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Chapters and Associated Groups: Know your corporate status!

By Teshia Birts, CAE

Posted on 2012-02-01

I want to remind chapter and associated group leaders about the importance of a corporate status.  This may be a no-brainer to some, but many organization leaders confuse this with the tax-exempt status (i.e., 501(c)3, 501(c)6, etc.)  There is really no connection between these two.
The process for becoming a formal non-profit, professional or trade organization typically involves obtaining an Employee Identification Number (EIN) which eventually becomes the organization’s Tax Identification Number (TIN) (once granted tax-exempt status from the Internal Revenue Service).
During that same time, most leaders/staff also work on having the organization become a recognized business entity in their state (or in another state with the help of a registered agent, but that’s a different blog post).  This process typically involves (1) completing an application for incorporation and (2) paying a registration fee when the application is filed.
Information regarding the forms, where to submit them and filing fees can ordinarily be found on the state’s Secretary of State or Corporate Commission website.
This part of the process is relatively easy and painless.  In fact, most states have gone completely electronic with this procedure.  The problem that I come across working with many smaller organizations is submitting the follow-up reports AFTER they have been incorporated.  You see, in order to maintain that corporate status, you must file regular reports letting the state know your organization continues to function as a business.  This is the opportunity for them to collect updated information on your organization as well (e.g., officer, business address, etc.)  Many states also collect a fee each time the report is filed (which may be annually, biennially, etc.)
Submitting these annual reports is important – if you don’t, your organization runs the risk of having its corporate status suspended or removed.
Why is all of this important anyway? Because having that “corporate covering” is the first line of defense for lawsuits brought against your officers, members and staff.  Many underwriters for directors and officers’ insurance, general liability insurance or event cancellation insurance won’t issue policies to unincorporated entities.  Some vendors like hotels and resorts will not conduct business with them either.
Many states do very well in sending reminders several weeks before annual reports are due, but if your association contact changes frequently or if you just aren’t sure, do some research on your state’s Secretary of State or Corporate Commissions website.  Better to be safe than sorry!

I want to remind chapter and associated group leaders about the importance of a corporate status.  This may be a no-brainer to some, but many organization leaders confuse this with the tax-exempt status (i.e., 501(c)3, 501(c)6, etc.)  There is really no connection between these two.
The process for becoming a formal non-profit, professional or trade organization typically involves obtaining an Employee Identification Number (EIN) which eventually becomes the organization’s Tax Identification Number (TIN) (once granted tax-exempt status from the Internal Revenue Service).

 

National Astronomy Day: Bringing the Universe to Your Students

Science Scope—February 2012

The authors discuss National Astronomy Day and demonstrate how to successfully bring astronomy into the school. Browse this collection of ideas for "bringing astronomy to the people."
The authors discuss National Astronomy Day and demonstrate how to successfully bring astronomy into the school. Browse this collection of ideas for "bringing astronomy to the people."
The authors discuss National Astronomy Day and demonstrate how to successfully bring astronomy into the school. Browse this collection of ideas for "bringing astronomy to the people."
 

Science 2.0: Engineering, Modeling, and Computational Thinking

The Science Teacher—February 2012

This column shares web tools that support learning. This month’s issue describes software programs used for modeling.
This column shares web tools that support learning. This month’s issue describes software programs used for modeling.
This column shares web tools that support learning. This month’s issue describes software programs used for modeling.
 

Hot science topics of 2011

By Christine Royce

Posted on 2012-01-29

This month’s Leaders Letter provides several resources that list the top science stories of 2011—ranging from monthly highlights to high tech inventions. What was your favorite topic? What story caught your attention and made you go hmmmmm—now that is something to think about?
While I can’t say I have a favorite topic, there were several stories that did catch my attention. The first being the tsunami following the earthquakes in Japan. I had been in Japan several years ago and have several friends there so the story first caught my attention from the personal perspective where I was worried about friends as well as having an interest in where the epicenter was, the resulting damage to the nuclear plants and of course the devastation and suffering the earthquakes caused. What made the tsunami an interest was the fact that it was predicted to hit the San Francisco Bay area during the NSTA Conference there—this itself was exciting since after all we are science educators and any type of science engages us. It was however also interesting to hear the number of friends say—I can’t believe (insert name of family member here) called me at 4:00 a.m. this morning to tell me to stay away from the bay. My mother was included in this activity all the way from the east coast.  I guess it holds true that many of us want to “see science happen” and it was perhaps good fortune that the tsunami was less destructive than originally predicted as well as hitting a good distance north of our location.
I think the other story that was bittersweet for me was the last launch of the shuttle Atlantis.  It brought the end of an era of space travel one step closer. If I ever had a chance to go into space, I would (so perhaps the warning about staying away from the tsunami by mother is fair) and hearing that Atlantis was now permanently grounded made me wonder how that pursuit be it mine or others would continue in the future.
Which story caught your attention?

This month’s Leaders Letter provides several resources that list the top science stories of 2011—ranging from monthly highlights to high tech inventions. What was your favorite topic? What story caught your attention and made you go hmmmmm—now that is something to think about?

 

NSTA conference—your first one?

By Mary Bigelow

Posted on 2012-01-28

Are you attending the NSTA conference in Indianapolis this spring?  At this point, you should be registering, making arrangements for lodging and transportation, and thinking about your lesson plans for the substitute (if you haven’t done so already).

If this the first time you’ve attended the national conference, it can be overwhelming at first. Here are some suggestions, updated from last year’s blog:

Consider attending the first-timers session on the first day. This year, Dr. Christine Royce is hosting the session Conference Tips for First-Timers on Thursday, March 29 3:30–4:30 PM  in the JW Marriott Indianapolis, JW Grand Ballroom 5. It’s worth the time.

There are a few other things you should do before you go:

  • Add the NSTA Conference page to your bookmarks or favorites. Be sure to check out the Conference Newcomer’s page.
  • Decide what you’d like to focus on at the conference: What content do you want to know more about? What topics do your students struggle with? Are you looking for new digital resources, textbooks, or equipment? Get suggestions from your colleagues, too. Ask your students what you should learn more about (related to science, of course!). Then go to the conference website and use the Session Browser/Scheduler to look at the session descriptions. You can  print out a personal schedule or add the session information to your smart phone calendar (mine is getting full already). Pick a few sessions for each timeslot, in case the rooms are full.
  • Preview the Conference Transcript section on the conference site. When you turn in a session evaluation, the session will be added automatically to your transcript. You can also add events manually. This is a great way to show your administrators which sessions you attended—my principal was always impressed.

Read more suggestions on what to take and what to do.



Some hints on what to take:

  • An empty bag—preferably one with wheels—if you know you can’t resist picking up every brochure, handout, and session material you encounter (resistance can be futile), although many presenters are now posting their handouts online.
  • Address labels are handy for sign-up sheets and marking your program and other materials.
  • If you don’t have any business cards, get some or make your own. Be sure to include your e-mail address and what and where you teach. These are great to handout when you’re networking with other teachers, presenters, and exhibitors.
  • A digital camera or cellphone camera is handy to take pictures of equipment, displays, speakers, and new friends.
  • Have an envelope or other system for keeping receipts and other documents. Expenses not reimbursed by your school might be tax-deductible (check with your accountant).
  • Chargers or other adapters for your electronic devices.
  • Above all, take comfortable walking shoes and be prepared for the Indianapolis weather!

At the Conference:

  • Pick up your badge holder, your copy of the program (there’s one for each day) and other conference materials ahead of time, if possible. Take some time to finalize your daily schedules. I like to put a small reminder in my badge holder with the session names, times, and locations. You can also stash a few of your business cards in your badge holder, making it easier to hand them out to new contacts. Keep your smart phone handy if you’ve created a calendar on it.
  • Turn in the session evaluations so they can be added to your transcript.
  • Get to the sessions early. Sometimes the smaller rooms fill up quickly. Have a back-up session in mind in case the room is full.
  • Divide and conquer if you’re attending with friends or colleagues. You can only be at one place at a time, so coordinate with other teachers on what to attend and how to share notes and materials from sessions.
  • Consider taking some snacks and a water bottle (the concessions are often crowded at lunch time).
  • It’s tempting to collect every brochure, poster, and promotional giveaway in the exhibit area. It’s like a science wonderland! But whatever you collect, you’ll have to get home somehow. I know teachers who take an empty bag (see above under things to take) they can check on the way home (or you can ship things home via a delivery service).
  • Take some time for sightseeing, especially if this is your first trip to Indianapolis. There will be a booth at registration staffed by local teachers. They’ll have lots of ideas and suggestions for what to see and do and where to eat. I’ve never been to Indianapolis, so I’m looking forward to learning more about it.
  • Keep a log or journal of the sessions you attended, people you met, and new ideas. Update your homepage, Facebook, tweets, or class Wiki/blog with a summary of what you are learning at the conference. I’ve even seen teachers Skyping back to their students!
  • Update your conference transcript.
  • Put your cell phone on mute during sessions.
  • Introduce yourself to teachers at the sessions or events. You’ll meet lots of interesting people and make many new personal connections. Although it’s important to keep up with your colleagues via texts/tweets/email, take the opportunity to actually talk to the teachers in line with you or sitting next to you at a session. The value of a face-to-face conference is meeting and interacting with real people, and teachers are the most interesting people of all.
  • Attend a session or two on a topic you know nothing about. It’s a good way to learn something new.

Back Home:

  • Share your experiences with your students. Use some of the promotional items you collected as prizes or gifts.
  • Organize and file your notes and handouts. Share the materials and what you learned with your colleagues.
  • Send a note of appreciation to the administrator who approved your attendance at the conference. Write a brief article for the school or district newsletter, if appropriate.
  • Print your transcript.
  • Get ready for next year!

Does anybody else have tips for conference newbies? Please leave a comment.

Update: 2012.08.21

NSTA has created these “infographics” to help you maximize your conference experience—click on an image to open a full-sized PDF:

Conference Checklist: Packing

Conference Checklist: While There

Are you attending the NSTA conference in Indianapolis this spring?  At this point, you should be registering, making arrangements for

 

Anticipating conference joy, 2012

By Peggy Ashbrook

Posted on 2012-01-27

I am so looking forward to the NSTA national conference in Indianapolis in March 2012! It’s not that I’m tired of my everyday life and teaching work—it’s that I’m eager to be back from the conference with fresh ideas and new connections to create in the curriculum. NSTA conferences are joyful events, populated with educators doing what they love best.
I want to:

  • learn more about the Next Generation Science Standards and the Framework from which they are being written, (Friday March 30, 9:30-10:30 AM, Featured Panel: Next Generation Science Standards, Indiana Convention Center, Sagamore Ballroom and Saturday, March 31, 2:00–3:00 PM, Exploring the Science Framework, JW Marriott Indianapolis, JW Grand Ballroom 3),
  • learn more about Developing Early Childhood Learners’ Inquiry Skills through Play-based Nature Study Activities (Thursday March 29, 9:30–10:30 AM, 235, Indiana Convention Center) and,
  • share my ideas on making connections between indoor and outdoor activities to draw students and teachers outdoors (Friday March 30, 11:00 AM–12:00 PM, Outdoor–Indoor Connections to Beguile Your Students into a Love of Nature, Chamber, Westin Indianapolis).

All of us who count astronauts as role-models can look forward to hearing NASA’s Associate Administrator for Education, Leland Melvin, speak on “Inspiring the Next Generation of STEM Leaders” (Thursday March 29, 9-10am, Indiana Convention Center, Sagamore Ballroom).
The NSTA Learning Center has a Professional Development Community Forum discussion going on with tips for attending conferences. Here are some of the ideas contributed by veteran conference-goers:
Tina Harris: Take your own flat-rate postal boxes and tape with you so you can pack and ship as you accumulate give-aways and purchases. 3 flat rate boxes = $50 extra suitcase and you don’t have to lug it through an airport! We here in Indy are also offering some wonderful field trips (check the conference schedule).
Carolyn Mohr: The exhibitors’ hall is not ‘doable’ in one day. Some socials provide free treats and beverages and you get a chance to mingle with like-minded teachers.
Susanne Hokkanen: I recommend at least two workshops at each time slot, because sometimes workshops fill up fast, and your first choice may not be available or open or may be too far away to reach in time. And try to leave a time slot open just for “absorb it all” time.
Laura Jones: I also would recommend the most comfortable shoes you have.
Ms. Mentor suggests visiting the Conference Newcomers’ Page. She made some recommendations for the 2011 conference which apply to area and national conferences in any year, such as, Introduce yourself to teachers at the sessions or events. You’ll meet lots of interesting people and make many new personal connections.
I hope to meet some of you in Indianapolis or at another conference. You can register online now, and the early bird price is good through February 3. My wishful-thinking schedule has three (gulp!) sessions for each time slot—guess I’d better re-evaluate the list and look for a slot to “absorb it all”—wait, isn’t that what the plane trip home is for!?
Peggy

I am so looking forward to the NSTA national conference in Indianapolis in March 2012! It’s not that I’m tired of my everyday life and teaching work—it’s that I’m eager to be back from the conference with fresh ideas and new connections to create in the curriculum.

 

Budget ideas

By Mary Bigelow

Posted on 2012-01-26

Our school is facing a budget crunch. Each department was asked for suggestions for cost-saving measures. Do you have any suggestions the science department can add to the list?
— Brenda, New York

It’s heartbreaking (or outrageous, depending on one’s point of view) to see teachers and administrators expected to provide more services with fewer financial resources. I know of several public schools that are even asking parents to donate classroom supplies. This imposes a burden, especially in times when many families also are struggling at home. I’m sure you and your colleagues are thrifty, but I’ve talked with some colleagues for suggestions to supplement your efforts.

  • Determine which activities are essential for student understanding.  Make these your non-negotiables—activities that justify the expenses related to them. You also cannot skimp on expenses related to student safety and the safe storage or handling of materials and equipment.
  • Prioritize the rest of your requests. For example, you may decide that elaborate decorations aren’t necessary. The classroom could be just as attractive with student work on the display boards or with interesting objects students bring in to share.
  • Show your principal or business manager the price of consumables (such as cotton swabs or batteries) in science catalogs compared to the prices at local discount stores. Perhaps a procedure could be established for reimbursing bargain-hunting teachers for purchases of these discounted supplies. (Save your receipts, even if you are not reimbursed. You may be able to deduct out-of-pocket expenses as a teacher.)
  • During labs, put out smaller amounts of materials and consider microscale activities. Rather than laminating handouts, use reusable plastic sheet protectors. Be sure students are accountable for materials used in lab activities. Place a list in each group’s box or at each lab station so all materials are returned (tools, reference materials, glassware, and so on). Simulations are not the same as the real experience, but perhaps there are some activities for which they could be substituted.

Paper and copying can be a place to scale back.

  • Before going to the copier, consider the value of the assignment. Is a find-a-word puzzle or other busywork worth the paper and the duplicating costs? Other types of vocabulary work such as word splashes or graphic organizers are more beneficial (and use less paper).
  • Post newsletters and announcements on the school’s website or other electronic sources.
  • Put a box in the classroom to save paper that has a blank side. Cut the paper into halves or quarters for quizzes, exit slips, or practice activities.
  • If you teach more than one section of a subject, consider whether it’s necessary to give each student a copy of a multi-page test. Could you make a class set of tests (double-sided) and have the students use separate answer sheets? (This might not be appropriate for younger students.)
  • Post your handouts on your webpage so that if students lose them, they can print them at home.
  • Have students complete assignments (notes, lab reports, diagrams, etc.) in their science notebooks rather on duplicated handouts.
  • If students have access to laptops and the internet, consider Web 2.0 tools for paperless collaboration. (e.g., Livebinders for portfolios, lino for brainstorming, or Edmodo for communicating)

Ask students for suggestions! They may come up with some good ideas that give them ownership in the process. (Keep your sense of humor—my students had suggestions such as Save paper with shorter tests or Save water by not making us wash our hands before lunch.)
Professional development (PD) often is on the budget chopping block, but it’s more important than ever. Rather than listing a series of unrelated events, be sure your activities all connect with your identified goals. Suggest PD activities that are free or have minimal costs: teacher-directed study groups, blogging, action research projects, independent study, presentations by your own teachers, online courses (such as those offered by NSTA), events at nearby museums or science centers, and online collaborations via discussion groups, tweetchats, videoconferencing, or networking sites.
None of these suggestions will save huge amounts of money. However, many of the suggestions may also lead to greener classrooms with less waste.
For more ideas:
Science on a ShoestringThe Science Teacher, July 2011
Professional DevelopmentScience & Children, July 2010
Professional Development on a ShoestringMs Mentor, March 2009
NSTA’s Frugal Science Teacher books
 
Photo: http://www.flickr.com/photos/68751915@N05/6736170827/sizes/l/in/photostream/

Our school is facing a budget crunch. Each department was asked for suggestions for cost-saving measures. Do you have any suggestions the science department can add to the list?
— Brenda, New York

 

Google's Online Science Fair winners

By Martin Horejsi

Posted on 2012-01-24

One year ago, this blog highlighted the unique opportunity of the Google’s Global Online Science Fair. Well, the fair was a success and the winners have been announced. According to a Google website, Over 10,000 students from 91 countries submitted amazing science experiments. With project topics ranging from “Can I program a robot in English?” to “Can I make a sailboat even faster with a winged keel,” to “How does marinade affect carcinogen levels in grilled chicken?,” we were fascinated, inspired and awed by the young scientific talent across so many fields all over the world.”
The winners are:

  • Lauren Hodge in the 13-14 age group. Lauren studied the effect of different marinades on the level of potentially harmful carcinogens in grilled chicken.
  • Naomi Shah in the 15-16 age group. Naomi endeavored to prove that making changes to indoor environments that improve indoor air quality can reduce people’s reliance on asthma medications.
  • Shree Bose in the 17-18 age group. Shree discovered a way to improve ovarian cancer treatment for patients when they have built up a resistance to certain chemotherapy drugs.

And here is an inspiring YouTube video of the winners describing their experiences and experiments.
[youtube]http://www.youtube.com/watch?v=fmnAFj4Y3tc[/youtube]
 
And for those ready to take the plunge in 2012, here’s the promo video inviting participation. Submissions are being accepted on the site until March 30, and regional finalists will be chosen in May, and 15 finalists will be selected in June. The winners will be announced at Google’s headquarters on July 23, 2012.
How to enter? Watch the video below.
[youtube]http://www.youtube.com/watch?v=sElBwQkK4mE&feature=player_embedded#![/youtube]

One year ago, this blog highlighted the unique opportunity of the Google’s Global Online Science Fair. Well, the fair was a success and the winners have been announced. According to a Google website, Over 10,000 students from 91 countries submitted amazing science experiments.

 

Earth, Moon, Sun

By Mary Bigelow

Posted on 2012-01-21

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The other evening, as I was out walking, I noticed that the moon seemed exceptionally bright. I took out my binoculars and spent a few minutes gazing at the craters on the full moon. What a sight! Learning about and appreciating the relationship between the Earth, Sun, and Moon can be a lifelong interest. The elementary years are the first (and, unfortunately for many students, the last) school-based experiences they have with the topic.
Seeing the Moon focuses on the most famous features of our moon—the craters. The article includes an activity that simulates impact craters. The formative assessment probe described in The Daytime Moon uncovers student misconceptions about the moon and would be a good introduction to a unit on the moon. [SciLinks: Moon Phases]
What Causes the Tides? As a SciLinks reviewer, one of the first sites I reviewed (and declined) stated that tides come in the morning and go out in the evening. It’s not hard to understand how people who have never experiences tidal activity can develop misconceptions or incomplete understandings. This article is a quick primer on this phenomenon. While you’re on the subject of gravity, Gravity and Weight has two activities to help students explore the concept. [SciLinks: Tides, Gravity]

Shadows are fascinating to students and are related to the position of the Sun. Shadow Play describes a unit of study in which students investigated the relationship between shadows and seasons. The activities make use of the Starry Night software, but other Internet resources are suggested (such as the Stelllarium website). Child’s Play also has an activity related to shadows. [SciLinks: Light]
Can 4th-graders take on an engineering project? The students in the article Landing Safely on Mars did just that as they built models of Mars landers. This was not the typical craft stick model—the twist here was that the “landers” were dropped off the school roof to the ground below. Would the contents survive the “landing?” The activity also included connections to language arts as students wrote about their designs and created their own nonfiction books on the topic.  [SciLinks: Exploring Mars]
Collegiality and Better Science Teaching describes the implementation of a professional learning community and how one could be started elsewhere. If your PLC is interested in resources for teaching Earth and space science, Reach for the Stars! describes the resources that NSTA and NASA have for background knowledge and professional development on the topic.
Is a Mealworm Really a Worm? describes a model for a scaffolding process for science notebooks with younger students (Inquiry-Modeling-Sharing-Collaborative-Independent). I liked the checklist that documents the progression the students make on key organization skills tracked over several weeks. What would this model look like for other science topics? [SciLinks: Metamorphosis, Insects]
In her Early Years blog, Peggy Ashbrook has additional thoughts and resources on the topic. And check out more Connections for this issue (January 2012). Even if the article does not quite fit with your lesson agenda, there are ideas for handouts, background information sheets, data sheets, rubrics, and other resources.

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Science and the Common Core language arts standards

By Mary Bigelow

Posted on 2012-01-18

Table of Contents


Along with this month’s Science Teacher, the articles in this issue focus on reading and writing in science. Science teachers are the best ones to guide students in these literacy processes, given the content and structure of science text and science writing. The theme that seems to run through this issue is the importance of guidance and modeling.
Reading science text (whether a book or online) can be difficult for students, with advanced vocabulary and a style different from stories and novels. If your students have difficulty comprehending science text, Shake It Up With Reading has suggestions for reading strategies such as questioning the text. The Science Text for All: Using Textmasters to Help All Students Access Written Science Content shows how cooperative “literature circles” (often used in language arts or reading classes) can be adapted for science reading. Both articles have examples of rubrics and guides for students. [SciLinks: Earthquakes]
Science text also includes graphics and visuals. Teaching with Visuals in the Science Classroom differentiates between decorative visuals and those that convey information. The author lists seven suggestions for helping students process this information. Vocabulary is another challenge in reading science text. Jump-Start Your Middle School Students’ Background Knowledge and Vocabulary Skills introduces us to “jump pages,” online collections of resources on a topic created by teachers (or students). Each “card” focuses on a topic with links to videos, PowerPoint presentations, web pages, or word documents and assessments related to the topic. The authors provide directions and rubrics. [SciLinks: Current Electricity, Magnetism] The online tools Museum Box or Glogster could be used in this way, although Internet access and logins are necessary for these.

Sometimes we expect middle schoolers to know more than they actually do. They need guidance and modeling in writing, too, as described in Getting Past “Just Because.” The article describes how the authors implemented a CER (claim-evidence-reasoning) process to help students write informative text. NOT Another Lab Report has suggestions for guiding students in documenting their investigations. And as the author of Using “Brags and Whines” as a Creative Writing Technique notes, science writing can tap into student creativity. These articles have rubrics to show how writing can be assessed (with a focus on understanding, reasoning, and evidence rather than spelling and mechanics).
Do you keep a journal–a diary, lifelist, field notes, or scrapbook? Nature Journaling shows how students can get hooked on writing while fine-tuning skills such as observing and noting details. Even the schoolyard can be a place for nature journaling, and the authors provide examples of student work. And students might enjoy seeing your journal, too.
Are you planning a field trip for this year? Transforming a Field Trip into an Expedition can help you and your students go beyond the traditional scavenger hunt. The author describes activities before, during, and after the trip that turns a “day off” into an investigation, including a student question guide and rubric.
Nuclear Energy has a description of this source of energy, including a timeline and a discussion of pros and cons of these power plants. The article is just in time for National Nuclear Science Week, January 24–28. NSTA is hosting a special live web seminar from the Illinois Institute of Technology on January 25 with scientists and national experts from the medical, energy, and research fields who will lead the discussion. For more information and to register, click here. [SciLinks: Nuclear Energy, Nuclear Reactors]
Check out the Connections for this issue (January 2012). Even if the article does not quite fit with your lesson agenda, this resource has ideas for handouts, background information sheets, data sheets, rubrics, etc.

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