Montgomery County, Md., school system for implementing this initiative. But we have to ask: Why is this news? It shouldn’t be. Lab experiences and centers like this one should be commonplace in every high school building nationwide. Yet far too many school science labs are dismal at best. In fact, many students are selecting not to participate in science after high school because of the subpar facilities and instruction.
A few years ago, the National Research Council conducted a survey to assess the state of the nation’s high school science laboratories. Its conclusions were distressing. There was no consensus in the field on what, exactly, the high school lab experience should be. The survey also disclosed that most laboratory exercises do not have clear learning outcomes, do not integrate the learning of science content with processes of science, and tend to be isolated from the classroom science instruction.
Shortly after the NRC report was issued, the organization I direct, the National Science Teachers Association, surveyed its members and asked teachers about the lab experiences at their schools. These responses reflect what many teachers told us:
“In my urban inner-city school, I teach a lab science in an old business room. There are no tables, benches, water or gas service, sinks, fire extinguishers, eyewash stations, fire blankets, or other equipment. In addition, while there is a high rate of attrition towards the end of the year, each September starts with 50 students in each class.”
“I have no specific, safe area in which to conduct labs. My yearly budget is the same as it was 12 years ago. I must purchase all my own equipment and supplies. I have no safety equipment other than a portable eyewash station and a fire extinguisher. My district claims labs are ‘extracurricular.’”
“While I do not teach high school science currently, but do teach in a two-year community college, I see many students entering with virtually no lab experience. While some students come quite prepared, it’s very frustrating for me to have students coming into a college biology class with no knowledge of basic lab equipment and techniques, such as using beakers, graduated cylinders, pipettes, or even basic microscopy skills.”
“I have not learned how to facilitate real thinking and essential planning for authentic lab experiences. I don’t know what students really need in an introductory chemistry experience at the high school level, and I cannot figure out how to teach logical thinking and sequencing to 20-plus students in lab at the same time.”
“Many teachers in my district, which is well-funded and well-equipped, lack the confidence to conduct lab experiences. They most often have poor classroom management, and therefore believe that the students would not practice safety, and that someone could be injured.”
These survey results tell us that many schools do not see science facilities as a necessary part of science instruction, and many teachers simply cannot conduct high-quality science labs. Administrators need to be adequately trained to recognize high-quality science and technology education and must work with their science departments and teacher leaders to support educators to maintain the high-level programs that are needed. Each school needs a lab budget, and should not be dependent on the pockets of the struggling teacher.
One of the most important and powerful tools in science education is providing students with the opportunity to interact directly with natural phenomena or with data collected by others. Good teachers know that high-quality laboratory and field experiences are an essential part of inquiry—the process of observing, asking questions, and forming hypotheses. They also know that for science to be taught well, labs must be an integral part of the science curriculum. This is why thousands of science educators nationwide have embraced National Lab Day.
National Lab Day, scheduled for the first week of May 2010, is more than just a day—it’s a new five-year, nationwide initiative to support science, technology, engineering, and math, or STEM, education in schools by connecting teachers with professionals in these fields (think Match.com), to bring more hands-on, inquiry-based lab experiences to students.
National Lab Day is one of the public-private partnerships that make up President Barack Obama’s “Educate to Innovate” initiative. More than 200 scientific societies and associations, representing six million STEM professionals, have pledged to support National Lab Day, or NLD. At the NLD website, teachers can post projects or request funding for equipment and other resources, ask for expert help with hands-on projects or lesson plans, and much more. The teachers are matched with STEM professionals, college students, or volunteers who have also registered on the site, and can assist with the expertise, resources, and/or funding needed. Projects can also center on computer labs or outdoor labs—anywhere students can observe, explore, record, and experiment, and get their hands dirty and their minds engaged, and where projects and lessons in the STEM subjects can come alive.
Is National Lab Day a silver bullet for STEM education? Probably not. But this movement can address a problem that has long been ignored by far too many schools. Building ongoing, long-term collaborations between STEM professionals and schools and teachers will help improve school facilities and provide discovery-based science experiences for all students.
If America is serious about educating its children in science, then all of us need to help provide better-quality lab experiences and equipment. Montgomery County’s DNA Resource Center is a model effort designed to bring together community experts, facilities, training, and equipment. And it should be replicated in every district in the country. National Lab Day can and should be an ongoing part of providing teachers everywhere with the tools and community resources that will give their students a high-quality lab experience.
Francis Eberle is the executive director of the National Science Teachers Association, in Arlington, Va. The NSTA is a co-sponsor of National Lab
From the 4/26/2010 – NSTA Reports—Henry Kepner, Jr.
The Common Core State Standards Initiative adds a new twist in American education: the creation of common core state standards in mathematics and English/language arts, which each state may choose to adopt. The National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO) launched the initiative in March 2009 after the nation’s governors agreed in concept to adopt a uniform set of standards. To date, 48 states have signed on to the effort. Subsequently, the Department of Education applied increased leverage for implementing these standards by linking some funding to the adoption of the standards. In contrast to previous federal attempts, state leaders are driving this movement toward “national standards” with accountability consequences.
Establishing common standards across the country is an important, but minor piece of the action for U.S. educators and students. Greater challenges lie ahead before the standards will have impact. Until accountability measures are completely revised, it is foolish to expect educational focus to change at the school or classroom level. Similarly, substantive reworking of curriculum materials and instructional practices—along with the placement of topics—is needed before implementation by teachers. Finally, comprehensive professional development will be necessary to support teachers in preparing their students.
In the Curriculum and Evaluation Standards for School Mathematics (1989), NCTM made a clear statement: This is the mathematics we value for all K–12 students. The NGA-CCSSO standards take on a heightened position: This is the basis for educational accountability through state and federal assessment initiatives. Initially, the NGA-CCSSO effort omitted connections with and input from the professional education organizations, as well as classroom teacher representation. The current mathematics document has core mathematics standards for understanding and skills at each grade, K–8, and standards for mathematical categories at the high school level (Algebra, Functions, Geometry, Statistics and Probability, and Modeling). The draft standards are consistent with NCTM’s recommendations over the decades. Many reviewing populations have expressed strong concerns about specific topics, uneven levels of detail, and the use of what is known about student learning progressions in making grade placements.
Standards for Mathematical Practice (pages 4–5), which I view as an extremely important and potentially powerful component, support much of the NCTM Process Standards history. These standards require students to
- make sense of problems and persevere in solving them;
- reason abstractly and quantitatively;
- construct viable arguments and critique the reasoning of others;
- model with mathematics;
- use appropriate tools strategically;
- attend to precision;
- look for and make use of structure; and
- look for and express regularity in repeated reasoning.
From the NCTM perspective, these Standards for Mathematical Practice form a basis of student learning and must be applied consistently to the implementation and classroom instruction of the remaining two sets of standards focused on what students should understand and be able to do. I see the greatest challenge and responsibility of NCTM and our sister professional organizations as providing guidance in professional development, materials creation, and assessment that support building these mathematical practices in our students.
For the mathematics-science connections, there is recognition of the importance of experiencing mathematical connections—both within mathematics, such as algebraic-geometric and numerical-algebraic-data representations, and beyond. The Mathematical Practice of modeling with mathematics recognizes an opportunity to build and use mathematical models that fit experimental data and provide ways to describe natural phenomena. Our collaborative role is to ensure curricular and instructional opportunities—along with assessments—are tied to specific understanding and skills standards.
Students’ strategic use of appropriate technology in solving problems is a standard for mathematical practice. This standard is not well connected to grade-level or content-area standards for understanding and skills in the remainder of the document. We are concerned this omission will limit use of technology in instruction and assessment. Collaboration with science teachers is necessary to ensure all students are prepared to use technology strategically in settings where real data, messy numbers, and complex relationships are involved. We seek your help in identifying assessments and instructional settings where students demonstrate competence in doing mathematics in real-world scenarios.
The Common State Standards Initiative builds on a current public acceptance of a lockstep standards/curriculum at each grade level. While compelling politically, the result will minimize curricular innovations and sequencing that have been a positive influence in building varied curricula in this country. If this set of standards is widely adopted, it is likely each grade, K–8, will have the same content focus and outcomes. This national approach does not address the responsibilities of dealing with student diversity.
The Common Core State Standards Initiative has generated provocative discussion within the mathematics education community and beyond. However, the development process for these standards unfortunately has produced something that falls short of the best this country could have produced for its students. There must be a well-developed process for rapid and repeated standards revision based on findings and critical review of professional development efforts and student assessments in each state.
The anticipated adoption process is yet to unfold in each state, and the subsequent consequences—especially the unanticipated ones—will provide us with many challenges!
Drafts of the Common Core State Standards for Mathematics and the Common Core State Standards for English Language Arts and Literacy in History/Social Studies and Science are available online at www.corestandards.org/Standards/K12.
“Encouraging young people to be makers of things, not just consumers of things.”– President Barack Obama
What is NLD?
National Lab Day is more than just a day. It’s a nationwide initiative to build local communities of support that will foster ongoing collaborations among volunteers, students and educators.
Volunteers, university students, scientists, engineers, other STEM professionals and, more broadly, members of the community are working together with educators and students to bring discovery-based science experiences to students in grades K-12. When an educator posts a project, our system will help them get the resources needed to bring that project to fruition.
NLD is already underway! There are projects throughout the country – Interactive Map.
In the first week of May, 2010 we will celebrate this collaboration with National Lab Day activities across the country.
Click here for a video explaining how National Lab Day helps to connect educators and scientists to improve the educational experience.
On November 23rd, 2009 President Obama announced National Lab Day as part of the Administration’s Educate to Innovate campaign. National Lab Day (NLD) is an effort to bring more authentic, hands-on, discovery-based lab experiences to students.
This year’s National Lab Day will culminate in a series of events and activities at the local, regional and national level during the first week of May 2010. But it is more than just a day. It is a nationwide movement to support science, technology, engineering, and math (STEM) education in our schools. It is teachers working with community volunteers and communities rallying around teachers and scientists and other STEM professionals donating their time and expertise to our schools. National Lab Day seeks to foster partnerships between teachers, schools, STEM professionals, volunteers, federal agencies, and professional organizations that will continue long after the first National Lab Day.
NLD Partners
National Lab Day is a partnership between federal agencies, foundations, professional societies, and other STEM-related organizations. The National Science Teachers Association is a founding partner of NLD. The National Institutes of Health, the National Science Foundation, and the Department of Energy are among the federal agencies providing support and expertise. The Jack D. Hidary, Bill and Melinda Gates and the MacArthur Foundations are joining with industry to finance the effort.
Getting Started
It’s a simple process to join National Lab Day. Teachers register on the National Lab Day website (www.nationallabday.org) and describe the project they want or need in their classroom. Whether its additional lab equipment, personal mentoring from a scientist, a visit to a working lab, technology support, internships, help with a lesson plan, up-to-date career information, help with a science fair project, or just an extra set of hands for a class project, teachers know best what is needed to improve their students’ hands-on learning experiences.
NLD is teacher driven. After posting their projects and requests, teachers will be matched with a list of local volunteers. These volunteers– university STEM students, local scientists, engineers, STEM professionals and other members of the community who have also joined the NLD hub–will form a local community of support, helping the teacher to achieve desired objectives. The NLD website will also connect teachers to the resources, funding opportunities, and information on relevant programs and events that they need. Teachers can also use the site to connect with volunteers, raise funds, and schedule face-to-face meetings and events.
The Role of Volunteers
Volunteers will be able to browse teacher requests and will be automatically notified of any “matches” to teacher requests. Volunteers can respond to specific teacher requests or they can offer general expertise, resources, and/or assistance.
Learn more about National Lab Day at www.nationallabday.org, and join the scores of teachers who have already signed up to bring more hands on learning to their students.
On Monday, President Obama announced the establishment of National Lab Day, a new science education initiative aimed at improving labs and inquiry-based science experiences for students in grades 612.
Designed to increase community-based collaborations between scientists, engineers, teachers and students, National Lab Day emerged from collaboration earlier this year among NSTA, the American Chemical Society (ACS), the National Science Foundation (NSF), the Jack D. Hidary Foundation, and the MacArthur Foundation.
National Lab Day will bring together stakeholders in communities of support where science, technology, engineering and math (STEM) professionals and teachers can work together to assess current labs, update or refurbish lab equipment, conduct equipment and materials inventory, clean and repair equipment, and provide technology support. Projects can also center on computer or outdoor labsanywhere where hands-on lessons in the STEM subjects can come alive.
The first National Lab Day is tentatively scheduled for early May 2010. For more information about National Lab Day, visit the official website at www.nationallabday.org.
New York Times article on National Lab Day
About National Lab Day (PDF)
NSTA’s official statement regarding the President’s announcement
(back to top)
On Monday, President Obama announced the establishment of National Lab Day, a new science education initiative aimed at improving labs and inquiry-based science experiences for students in grades 612.
Designed to increase community-based collaborations between scientists, engineers, teachers and students, National Lab Day emerged from collaboration earlier this year among NSTA, the American Chemical Society (ACS), the National Science Foundation (NSF), the Jack D. Hidary Foundation, and the MacArthur Foundation.
National Lab Day will bring together stakeholders in communities of support where science, technology, engineering and math (STEM) professionals and teachers can work together to assess current labs, update or refurbish lab equipment, conduct equipment and materials inventory, clean and repair equipment, and provide technology support. Projects can also center on computer or outdoor labsanywhere where hands-on lessons in the STEM subjects can come alive.
The first National Lab Day is tentatively scheduled for early May 2010. For more information about National Lab Day, visit the official website at www.nationallabday.org.
Here are your science education resources and announcements for September 2009 provided by the Science Matters Network.
Table of Contents
a.. The Federal Role in Out-of-School Learning b.. The Economy’s Impact on Parent Involvement c.. Family Feedback Aids Instruction d.. Siemens We Can Change the World Challenge e.. PBS Series, Sid the Science Kid f.. Helpful Tools, Tips, and Projects to Pass on to Parents a.. A Sightseer’s Guide to Engineering b.. Green Hour Website for Getting Kids Outdoors g.. What Is Science Matters?
The Federal Role in Out-of-School Learning: After-School, Summer Learning, and Family Involvement as Critical Learning Supports
The Harvard Family Research Project (HFRP) released a report that reviews the research on out-of-school learning and its implication for federal education policy. Their framework of complementary learning links school and out-of-school support so they complement and reinforce a child’s development and education. Commissioned by the Center for Education Policy (CEP) as part of a series of 11 papers on “Rethinking the Federal Role in Elementary and Secondary Education,” the report was presented at a forum on Capitol Hill.
The Economy’s Impact on Parent Involvement
A new poll of K–12 parents shows that the recession may have a silver lining for schools. 64 percent of parents believe that because of the recession, it is more important to volunteer at school. It is estimated that schools will see a 20 percent increase in parent involvement over the previous year.
Family Feedback Aids Instruction
A two-page research brief (PDF) from the University of California’s Center for Research on Education, Diversity and Excellence describes the results of an examination of the importance of parent-child conversations in assessing what children are learning at school and adjusting classroom instruction accordingly.
Siemens We Can Change the World Challenge
The Siemens We Can Change the World Challenge is now accepting entries for the 2009–2010 competition. The second year of this national sustainability challenge—now expanded to include elementary school students—encourages students in kindergarten through eighth grade to team up with their classmates to create replicable solutions to environmental issues in their classroom (grades K–2), school (grades 3–5) and community (grades 6–8). Student and teacher/mentor prizes, which vary according to grade level, include savings bonds, school grants, exciting trips, TV appearances and much more.
The deadline for elementary level entries is January 31, 2010 (finalists and winners to be announced March 10, 2010); and the deadline for middle school entries is March 15, 2010 (state winners to be announced April 26, 2010, and national winners to be announced May 10, 2010). For more information about the Challenge or to register for the competition, visit www.wecanchange.com.
PBS Series, Sid the Science Kid
Produced by The Jim Henson Company in partnership with KCET, this PBS Kids series encourages preschoolers to explore the foundations of science in everyday occurrences, such as melting popsicles and sneezing. In the series’ sketch-comedy format, Sid, an inquisitive youngster, tackles the everyday ideas that preschoolers find fascinating (Why do bananas go “bad”? Why do my shoes seem to shrink? How does a bird fly without a plane?).Check out the series website at pbskids.org/sid for video clips, printables, information for parents and teachers, and science activities, along with a new online game, focusing on weather and learning.
Helpful Tools, Tips, and Projects to Pass on to Parents
A Sightseer’s Guide to Engineering
Many sights around the country can help children and families learn about engineering. Places such as Hoover Dam, the National Inventors Hall of Fame, Thomas Edison’s Birthplace, Museums of Ceramics or Aeronautics, roller coasters and other sights can be both educational and fun. For sights in your area or to help you plan a road trip, visit A Sightseer’s Guide to Engineering, created by the National Society of Professional Engineers.
Green Hour Website for Getting Kids Outdoors
To give parents and caregivers the information, tools and inspiration to get their kids outside, the National Wildlife Federation has created www.greenhour.org, a website rich in family-friendly content and a supportive virtual community where families can learn, explore and share their outdoor experiences and backyard adventures. The site’s blog also has a section for educators and a locator for local, state and national parks.
What Is Science Matters?
Science Matters is an initiative by the National Science Teachers Association (NSTA) to bring content, news, and information that supports quality science education to parents and teachers nationwide.
Science Matters builds on the success of the Building a Presence for Science program, first launched in 1997 as an e-networking initiative to assist teachers of science with professional development opportunities. Building a Presence for Science—now Science Matters—reaches readers in 34 states and the District of Columbia.
Why does Science Matter? Science is critical to understanding the world around us. Most Americans feel that they received a good education and that their children will as well. Unfortunately, not many are aware that international tests show that American students are simply not performing well in science when compared to students in other countries. Many students (and their parents!) believe that science is irrelevant to their lives.
Innovation leads to new products and processes that sustain our economy, and this innovation depends on a solid knowledge base in science, math, and engineering. All jobs of the future will require a basic understanding of math and science. The most recent ten year employment projections by the U.S. Labor Department show that of the 20 fastest growing occupations projected for 2014, 15 of them require significant mathematics or science preparation to successfully compete for a job
This is why Science Matters. Quality learning experiences in the sciences—starting at an early age—are critical to science literacy and our future workforce. Feel free to publish this information in school newsletters and bulletins, and share it with other parents, teachers, and administrators.
It’s that time of year again! NSTA and its sponsors are kicking off another exciting year of rewarding and recognizing high-performing science educators and students through our large-scale, nationally known competitions and grant programs.
Check out the following opportunities listed below.
Disney’s Planet Challenge®
Fourth through sixth grade students have the opportunity to make a difference in their surroundings while using science, math, composition and problem-solving skills. Disney’s Planet Challenge has gone nationwide and now students across the country can participate! Registration is now open and students can win prizes, classroom grants, a trip to Disneyland(r) with their classmates, a chance to be on a TV show and much more! Teachers can use the Challenge with their lesson plans. Sample plans can be found on the website. Disney’s Planet Challenge is a great way to get students involved with their environment in a fun and creative way. Go to http://disney.go.com/planetchallenge/ to get started. Registration closes December 18, 2009.
DuPont Challenge(c) Science Essay Competition
DuPont Challenge(c) Science Essay Competition gets students writing about science! Students in seventh through 12th grade research and write a 700 to 1,000-word essay about a scientific discovery, theory, event or technological application that has captured their interest. Created to honor the Challenger astronauts, students can win savings bonds up to $5,000, and a trip to Walt Disney World and to the Kennedy Space Center. Teachers win too! Along with the trips with their students, teachers can also win $500 grants. Students have the opportunity to be inspired, to be creative, and to tell a story in this essay about any scientific topic. Teachers can use this competition to motivate students to reach beyond themselves and push the limits! To learn more about the competition, check out the website at http://thechallenge.dupont.com . Entries will be accepted from December 1, 2009 until January 31, 2010.
Siemens We Can Change the World Challenge
K-8 students have the opportunity to become “Agents of Change” as they team up with their classmates to create replicable solutions to environmental issues in their classroom, school and community. Student and teacher/mentor prizes, which vary according to grade level, include savings bonds, school grants, exciting trips, TV appearances and much more. Applications are now being accepted. The deadline for elementary level entries is January 31, 2010 (finalists and winners to be announced March 10, 2010); and the deadline for middle school entries is March 15, 2010 (state winners to be announced April 26, 2010, and national winners to be announced May 10, 2010). For more information about the Challenge or to register for the competition, visit www.wecanchange.com.
Spirit of Innovation Awards
Sponsored by the Conrad Foundation, the Spirit of Innovation Awards is an annual competition that challenges teams of high school students to create innovative products for use in one of four categories: aerospace exploration, space nutrition, renewable energy and green schools. Teams and their coaches will compete for more than $100,000 in cash prizes; the opportunity to be designated as Pete Conrad Scholars and have the opportunity to commercialize their products for general market use; and annual memberships to the Conrad Foundation, Sigma Xi, the American Institute of Aeronautics and Astronautics (AIAA), and the National Science Teachers Association-the Foundation’s official education advisor. For more information about the program, visit http://www.conradawards.com. Applications must be submitted no later than December 15, 2009 to be considered.
Toshiba/NSTA ExploraVision Awards Program
ExploraVision is a competition that makes science fun and exciting for students and gives educators an innovative way to present science topics in the classroom. This competition encourages K-12 students of any interest and ability levels to imagine a future technology using present day predicaments. Students can win up to $10,000 in savings bonds for college and cool gifts from Toshiba. Applications are now being accepted; the deadline is February 2, 2010. For more information about the program or to learn how to apply, visit www.exploravision.org.
Toyota TAPESTRY Grants for Science Teachers
The Toyota TAPESTRY Grants for Science Teachers program, one of the largest science teacher grant programs in the nation, and is now accepting entries for the 2009-2010 competition. Now in its 20th year, the program offers grants up to $10,000 to K-12 science teachers for innovative projects that enhance science education in their school and/or school district over a one-year period. For more information about the Toyota TAPESTRY Grants for Science Teachers program or to learn how to apply, visit http://www.nsta.org/pd/tapestry/. Applications must be submitted no later than January 18, 2010 to be considered.
