Volume 49 No. 1 A Quarterly Publication of the Minnesota Science Teachers Association Inc. Fall 2012

In This Issue: Presidents Message...........................................................2 Department of Conservation............................................2In Media Res ...................................................................3Update from Science Specialist................................. 4-5Using CTE to meet Chem/Physics requirements..........6-7Teacher Feature...............................................................8Classroom Activity...........................................................9Opportunities from Dept. of Education....................10-11Opportunities............................................................12-13MnCOSE information....................................................13Board Directory.........................................................14-15

MnSTANewsletter

WCCO Meterologist Mike Lynch to Keynote 2013 Mn-COSE Event Meterologist Mike Lynch will be the keynote speaker at the Minnesota Conference on Science Education (MnCOSE) scheduled for Feb 22-23 in Duluth. Lynch is a native Minnesotan who grew up in Richfield, Minnesota in the 1960’s. He attended St. Peter’s Grade school and Holy Angels High School. After two years at the University of Minnesota in the Twin Cities he transferred to the University of Wisconsin in Madison and earned his B.S.degree in Meteorology in 1979. Shortly after he was hired as a broadcast meteorologist at WCCO Radio in Minne-apolis and has been there for over 30 years. Mike’s other passion since he was a teenager has been astronomy. He built his first telescope when he was 15 years old. For over 40 years Mike has been teaching classes and putting on star parties through community education, nature centers, and other enti-ties throughout Minnesota and Western Wisconsin. His goal is to help people make the stars their old friends. From 2004 to 2007 Mike wrote Astronomy/Stargazing books through Voyageur Press. He also has brand new book, “Stars” published by Adventure Publications in 2012 with accompanying MP3 down-loads available. On top of that Mike also writes a weekly Star-watch column for the St. Paul Pioneer Press and more than two dozen other newspapers across the United States. Mike, his wife Kathy, and their two children, An-gie and Shaun live in Eagan, Minnesota.

WCCO Meterologist Mike Lynch will speak at the Minnesota Conference on Science Education scheduled for Feb. 22-23 in Duluth. The theme for this year’s conference is “Putting the E in STEM. There are more conference announcements on page 13

The MnSTA Newsletter is published four times each year by the Min-nesota Science Teachers Association, Inc. Articles, opinions, book reviews and other information pertinent to Minnesota teachers are welcome. Please limit submission to 1 typed page, e-mail preferred (text file please).Deadlines for submission of articles are:

Fall .............. August 1st Winter ............ November 1st Spring .......... February 1st Summer ...................April 1st

Send all correspondence regarding the newsletter to:Jerry Wenzel22002 100th AveRandall, MN 56475 e-mail: jerrywenzel@brainerd.net

The MnSTA Newsletter is an exempt program service provided to the membership. A membership form is found on the back page. Materials found in the newsletter may be reprinted without charge.

MnSTA, Inc. is an IRS 501 (c) (3) Charitable Educational Corpora-tion, incorporated as a tax exempt, non-profit organization with the Minnesota Secre-tary of State. Donations and dues are tax deductible charitable contributions for itemized deductions on IRS form 1040 Schedule A. The newsletter is an exempt program service provided to the membership. A membership form is found on the last page.

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Presidents message....continued on page 3 Department of Conservation...continuted on page 5

President’s Address by Steve Walvig Department of Conservation by Ed Hessler

Welcome to a new school year filled with all the promise and opportunity only a new school year can bring. I hope your summer and fall have been rejuve-nating and that you are as excited as I am for the new school year. As the new President of the Minnesota Science

Teachers Association (MnSTA) I am very proud to highlight some of the great professional development opportunities MnSTA is providing this year. For me, the highlight of the school year will be MnSTA’s 2013 Minnesota Conference on Science Education (MnCOSE) held from February 22-23 in Duluth, Minnesota. It will be at the Duluth Entertainment and Conference Center (the DECC) located on the shores of Lake Superior. It is also just steps away from Canal Park and Downtown Duluth, offering shops, restaurants and hotels for all of us to enjoy. Conference registration is already open on the Mn-STA website (www.mnsta.org), so you can register online for the conference today! On October 18th, MnSTA will also be presenting a strand of science-based sessions at the Education Minnesota Professional Development Conference at the River Centre in St. Paul, MN. MnSTA will have a strand of sessions we hope you can attend including a wonderful science demonstration hour titled, “It’s Not Magic, It’s Science,” by Jerry Wenzel and a great session by our State Science Specialist, John Olson titled, “Improving Learning, Literacy and Communi-cation Through Science Practices,” where

Lessons from the ColoniesLook to the ant—Proverbs 6:6 How do harvester ants (Pogonomyrmex barbatus) determine how many foragers to send out? By using the ‘anternet’. It is very similar to how an Internet algorithm—Transmission Control Protocol (ICP)--determines how much bandwidth is available for transferring files. The work is a result of biologist Deborah Gor-don, her graduate student Katie Dektar and computer scientist Balaji Prabhakar (Stanford University). The focus of the Gordon Lab is on collective behavior: how it works, functions ecologically and evolves. I want to say a few general things about this work rath-er than the simple, distributed and scalable algorithm (PLoS Computational Biology, August 23, 2012). Dr. Gordon has said that “You can identify an ant researcher by looking at her ankles: We wear our socks over the cuffs of our pants.” And because her critter of choice lives in the searing light of a desert, ant researchers wear long-sleeved shirts, billed caps with a curtain at the edges and the largest sunglasses they can find. Gordon’s painstaking and detailed work on harvester ants has challenged a very deep idea about a system of interacting agents: central control or or-ganization through hierarchy. When we think of ants, castes come readily to mind, each with a specialized behavioral function, all working in a chain of com-mand. Fixed in behavior. Decisions that individual ants make based on lo-cal information determine task allocation. Each ant decides which tasks to do as well as whether to be ac-tive or not. “The ant” she writes, “is jostled along in a

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In Medias Res by Edward Hessler

Presidents’s Message..............................continued from page 2you can learn more strategies for strengthening sci-ence learning in your classroom through improved literacy skills. MnSTA will also have an exhibit booth in the exhibit hall with lots of great demon-strations and giveaways, so please stop by the booth to say “hello” and show your friends why they too should be members of MnSTA. Your membership to MnSTA is a key into a valu-able array of support and opportunities each year. In addition to the annual Minnesota Conference on Sci-ence Education and other professional development opportunities like the ones presented at the Education Minnesota Conference, a MnSTA membership also offers you advocacy for high quality science educa-tion at the state and local level, professional develop-ment and networking opportunities, and other ben-efits including this quarterly newsletter, the MnSTA website (www.mnsta.org), all the resources teachers like yourself have shared on the MnSTA website, as well as access to a wide network of other science educator leaders from around the state. Please help MnSTA continue to grow by asking your fellow teachers to join MnSTA, so they too can benefit from and participate in all the opportunities offered by our association. The MnSTA Board of Directors is constantly exploring how to better serve you and continually im-prove our association. Please email me at Walvig@thebakken.org with your ideas, comments, and feed-back on how we can work together to make MnSTA even better than it is today. What do you value about Minnesota Science Teachers Association? How has your membership in MnSTA helped you or your teaching? Why do you belong to MnSTA and what would encourage even more teachers of science to join MnSTA? Most MnSTA members have one important thing in common - we love our profession! I hope to see you in Duluth this February for our 2013 Minnesota Conference on Science Education (MnCOSE) and thank you for all the wonderful work you do.Adopt-a-Classroom Grants Public school teachers who register at the Adopt-a-Classroom website can be adopted by an individual, a business, or a foundation. Once adopted, teachers will receive $500 worth of credit to purchase items that enrich the learning environment. www.adoptaclassroom.org

I-BWV If science isn’t certain, then what is certain in this world? How do we decide? Who can we trust?—Sixth-grade teacher So, would you attend a conference titled “Toward an Ignorance-Based World View”? I would, if for no other reason than its organizer, Wes Jackson, the Prairie Festival, The Land Institute, Salinas, KS. But I cannot because it was held in 2004. I’ve been thinking about this idea off and on since. It is still a wise and generative. It took Wes Jackson 22 years to digest the phrase, ignorance-based (to the point where it could become a conference), made by soil scientist Hans Jenny about which Wendell Berry wrote Jackson in 1982. Jenny was an expert on the processes of natural soil formation. An adapted version of Jackson’s talk was published in The Land Report, Spring, 2005. The conference participants discussed an essay from the Harvard Business Review by David Gray (November 2003) titled “Wanted: Chief Ignorance Officer”. Such a CIO would manage ignorance rather than information/knowledge. And because ignorance carries pejorative freight, Gray coined a new term: nescience. It refers to a lack of knowledge or awareness that one even lacks knowledge (terra incognita). Clearly, neither the term nor the general idea has caught on. There can be as Gray notes, a “tyranny of knowl-edge”: the tendency of solved problems to stay solved, sometimes “disastrously so.” This makes it difficult to swerve and explore other paths. Jackson’s attraction to nescience is a natural outcome of the work at The Land Institute. There, he and his colleagues have been researching and devel-oping field experiments on agriculture based on the way natural ecosystems work. In general, though, nescience seems not a bad idea. Humility over hubris; an admission that we are basically ignorant about many things we think we know. We are up against many things we think we know but do not. Jackson noted that if we recognize that we are up against ignorance one question we would ask is whether we can back out (and how)? Richard Feynman put it this way. “You see, one thing, is I can live with doubt and uncertainty and not knowing. I think it’s much more interesting to live not knowing than to have answers which might be wrong. I have approximate answers and possible beliefs and different degrees of certainty about differ-

ent things but I’m not absolutely sure of anything and then many things I don’t know anything about….” What do we as educators in science do about nescience?

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Department of Education

John Olson is the science specialist for the Depart-ment of Education. He will keep us updated on sci-ence education in the MnSTA newsletter.

Here are a few hints that use ideas from both these documents.

· Use literature as additional sources of evidence when doing investigations. Determine if the evidence supports, refutes or adds additional details to the data from experiments.

· When using texts have students analyze the source of the information and its validity. Help them identify the claims and evidence in the text. Also encourage questioning and hypothesis formation (Text includes many styles of presentation including illustrations, graphs, charts and video.)

· Offer students a wide variety of reading options. Reading science content can be difficult, so offering students a wide variety of texts and explaining the structure, will support science learning for all students and increase learners ability to make meaning from science texts more deeply and meaningfully. This may also and create life-long readers of science.

· Have observations or investigations and related vocabulary precede reading. This can motivate the reading. An important application is in the elementary grades reading blocks.

· Use rubrics, criteria and models to help students write science documents, including lab reports. A good example is a rubric for writing conclusions that has students make a claim, compare it to the hypothesis, provide evidence from the experiment, state the limitations and describe how the experiment could be improved and extended.

· Carry students through a process for developing their writing, including developing ideas, designing a structure, writing a draft, using peer reviews and making revisions

· Provide opportunities for extended writing, such as narrative lab reports.

· Keep science notebooks and include reflective writing about how they learned the science concepts. A great source for seeing how these ideas play out in the classroom is the Frameworks for MN Mathematics and Science Standards website. www.scimathmn.org/stemtc. Look for ideas in the Science Best Practices section and the individual standards. The National Science Teachers Association journals and books provide resources about literacy in science. www.nsta.org. The Department of Education will be providing several workshops this year to

Helping your Students learn Science through Literacy Skills

How many times have you said: “If only all my students could read and understand their textbook, they could learn more?” Or, “they can’t write an understandable lab report.” We often feel that we do not have the time and the strategies to address these concerns and instead lower our expectations for sci-ence reading and writing skills. Two resources were published recently that help teachers improve literacy skills for science. The 2010 Minnesota Standards for English/Language Arts rec-ognized that informational reading and explanatory writing are important skills for all students. They place increased emphasis on those skills within the ELA standards and added a section called Literacy Standards for Science, Social Studies and Technical Subjects. These standards correlate with each other and help teachers in many disciplines coordinate their instruction so that students become well-equipped with literacy skills. This school year is the initial year for implementation of these standards. Another document that supplies support in this area comes from the science community. A Frame-work for K-12 Science Education from the National Research Council identifies eight science practices that students need to learn. Included are:

6. Constructing explanations and designing solutions

7. Engaging in argument from evidence

8. Obtaining, evaluating and communication information

These practices are being incorporated into the Next Generation Science Standards.

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Department of Educationhelp teachers develop strategies for literacy in science.

Next Generation Science Standards Update The first public draft of the Next Generation Sci-ence Standards (NGSS) was released in May and was open for public feedback for three weeks. As a lead state, Minnesota has a review team of about 20 teachers that collected their reactions and submitted a state report. Many other individuals sent in feedback. Across the nation there were over 8000 reviews sub-mitted. The NGSS writers are analyzing the feedback and making changes. As they do this they are fre-quently sending question to the state leads for advice on how to implement the requested changes. The second public draft will likely be released in November for another round of review. The final version is expected in the spring. Minnesota is scheduled to review its science standards in 2017-18 and the NGSS could be adopted then. More informa-tion about the NGSS development and Minnesota’s role is at www.scimathmn.org/stemtc under the main Resources tab. Use of CTE to fulfill the Chemistry/Physics Graduation Requirement The 2011-12 legislative session made changes to the science graduation requirements. The revised statute 120B.024 allows a Career and Technical Edu-cation credit to fulfill the chemistry/physics require-ment for students who graduate beginning in 2015. There are several conditions that must be met. The Department of Education sent to superintendents a document that advises districts about how to imple-ment these requirements. The document can also be accessed at the Frameworks website (Resources tab) or by contacting john.c.olson@state.mn.us.

Relaunch of getSTEM www.getstem-mn.com is the place to go to find material and volunteer resource for the science, math and technology programs at your school. And now the website is even better! getSTEM has a new look and improved browsing for “offers” that businesses have posted at the site. There are more selective ways for you to post your “asks” such as science fair judges, science equipment and job shadowing. Asks and offers can now be tagged to the region of the state. There is also a new Speakers Bureau that is populated with people eager to give presentations at your school. So browse the site, post your asks and suggest that your great classroom presenters register for the Speakers Bureau.

Presidential Awards for Science Congratulations to Jamin McKenzie as the Min-nesota Science recipient of 2011 Presidential Award for Excellence in Mathematics and Science teaching. He received his award at ceremonies in Washington DC in late June that included a reception the White

House with President Obama. Each awardee receives a cash prize of $10,000. Jamin McKenzie has taught Earth Science and Advanced Placement Science at Battle Creek Middle School for his 10-year teaching tenure. As a Leader-ship Team member and After School Site Leader, he coordinates and collaborates with many of his col-leagues to ensure an effective learning experience for all students and staff. Meeting the needs of all students is the driving force behind his co-created interactive online learn-ing Web site, which has been instrumental in integrat-ing technology into his classes. His goal was to break down the bricks and mortar of the classroom experi-ence for students and allow them access on their own time. Jamin has presented sessions on co-teaching, standards-based grading, and using a Web site and technology as interactive learning tools. The Minnesota finalist for the 2012 Presidential Award are:• Cathy Kindem of Cedar Park Elementary STEM School in Apple Valley• Henriette Ngo-Bissoy of L’Etoile du Nord French Immersion School in St. Paul.Their applications are being reviewed at the national level and an awardee will be selected in the spring. For more information about Presidential Awards go to www.paemst.org.Department of Conservation............continued from page 2

stream of events that send it sometimes into one task, sometimes another.” In other words, the ant does not wait for “the crucial event that defines its status forever.” No blueprints. No Programming. More like com-municating by meaningless text messaging with em-phasis on the rhythm of interactions rather than their meaning. Ants move around to adjust these rates of interactions. These are accomplished through anten-nal contacts. What follows next in the quote from Proverbs is “thou sluggard,” which is a sharp reminder of how we ought to behave: we should work. However, in the real world we do emulate the ant, at least some of the time. Gordon notes that “in a large harvester-ant colony, about a third of the ants at any time are doing nothing.” Bone idle as the Brits would say or exoskeleton idle. So, what are the lessons from these ants at work? Insights into network dynamics. How systems with-out central controls work. And wonder.

Using a Career and Technical Educa-tion (CTE) credit to meet the chemistry credit or physics credit requirement Legislation passed in 2012 made significant changes to the graduation requirements for public school students. (Chapter 239—Omnibus K-12 Edu-cation Bill) The intention of the legislation is to allow a student to complete a CTE credit to meet the chem-istry or physics requirement, while still requiring full completion of the state high school chemistry or physics standards. School districts are responsible for ensuring the standards are delivered with integ-rity and that all students satisfactorily complete all required standards and required course credits.Student Graduation Requirements for Science Stan-dards and Credits School districts are encouraged to consider the following when determining options for how their students will meet the state science requirements.1. All students must satisfactorily complete all re-quired state standards including the Minnesota K-12 Academic Standards in Science (2009). (Minn. Stat. § 120B.02)2. All students must earn three course credits in sci-ence.3. Of the 3 science credits, one credit must be in biol-ogy. (Minn. Stat. § 120B.024).4. In addition to the biology credit, students who graduate in the 2014-2015 school year or later must complete a chemistry credit, a physics credit or a CTE credit that meets one of the following criteria.a. The CTE course fulfills all the life science stan-dards, all of the chemistry standards or all of the physics standards, ORb. The CTE course partially fulfills the life science standards, the chemistry standards, the physics standards or a combination of those standards as ap-proved by the district.Page 1 of 3 Students must satisfactorily complete the balance of the chemistry or physics standards that were not included in the CTE course. They can complete the “missing” standards through other courses (science courses, CTE courses, or other kinds of courses).District Science Offerings1. School districts must determine the options avail-able to students for fulfilling the science standards and course credit requirements. At a minimum, the district must offer students at least 3 credits of sci-

ence, including:a. one credit in biologyb. one credit in chemistry or physics c. one other science credit Districts may choose whether to offer CTE as an option for meeting the chemistry, physics or other science credit requirement.Teacher Qualifications1. Minnesota Rule 3505.1150 AWARDING SCIENCE, MATHEMATICS, OR ARTS CRED-ITS THROUGH CAREER AND TECHNICAL EDUCATION, states: “A career and technical education course may fulfill a mathematics or arts credit requirement or a science credit requirement other than the specified science credit in biology ...”, if the district determines that appropriate sci-ence standards are met with integrity and the CTE teacher has passed the Subject Assessment and Specialty Area licensure test in the science area in which the credit is given.2. Please note that the licensure test requirement above does not apply to teachers of agriculture, who are exempt under Minnesota Statutes, section 120B.024(b).Relationships Among Standards, Credit, Licensure1. Academic standards, course credit, additional legislated requirements, and licensure are four separate but related issues. Districts can consult the checklist attached to this document for specific points that should be considered.a. Standards: Districts determine the course op-tions or pathways through which students can complete the required standards. The state stan-dards in one subject area (such as the science standards) can be completed through coursework in another subject area (such as CTE courses).b. Credit: Districts determine the type and amount of credit to be awarded to students for the courses they satisfactorily complete. School districts are responsible for ensuring that the type of credit awarded (such as science credit or CTE credit) matches the content taught in the course. “Course credit” is defined in Minnesota Statute § 120B.024 as “a student successfully completing an academic year of study or a student mastering the applicable subject matter, as determined by the local school district.”c. Licensure: Teachers must hold a valid license or the appropriate Board of Teaching permission for the subject matter they teach. If the course is a CTE course, the teacher must hold a CTE license.

Department of Education

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Checklist for Using a CTE Credit to Meet the Chemistry or Physics Credit RequirementThe following are points that districts should consider when determining if and how students will use a ca-reer and technical education (CTE) credit to meet the chemistry or physics credit requirement. Academic Standards Course Credits Biology Credit Requirement Licensure and Chemistry/Physics/CTE Credit Requiremen

If the course is a science course, the teacher must hold the correct science license. This legislation does not permit, for example, a CTE licensed teacher to teach a chemistry course or vice versa. However, a CTE licensed teacher could teach a CTE course that contains science standards. Likewise, a chemistry-licensed teacher could teach a chemistry course that contains local CTE standards but the chemistry-licensed teacher could not teach a CTE course.d. Additional Legislated Requirements: In addition to legislated requirements related to standards, credits, and licensure, there may be additional requirements for a specific subject area such as biology. Districts determine how students will meet these requirements in the context of legislation related to standards, credit and licen-sure.For questions about using a CTE credit to meet the chemistry or physics credit requirement, please contact:John Olson, Science Specialist john.c.olson@state.mn.us (651-582-8673)Dan Smith, Supervisor of Career and Technical Education dan.smith@state.mn.us (651-582-8330)Katherine Anthony-Wigle, Educator Licensing Specialist katherine.anthony-wigle@state.mn.us (651-582-8415)

All students satisfac-torily complete all sci-ence standards, includ-ing standards in:

*Nature of Science and Engineering*Earth and Space Sci-ence*Physical Science*Life Science*Chemistry or Physics

All Students complete 3 science credits

*All Students satisfactorily com-plete a biology credit.

*All students satisfactorily complete a chemistry, physics, or CTE (career and technical education) credit that meets the underlying chemistry, phys-ics, or biology standards or a combination of those standards approved by the district.

*The biology credit is taught by a licensed Life Science teacher or a teacher with the appropriate Board of Teaching permission*The chemistry, physics or CTE credit is taught by a licensed chemistry, physics, agriculture science teacher,or a CTE licensed teacher who has passed the Subject Assessment and SpecialtyArea licensure test in the science area in which the credit was given, or a teacher with the appropri-ate MN Board of Teaching permission.*If the CTE licensed teacher has passed the test, the credit may count towards the 3-credit science requirement. If the CTE teacher has not passed the test, the chemistry/physics/CTE credit is met but it does not count toward the 3-credit science requirement.***

***Under Minnesota Statutes, section 120B.024 (b), a teacher of agriculture is exempt from the Subject Assessment andSpecialty licensure test requirement for chemistry and physics.

Department of Education

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Teacher Featuremotivation and engagement are essential in help-ing every learner achieve his or her personal best. Students in her classroom know that every person is a valued and respected member of their community. Inviting parents, guardians, and community resources to be active partners in students’ learning allows for many new educational endeavors and fantastic, rich learning experiences to take place. In addition to teaching Rachel enjoys reading, traveling, listening to live music, relaxing up north and spending time with family and friends. Rachel’s principal, Michelle Krell had this to say about her, “Rachel uses high interest, inquiry based approaches along with high level questions to create an exciting, rich atmosphere for learning. She is con-stantly striving to learn more, reflect and grow as an educator. Her students are engaged and excited about learning. Rachel is an amazing teacher who unlocks the key to learning for all students.”

The featured teacher for this newsletter issue is MnSTA member Rachel Lenzmeier, fourth grade teacher at Kasson-Manorville Elementary School. Rachel is only in her third year of teaching but is already bringing the wonders of science to her stu-dents that normally only experienced teachers bring. She uses the outdoors as a context for learning, part-nering with Cascade Meadow, a local wetlands and environmental science center with renewable energy systems on site, an energy efficient “green” build-ing, and restored and developing wetland and prairie ecosystems. During visits to Cascade Meadow, her students put engineering standards into a real-life context, use the landscape to build authentic ques-tioning skills, and learn about water uses and person “water footprints.” As more engineering content is added to the standards, she states, “it is exciting to augment curriculum by having my student come in contact with engaging, high-interest materials.” She has been working with a parent in the district who is an engineer to help with some of their activities and to model the work of engineers. During their measur-ing unit, they have built clinometers to measure the height of the flagpole and a tall tree. Other activities include building catapults, water rockets and stomp rockets to connect to the standards. Rachel firmly believes in inviting her students to be “stakeholders” in their education. They discuss objectives for each lesson and determine ways to reach targets. Her students set goals and collect data to track their progress and achievements. Beyond meeting and exceeding objectives, her ultimate goal is igniting students’ passion for learning. She be-lieves in empowering students through inquiry-based instruction and building students’ critical thinking and problem –solving skills through questioning and discussion. Her students know that the classroom is a place where risk-taking is encouraged and where great effort is celebrated. Rachel loves learning and chose teaching so that she could share that passion with students. She states, “each day of teaching is a new and exciting challenge. I enjoy the energy and fervor for leaning that my fourth graders bring to the classroom. I am always changing and adapting my instruction based on students’ needs, resources I’ve found, and new ideas gleaned from workshops: I find this constant change to be very fulfilling.” Rachel is a lifelong learner who is passionate about sharing the love of learning with students and building a classroom culture with high expectations. She believes that

Rachel working on an observation and questioning inqui-ry-based lab with animals skulls that were loaned from the Science House at the Science Museum of Minnesota where she attended a STEM Leadership Institute.

Scales for Schools Program The International Society of Weighing and Mea-surement (ISWM) announces a new initiative called Scales for Schools. The scale dealers and scale manu-facturers who are members of the ISWM wish to help public schools with their need for scales and balances in classrooms to increase students’ knowledge of sci-ence and math. ISWM is making available donations of new and used equipment. If you have a need, go to www.ISWM.com, and select the “Scales for Schools program.”

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Classrooom Activity-by Cheryl MoertelEvolution and Ecology among others. In fact it is best if students take their first high school biology course and Principles of Biomedical Sci-ence together as they support each other heavily and a true understanding of PBS relies on prior basic knowledge in biology. The biology course teaches the essentials and the PLTW course provides the real life drama, depth and career study. Students with only a beginning inter-est in the subject are drawn in deeper and deeper as the year progresses and I have no doubt that many will end up someday working in the field of medicine. At the end of the year, tests are taken, and the opportunity to earn college credit is offered. In fact some schools such as the Milwaukee School of Engineering even offer a $2500.00 per year (for 4 years) scholarship to any student who has succeeded in a PLTW course. If there are drawbacks to the PLTW courses, it is only that there are only so many hours in a student’s day. It is not meant to replace a stan-dards based biology, chemistry and/or physics course but rather to give an alternative view to science and put a practical real-life emphasis on the study itself. For many students this is what they need to truly become engaged in science. In addition to the teacher (or facilitator as I like to think of myself) the students have access to a committee of community members who also add their experiences and talents to the study of biomedical science. We are only beginning our PLTW curricu-lum in the biomedical sciences in Rochester. Currently we only have one class with student participants from all three high schools in town. However, once word gets out I think we will have some very interested students signing up for next year. I have high hopes that the course sequence will flourish and be highly beneficial to many students. This sequence of courses looks very promising and appears to be an excellent way to incorporate the new engineering stan-dards which are embedded in the Minnesota Sci-ence Standards. The students are highly excited and engaged. Only wonderful things can come from that. Meortel teaches at Century High School in Rochester

Project Lead the Way – Biomedical SciencePrinciples of Biomedical Science Maria Garcia has died. She lays in the entry-way of her house at 7:30 in the morning. There is blood pouring from a wound on her head and she has obviously vomited prior to her death. Earlier that morning she was seen walking her dog. A neighbor was alerted 20 minutes later to her accident by the loud barking of that same dog. Thus begins the first class of the Project Lead the Way (PLTW) course entitled “Principles of Biomedical Science’. The students walk into the scene of the death and observe the body, the blood and the vomit. Clues are given as to the condition of the corpse, and students begin investing in CSI fashion the death of one Maria Garcia, a woman in her mid-thirties of Hispanic origin. The course revolves around the CSI investiga-tion and the forensics involved in solving Ma-ria’s death. Each unit of the course introduces a new twist to the plot. We find that Maria had heart problems so we study the anatomy of the heart, including dissection, blood pressure and EKG using a variety of sophisticated technologi-cal methodologies. Students use their engineer-ing skills to create a pump and better understand how the heart works. We find that Maria had diabetes and was on insulin so we study diabetes and the molecular implications of the disease including hormones and signaling mechanisms of the endocrine system. Maria also has sickle cell anemia so we study not only the blood cells themselves but also the genetics behind the for-mation of the cells. And so the units continue. The Biotechnology sequence of courses in the Project Lead the Way curriculum begins with “Principles of Biomedical Sciences” (PBS) and then continues with 3 other classes for the next 3 years. The courses are hands on, inquiry based and rely heavily on a study of career choices and opportunities in the field of medical sci-ence. Although the first course covers many of the standards it is not in itself a standards based course in biology and/or History of Science and Engineering as it is missing the standards for

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Opportunities-Department of Ed

Flipping the Classroom with Bill Nye Bill Nye, “The Science Guy” is partnering with Sophia (www.sophia.org), the social media web-site for learning, for a FREE back-to-school event. For the past two decades, Bill Nye has been educat-ing students and getting them excited about science. His presentations will include discussion on new teaching models like the flipped classroom, conversa-tions with teachers and students, and some science demonstrations from the science guy himself. October 18th, 2 pm. Science Museum of Minnesota. Innovation in Teaching: The Whole Flipping Story. In this live event, Karri Miller from Minnesota Public Radio will discuss with Bill Nye how teachers are using technology to reach digital natives. Register at http://www.eventbrite.com/event/4366081066Science at the Education Minnesota Conference The Minnesota Science Teachers Assn. is sponsoring a strand of science presentations at the Education Minnesota Conference on October 18th at the RiverCenter in St. Paul. Included are:It’s not Magic, It’s Science: Hands-on Science for Elemen-tary Teachers by Jerry Wenzel. Improving Learning, Literacy and Communications through Science Practices by John Olson and Doug Paulson.Frogs, Volts and Vinegar: Engineering Electric-ity by the Bakken Museum. In addition, it is likely that Bill Nye (“the science guy”) will also be on the conference schedule. For more information: www.educationminnesota.orgstate.mn.usIDEAS Conference, Oct. 6 Integrate, Design & Enrich with Art and Science is the theme for this half day conference on Saturday October 6th, 8:45 – 11:45. The morning of learning features breakout sessions focusing on infus-ing art, science, technology, literacy and inquiry into your existing curriculum. The teachers of Glacier Hill Elementary School of Arts and Science in Eagan are hosting this event. For information and registration: jill.jensen@district196.org.Creek Freaks Program Leaders Train-ing, Oct. 6-7 Learn to incorporate exciting hands-on stream exploration activities whenever you engage middle school students in stream studies or other out-door education programs. The training will include

a basic overview of stream ecology, guidance on how to manage thelogistics of conducting on-going youth programs, and hands-on training in conduct-ing activities from the Creek Freaks curriculum. We also will review how to use www.creekfreaks.net to allow participating children and volunteers to post data, photos and videos about their streams to sharewith the community. The workshop is Saturday and Sunday 9 – 5 at the Minnesota Valley Wildlife Refuge Visitor Center in Bloomington. A $25 fee includes lunches and at curriculum kit. http://creekfreaksminnesota.eventbrite.comElementary Engineering Conference, Nov. 12 The 5th Annual E4 (Excellence in El-ementary Engineering Education) Conference is being held at the University of Minnesota St. Paul campus on November 12th. Early bird registration is open until Sep. 30 at http://www.theworks.org/workshops.php . Keynote this year will be the hosts of the popular Discover Education HowStuffWorks podcast series, Stuff to Blow Your Mind.About HowStuffWorks: “From car engines to search engines, from cell phones to stem cells, and thou-

Fall 2012 11

sands of subjects in between, HowStuffWorks has it covered. In addition to comprehensive articles, our helpful graphics and informative videos walk you through every topic clearly, simply and objectively.Use of CTE to fulfill the Chemistry/Physics Graduation Requirement The 2011-12 legislative session made changes to the science graduation requirements. The revised statute 120B.024 allows a Career and Techni-cal Education credit to fulfill the chemistry/physics requirement for students who graduate beginning in 2015. There are several conditions that must be met. The Department of Education has sent to superin-tendents a document that advises districts about how to implement these requirements. The document is can be accessed at the Frameworks website www.scimathmn.org/stemtc (Resources tab) or by contact-ing john.c.olson@state.mn.us.Relaunch of getSTEM www.getstem-mn.com is the place to go to find material and volunteer resource for the science, math and technology programs at your school. And now the website is even better! getSTEM has a new look and improved browsing for “offers” that busi-nesses have posted at the site. There are more selec-tive ways for you to post your “asks” such as science fair judges, science equipment and job shadowing. “Asks” and “offers” can now be tagged to the region of the state. There is also a new Speakers Bureau that is populated with people eager to give presentations at your school. So browse the site, post your “asks”, and suggest that your great classroom presenters register for the Speakers Bureau.Africa Schools need your used Science Books Many schools in Africa have no textbooks and could put your used textbooks to good use. Books for Africa is a not-for-profit organization located in St. Paul that ships containers of books for Africa schools. Textbooks should be no older than 15 years and should be fitting for African students (e.g. no American History books). Books can be dropped off at their warehouse in St. Paul and in some cases shipping to St. Paul can be arranged. You may also consider Books for Africa for student fundraising or personal giving. www.booksforafrica.org MDE Contacts: John Olson, Science Content Specialist, john.c.olson@state.mn.us

Dawn Cameron, Science Assessment Specialist, dawn.cameron@state.mn.usJim Wood, Science Assessment Specialist, jim.wood@state.mn.usDoug Paulson, STEM Integration Specialist, doug.paulson@state.mn.usJeff Ledermann, Environmental & Outdoor Ed. Spe-cialist, jeff.ledermann@state.mn.us MDE Website: http://education.state.mn.us .Other Minnesota Connections:Minn. Science Teachers Association http://www.mnsta.orgFrameworks for Science and Mathematics Standards http://scimathmn.org/stemtc Connections between schools and businesses http://www.getstem-mn.com Environmental Education resources http://www.seek.state.mn.usNomination for President-Elect Are you looking for a challenging leadership position that impacts science education in Minne-sota? Would you like to serve the association that serves you? Do you know a colleague who would serve MnSTA well? We are currently accepting nomination applications for the 2013 election. The president-elect serves one year and then assumes the respon-sibilities of president for two years and then a final year as past-president. The duties of these roles are described in our bylaws (http://www.mnsta.org/Mn-STA_ByLaws.html). A nominee must be willing to serve and must be a member of MnSTA. You may nominate your-self, someone else, if you would simply like to sug-gest a candidate, please forward his or her name to Mary Colson (mcolson@moorheadschools.org) and I will invite them to submit a nomination application. Nomination applications should be submitted by January 1, 2013 to be considered by the Nominations Committee. The nomination form is found at mnsta.org. Directions for submission are on the form.

Women in Science-The New York Times A new Yale study has revealed that there is a per-vasive and unconscious bias on university campuses that favors male science students over their female counterparts. The result is fewer women in scientific professions. And as a recent Sunday Review article pointed out, it’s not just in science where women are underrepresented, electrical engineering, a huge growth industry, is dominated by men.

Digital Photography Bridge to Nature Project by Steve Maanum In my mind, science has always been synony-mous with the word ‘exploring.’ E.O. Wilson said, “The greatest high is discovery.” In the past, much of the exploring was done outside. Now, as technol-ogy continues to advance, the exploring can be done on televisions, computers, i-Pads, and i-Phones. Even though many of these devices are portable enough to take outside, the majority of electronic time is spent inside. In his book, LAST CHILD IN THE WOODS, author Richard Louv quotes a fourth grader as saying, “I like to play inside better, ‘cause that’s where all the electrical outlets are.” In recent surveys, the Nielson Company found that pre-schoolers (ages 2-5) spend 32.5 hours a week in front of a TV while the Kaiser Family Foundation concluded that older children spend up to 7 hours 38 minutes a day or 53 hours per week with video games, TV, computers, and cell phones. I grew up in the 50’s and 60’s and it seems like our parents had to drag us back inside at the end of each day. Some of today’s parents have told me that they have to almost push their kids outside to get them unplugged from their electrical devices. In 2008 the U.S. Fish and Wildlife Service pub-lished their findings for the National Trends in Outdoor Recreation during 2001-2006: Freshwater Fishing: - 14 %Hunting: - 10 %Wildlife Watching: + 8 % Nature Photography: + 35 % So what’s the answer? Do we blame technology for this generation’s disconnect with nature or do we em-brace technology and use it to re-connect kids to their natural world? That’s the premise behind Minnesota’s Digital Photography Bridge to Nature project. This DNR project, written by Carrol Henderson (Minne-sota’s DNR non-game supervisor) is using technology, through digital photography, to get kids outside where they can learn about their environment through the lens of a camera. The project began in July of 2010 with a two-year goal of training 1000 Minnesota teachers to use digital cameras as an effective teaching tool and to assist them in developing nature photo lessons that could be integrated into their curriculum as a means of enhanc-ing something they were already teaching. The goal was surpassed in just 14 months and the project’s 500 cameras have been used by students in all regions of the state. During the free, four-hour workshops, Web

Opportunities2.0 tools are demonstrated and video clips of actual student projects are shown. Even though Digital Bridge was originally designed with the formal education audience in mind (classroom teachers and students), the workshops welcome naturalists and other class-room volunteers who may be assisting teachers when they take their students on their photo safari to the school grounds, school forest, city park, wildlife refuge, state park, or other outdoor site. Digital Bridge’s sister project, “Through the Lens of a Camera,” focuses on non-formal education and includes after school and summer program-ming. Joe Courneya (U of M Extension educator with American Indian youth) and I developed it in 2008 through the University of Minnesota’s Regional Sustainable Partnerships and in 2009 it received the North Central Regional Award for Natural Resources and Environmental Education at the National 4-H Leadership Conference in Rochester, New York. In 2007 the Minnesota Department of Educa-tion stated, “Science is the active study of nature, its structures and its processes. Science students use their senses and tools to observe, record, and analyze data about their natural world. Scien-tifically literate young people can understand phenomena, solve problems, and produce new technologies for today’s world.” Digital Bridge has now entered its third year and continues to schedule its Standard-based workshops. Workshop facilitators are also avail-able to assist classroom teachers with their photo safaris. Future plans include preparing a collec-tion of nature photo lessons that teachers in all subjects and at various grade levels are currently using. These will be available as a resource for all teachers. Some of the past workshop partici-pants have expressed a desire for further training so we are working on an advanced format that will include the use of trail cameras and other remote cameras designed for wildlife research. Go to http://digitalbridge.wikispaces.com for more information. If you want to attend a Digital Bridge workshop or if your school wants to host a workshop you can contact the project coordina-tors: Metro - Mary Spivey (maryspivey03@gmail.com) Greater Minnesota- Steve Maanum (steve.maa-num@gmail.com)

12 MnSTA Newsletter

Discover the Science and Agriculture Con-nection Minnesota is hosting the annual National Agri-culture in the Classroom Conference June 25-28, 2013 at the Marriott City Center in Minneapolis. This national gathering is an exciting event for K-12 educators in all subject areas to learn more about food production, plants, animals, and natu-ral resources. In addition, engaging workshops, tours and social events will provide awesome op-portunities for educators to increase their comfort level in agricultural topics and also integrate agri-cultural content into instruction to meet academic standards in health and nutrition, math, language arts, science and social studies. The conference will feature chef, food writer, and host of the Travel Channel’s show Bizarre Foods, Andrew Zimmern as the keynote speaker.Workshop and Learning Lab Presenters Wanted!The 2013 National Agriculture in the Classroom Conference Planning Committee is soliciting for workshop and learning lab presenters. Examples of past workshop and learning lab topics: soil science investigations, water quality experiments, using plants and animals in your classroom, integrating agricultural themed books and literary resources and many other exciting topics focused on agriculture, food and natural resources. Feel free to submit a proposal in either presen-tation area:Workshops: Each workshop offered in 2013 will be for one hour. The committee will be look-ing for proposals with rigor and quality and that fit the changing face of today’s agriculture and education. Consider submitting a proposal to sup-port leadership and/or professional development, formal or informal education, agricultural issues/content or volunteer engagement. Workshop ses-sions will be held Wednesday, June 26 and Friday, June 28, 2013. (Honorarium: $200 for 1 session; $300 for 2 sessions) Learning Labs: Learning labs will be integrat-ed as part of the larger exhibit fair with confer-ence attendees free to roam and learn at will during the 1.5 hours devoted to the learning lab segment. The learning lab offering will be from 10:45 am – 12:15 pm on Friday, June 28, 2013.(Honorarium: $100 per learning lab)For proposal submission requirements and instructions go to: http://www.agclassroom.org/conference2013/

2013 Minnesota Conference on Science Education Putting the E in STEM Plan to join us in Duluth, Minnesota for our annual Minnesota Conference On Science Education, Feb. 22-23, 2013. MnCOSE is our premiere professional development event that brings Minnesota science edu-cation professionals together for sharing and growth! All registration is on the MnSTA website (www.mnsta.org), registration, exhibitors, lodging, and pre-senters. The conference committee has several speakers and presenters lined up. A more complete listing will be available on our website www.mnsta.org• Mike Lynch of WCCO radio will be our morning

keynote speaker. He will also conduct an astrono-my workshop on Saturday.

• Steve Pruitt of Achieve will speak about the Next Generation of Science Standards and will have a questions and answer session afterwards. He is Vice President for Content, Research and Devel-opment for Achieve, Inc. Stephen was a member of the committee that wrote the Framework for K-12 Science Education and was formerly the Sci-ence Specialist for Georgia. He is an entertaining and practical presenter.

• Darci Harland, NSTA author, will conduct a Satur-day workshop on STEM focused toward elemen-tary to middle school teachers.

• Neil Lamb, of Hudson Alpha, a biotechnology company in Huntsville AL will give multiple bio-technology workshops for biology teachers.

Kids Learn by Thinking Like Scientists-Education Week Alison Gopnik, a professor of psychology and affiliate professor of philosophy at the University of California, Berkeley, has shown that the thinking and learning of babies and toddlers strongly resembles that of scientists. Gopnik’s paper delved into the way that preschoolers think was published in the journal Sci-ence. “Everyone knows that babies are wonderful learn-ers,” Gopnik said, “But what we have only just discov-ered in the last 10 years or so is how babies can learn so much.” Gopnik said that her research shows that, much like scientists, the youngest kids learn by testing hypoth-eses against data and drawing conclusions. “Everyday play is really a kind of scientific exploration,” she said. “It’s just that when they do experiment, we call it ‘get-ting into everything.’ “

Opportunities

Fall 2012 13

Executive Board:Exec. Secretary Ed Hessler Hamline University, 1536 Hewitt Ave. MS-A1760, St. Paul, MN 55104

W: 651-523-2945 F: 651-523-3041 e: ehessler01@hamline.edu

President Steve Walvig The Bakken 3537 Zenith Ave. S Minneapolis, MN 55416

W-612-926-3837X202 F: 612-927-7265 e:walvig@thebakken.org

Past President Mary Colson Horizon MS 3601 12th Ave. So. Moorhead, MN 56560 W: 218-284-7300 F: 218-284-7333 mcolson@moorhead.k12.mn.us

Treasurer Joe Reymann Retired e: joereymann@comcast.net

DOE Science Specialist John Olson Dept.of Education john.c.olson@state.mn.us 651-582-8673

Discipline Directors:Biology Nancy Johnson Humboldt Secondary 30 E. Baker St. St. Paul, MN 55107

W:763-242-4649 nancy.orr@spps.org

Chemistry Charles Handlon Century High School 2525 Viola Rd NE Rochester, MN 55906

W:507-287-7997 X 3120 F:507-285-8595 chhandlon@rochester.K12.mn.us

Earth Science Dana Smith Nicolette Public School 1 Pine St. Nicollet, MN 56047 W:507-232-3461X4114 e: dana.smith@isd507.k12.mn.us

Elementary/Greater MN Nicole Christofferson-Weston Menahga Public Schools 216 Aspen Ave; Mehanga, MN 56464

218-564-4141X477 e:nchristofferson@menahga.k12.mn.us

Elementary/Metro Polly Saatzer Garlough Environmental Magnet 1740 Charlton St. West St. Paul, MN 55118 W:651-552-0094 paulette.saatzer@isd197.org

Higher Ed Michele Koomen Gustavus Adolphus College 800 West College Ave. St. Peter, MN 56082

W507-933-6057 F507-933-6020 mkoomen@gac.edu

Informal Ed Larry Thomas SMM 120 W. Kellogg Blvd St. Paul, MN 55102

W: 651-221-4507 e: lthomas@smm.org

Newsletter Jerry Wenzel Retired e: jerrywenzel@brainerd.net

Physics Paul Lulai St. Anthony Village High School 3303 33rd Ave St. Anthony, MN 55418

W:612-964-5374 plulai@stanthony.12.mn.us

Private Schools Rand Harrington The Blake School 511 Kenwood Parkway Minneapolis, MN 55403W: 952-988-3615 randalh@gmail.com

Technology Vacant

Webmaster Eric Koser Mankato West H.S. 1351 S. Riverfront Dr. Mankato, MN 56001 W: 507-387-3461 x 322 F: 507-345-1502 e: ekoser@chartermi.net

Region Representatives:Region 1&2: North Laurie Arnason Southpoint Elementary 1900 13th St. SE East Grand Forks, MN 56721

W:218-773-1149 larnason@egf.k12.mn.us

Region 1&2: North Dr. John Truedson Bemidji State University 1500 Birchmont Dr. NE Bemidji, MN 56601

W:218-775-2796 F: 218-755-4107 e:jtruedson@bemidjistate.edu

Region 3: Northeast Margie Menzies Harbor City Int. School 332 W. Michigan St. Duluth, MN 55802

218-722-7574 X 417 e:mmenzies@harborcityschool.org

Below, you will find information about your MnSTA Board Members. The listing includes the board member’s school (or organiza-tion), mailing address, work phone, FAX number, and e-mail address. The board wishes to make itself as accessible as possible for our members. Please feel free to contact your discipline representative, regional representative, or executive board members if you have ideas, concerns, or wish to help with the mission or operation of MnSTA. We are always looking for members who wish to serve MnSTA as Board Members, Non-Board Service Chairs or Members, and as Committee Chairs or Members.

MnSTA Board Directory MnSTA Phone# (651)-523-2945

14 MnSTA Newsletter

Region 4: Westcentral Emily Wolf Osakis High School Osakis, MN ewolf@osakis.k12.mn.us

Region 5: Northcentral Marie Zettel Aitkin High School 306 2nd St. SW Aitkin, MN 56431

W 218-927-2115 X 3313 e:mariezettel@yahoo.com

Region 6: Southcentral Philip Sinner Renville County West 301 NE 3rd St. PO Box 338 Renville, MN 56284

W320-329-8368 F320-329-8191 psinner@rcw.k12.mn.us

Region 7: Eastcentral Kari Dombrovski Talahi Community School 1321 University Dr. SE St. Cloud, MN 56304

W:320-251-7551X5127 F:320-529-4339 kari.dombrovski@isd742.org

Region 6: Southcentral Philip Sinner Renville County West 301 NE 3rd St. PO Box 338 Renville, MN 56284

W320-329-8368 F320-329-8191 psinner@rcw.k12.mn.us

Region 9: South John Novak New Prague High School 221 12th St. NE New Prague, MN 56071

W:952-758-1244 jnovak@np.k12.mn.us

Region 10: Southeast Sharie Furst Kasson-Mantorville Elemementary .604 16th St. NE Kasson, MN 55944

507-319-4781 s.furst@komets.k12.mn.us

Region 11: Metro Peter Anderson Main Street School of Performing Arts 1320 Mainstreet Hopkins, MN 55343

W:952-224-1320 panderson@performing-arts-school.org ande4082@umn.edu

Ancillary Positions:Database Mark Lex Benilde-St. Margaret’s 2501 Hwy 100 S St. Louis Park, MN

55416 W: 952-927-4176 F: 952-920-8889 e: marklex@umn.edu

Historian/Parlimentarian Fred Riehm Retired ‘91 frriehm@ties2.net

NSTA Dist. IX Director Ramona Lundberg Deuel High School 410 5th St. West Clear Lake, SD 57226-2102 e: ramona.lundberg@k12.sd.us 605-874-2163

Conference Coordinator Jean Tushie Eden Prairie High School 17185 Valley View Rd Eden Prairie, N 55346

W 952-975-4347 F 952-975-8020 e jtushie@edenpr.org jtushie@comcast.net

Events CalendarIf you have events you want placed on the calendar, send them to the editor - see page 2 for deadlines, address, etc.

Conferences / Workshops

MnCOSE Minnesota Conference on Science Education Feb 21-23 Duluth at DECCMnCOSE Minnesota Conference on Science Education 2014 and 2015 Mankato

NSTA 2013 national conference, April 11–14, San Antonio, Texas

Fall 2012 15

Non-Porfit Org U.S. Postage PAIDTwin Cities, MN Permit No. 4197

Permit No. 04197

MnSTA Regions

Non-Profit Org U.S. Postage Paid

Minnesota Science Teachers Association, Inc.Hamline University MS MS-A17601536 Hewitt Ave.St. Paul, MN 55104

MnSTA Membership Application FormJoin the Minnesota Science Teachers Association (MnSTA), the professional organization whose

primary goal is the advancement of science education. Mail this form along with your check to:MnSTA, Hamline University MS - A1760, 1536 Hewitt Ave., St. Paul, MN 55104

Rates (Check one):

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Address

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Phone number (include area code)

Preferred email address

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Name

Address

City State Zip Code

Phone number (include area code)

Fax number (include area code)

School district # (enter "P" if private)

Elementary Biology Earth Science Chemistry Life Science Physics Physical Science Environmental Science

Basic Membership ........................ $25 First Year Teacher........................ $15 Retired Teacher............................ $15 Pre-service Student ...................... $10 Life Membership: to age 35...... $400

age 36-50 .... $300over 50......... $200

Home School/Organization

Choose up to three discipline mailing lists:

New Member Renewing Member

I prefer mailings be sent to the school address

Indicate the grade level you work with:level:

Elementary (K-6) College/University Middle/Jr. High School (6-9) Informal Ed High School (9-12)

1&23

45 7

6 & 8 11

9 10

*Note - Your membership expires on the date on your mailing label. Please renew ASAP before renewal date!You can now renew your membership on-line. www.mnsta.org