Being part of a military family, Veterans Day holds special significance for me. Members of my family have served in the Coast Guard, Navy, and Army. Wherever I am on Veterans Day, I seek out a way to reflect on the sacrifices and accomplishments of the men and women who serve in our armed forces. This year I had occasion to visit The National WWII Museum while in New Orleans for the National Science Teachers Association area conference. The scope of the exhibition galleries in this 11-year-old museum is overwhelming; the curators and historians took care to present an overview of the war in all theatres, with special emphasis on the amphibious invasions or D-Days. Moving from gallery to gallery, visitors see large-scale illustrations of battles across continents side by side with small objects soldiers carried and brought home, such as the metallic “cricket” clickers paratroopers used to signal one another in the French countryside. A soldier’s bullet-punctured helmet is displayed not far from a pocket Bible, carried by a Marine into battle in the Solomon Islands. In one gallery that focused on the war effort at home, I saw my reasons for being in New Orleans and at the museum come together in a compelling look at science and engineering that helped win World War II.

The exhibit supplies a summary of “Some Wartime Scientific and Technical Advances” that included the Jeep, high-octane gasoline, Teflon, synthetic cortisone, the electron microscope, and M&M’s. Penicillin, discovered and developed in 1928, was moved into mass production during the war, a boon to battlefield medicine. An engineering marvel that contributed greatly to the U.S.’s ability to ferry troops efficiently from sea to land was the Higgins landing craft, invented by Andrew Jackson Higgins of New Orleans. Higgins Industries and its affiliates manufactured more than 20,000 of these boats, which facilitated swifter landings of troops and equipment around the world. General Dwight Eisenhower is said to have called Higgins “the man who won the war for us.”

Another feature of this gallery is discussion of the extensive programs of conservation, salvage, and recycling the American public participated in to aid the war effort. In addition to adhering to rationing programs, Americans delivered tin foil, metal, used cooking oil, and nylon stockings to collection centers. These salvaged materials could be repurposed into shells, parachutes, and explosives. A gallery sign notes the salvage yields of some household items: 30,000 razor blades could yield 50 .30-caliber machine guns. And 30 lipstick cases could yield 20 ammunition cartridges.

As I moved through the museum, gaining a deeper understanding of World War II, I reflected on the American ingenuity and inventiveness that fueled many of the Allies’ strategies. Today’s military embodies this spirit of invention, continuously improving technology and equipment and advancing medical practice to improve care for troops in Iraq and Afghanistan. In “With STEM, Almost Everything Is Possible,” Debra Shapiro writes of a remarkable advance in prosthetics research announced at the New Orleans NSTA conference by Colonel Geoffrey Ling, program manager for the Defense Science Office at the Defense Advanced Research Projects Agency (DARPA).

As a student of science and of history, I could not have asked for more from my New Orleans experience this Veterans Day.  For a glimpse inside the NSTA conference, be sure to browse the NSTA Blog entries from New Orleans. For a virtual visit to The National WWII Museum, visit their website. Teachers and students should visit The National WWII Museum’s website “Science & Technology of World War II” for cool lessons and activities like “Moon Phases and Tides in Planning the D-Day Invasion,” “Waves, Sonar, and Radar” and “Send a Coded Message.”

I enjoyed watching auto races as a child, so I decided to check out Norm Barstow’s session, Elastic Power: Wind Up Your Engines and Explore (a.k.a. “NASCAR in New Orleans”).

Preparing for the big race

Barstow had elementary and middle school teachers use an elastic-powered wooden car to explore energy transfer and force and motion.

Check out Barstow’s “lab coat”: No boring science lessons for his students!

Start your engines…

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I interviewed Barbara Park about her experiences in this session.

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Demonstrating the carbon cycle was never so much fun as it was in Kristen Dotti’s New Orleans session, Drop the Lecture and Let the Students Pick Up the Learning in Environmental Science. Dotti, who teaches Advanced Placement high school students at Christ School in Arden, North Carolina, had teachers use brightly colored plastic balls to create models of CO₂ and other chemical compounds. Next, they had to choose which organism they were going to be and act out how the organism would behave in photosynthesis or cell respiration. Around the room, you could hear excited teachers exclaiming, “I’m a coral! I’m a deer!”

That was fine with Dotti. “You should be talking. It should be loud in here,” she declared.

I took a few videos to let you in on the fun. In the first one, a group of teachers are creating their models.

Click here to view the embedded video.

This group is demonstrating mineralization.

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Now the “dramatization” begins!

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This year, K–5 teachers from the Baltimore City (Maryland) Public Schools went from thinking they couldn’t teach STEM (science, technology, engineering, and math) and their students couldn’t learn it to expressing confidence in their skills and in their students’ abilities. This sea change resulted from an Elementary STEM Teacher Clinic held by STEM Master Teachers for teachers from struggling elementary schools with many high-poverty students and a predominantly African American population. The clinic provided 130 teachers from 22 schools with hands-on professional development during the summer and also with equipment, supplies, and books from the NSTA Picture-Perfect Science Lessons book collection, which contains standards-based science content and ready-to-teach lessons.

This morning in New Orleans, as part of the Urban Science Education Leadership (USEL) session, presenters from Baltimore City Public Schools described the clinic and how it transformed the teachers. One key to its success was “every teacher had a coach…having that coach is the most critical component,” said presenter Katya Denisova. When the teachers returned to school in the fall, they had the coach available in their school to help them operate software and equipment and answer their questions. Most of these teachers “had not been exposed to teaching rigorous STEM,” she pointed out. By the end of the clinic, however, their self-assessments showed they greatly increased their knowledge of and skills in scientific inquiry.

Presenter Linda Evans declared, “How great is it to see the kids actually touching things and doing things [in class]!” She said the curriculum was based on Common Core state standards, “infusing literature and using [Picture-Perfect Science Lessons] as the anchor” to “push in STEM, touch on all those content areas.”

Adren Kornegay of Baltimore’s Garrett Heights Elementary Middle School said the curriculum “hit all four of the types of science,” and engaged students as young as kindergarteners in engineering design challenges. Kindergarteners developed a recycling program; second graders designed habitats for hermit crabs and worms; fifth graders created wind turbines. Terrell Davis of Montebello Elementary Junior Academy said even the fifth graders enjoyed the curriculum’s picture books, which helped them “relate to the [STEM] concepts.”

Then the presenters gave the attendees some supplies and turned them loose to explore a motion-and-force activity related to the book Sheep in a Jeep. Groups of three teachers created ramps and rolled a tiny plastic sheep in a plastic jeep down them, then measured how far the sheep traveled. Just as their students would do, they varied the heights and lengths of the ramps and tried using sandpaper to see how it would affect the jeep’s motion. This “inquiry allows students to think for themselves,” observed presenter Evelyn Tolliver. Her students “connected all the ramps and were rolling cars across the classroom,” she said, smiling.

Denisova mentioned that the attendees and other K–5 teachers around the country could take advantage of the clinic’s curriculum, even though they won’t be in the next cohort. “We want you to be STEM advocates,” said Evans. “A lot of our elementary teachers are not comfortable with the content…They really do need support.”

The audience for Colonel Geoffrey Ling’s presentation had a treat yesterday. Ling, who is program manager for the Defense Science Office at Defense Advanced Research Projects Agency (DARPA), said that this conference was “the first national meeting” in which an “amazing breakthrough” would be announced. That breakthrough is a prosthetic arm that a person can control using his or her own brain—a miracle for our troops wounded in Iraq and Afghanistan and for others with injuries or disabilities.

Ling said DARPA was founded in the 1950s in response to Sputnik and was “set free” to work on “high-risk, high-payoff projects.” He asked teachers to share some great ideas for future science innovations, and each one they called out—such as teleportation and flying cars—may someday be possible, according to Ling, because of the science, technology, engineering, and math (STEM) that creates an “enabling technology. The enabling technology starts the process.”

He pointed out that many young children don’t know the meaning of “it can’t be done–in their own minds, it can be done.” Only when they grow up do they become “jaded” and closed to the possibilities. Ling says teachers need to be mindful of this and find ways to get students to expand their imaginations. “The brain is very adaptable..That’s like what teachers do [help young brains adapt].”

He also stressed the importance of student teamwork: “Always start with teams. It’s always a team [of scientists and engineers that create these innovations].” He said more than 200 scientists, engineers, physical therapists, and other experts worked on the prosthetic arm, “all inspired by [the] teachers” who taught them STEM.

Ling walked us through all of the steps taken to develop the prosthetic arm. Much of the work was accomplished using monkeys and studying their movements. The monkeys even assisted during the testing of the “remote control” of the arm. They learned how to control it by thinking about what they wanted it to do: Get it to grasp a food treat, then bring the treat to their mouths. Ling forsees that “30 years from now,” humans will drive a car by using their brains to control it. He also predicts “visual prosthetics are around the corner,” and artificial exoskeletons will enable elderly persons to regain movement. ”Grandma can ski again!,” he exclaimed.

During the Q&A portion that followed, educators asked Ling about other possible STEM innovations. For each one, Ling assured them it could be done—and DARPA was working on it. The audience’s amazement and delight was palpable.

To see videos of some of the amazing work of DARPA and its partners, go to

• www.jhuapl.edu
• www.darpa.mil

I talked to one enthusiastic attendee about what he appreciated about Ling’s talk.

Click here to view the embedded video.

The NSTA Science Store at the conferences is a popular meeting spot where teachers can browse new teaching resources and NSTA gear while catching up with colleagues. A few of the popular books at the Store in New Orleans include Science the “Write” Way, Picture-Perfect Science Lessons, 2nd Edition; Celebrating Cultural Diversity: Science for All; Companion Classroom Activities for Stop Faking It! Force and Motion; and STEM Student Research Handbook. Authors like John Eichinger, the guru of Activities Linking Science With Math, K–4, and 5–8, also stop by to visit and talk about their books after sessions conclude. It’s fun to see science teachers sporting NSTA gear items like “I Love Science” hoodies and t-shirts while rushing to their next workshop session.  A cool new item debuting at the New Orleans Store, inspired by Sarah Young’s Gourmet Lab book, is an apron declaring “My Other Lab Is My Kitchen.” All the books displayed at the Store and many of the gear items are available through the online Science Store, too.

Stephen Pruitt, vice president for content, research, and development for Achieve, Inc., gave teachers an engaging preview of the Next Generation Science Standards during his talk this afternoon. “We have incredible teachers in this country…that’s the reason [the NGSS] will go forward,” he maintains. He also emphasized that the NGSS are “for all students” because all students are “born investigators,” and noted that some Nobel prize winners are working on the committee to develop the new standards.

The new standards will emphasize that understanding builds over time, and they “don’t stop at just memorizing details,” but will require students to understand “the evidence of how something works,” such as cell division. He referred to the NGSS as “inquiry unpacked,” a term he said he’s not crazy about but admits is important because not all educators have a cohesive understanding of what inquiry is.

The NGSS will reflect that “math is part of the language of science” and will indicate to teachers ”here’s where math is appropriate,” Pruitt explained. Cross-cutting concepts are key in the NGSS because “shouldn’t energy be the same regardless of which class you’re sitting in?”

He suggests teachers think about the NGSS outside of their classroom and school and “come together for what will be good for the students, not what will be good for me…I’m going to ask that you have an open mind.” He reminded everyone, “When was the last time that we got better by doing less?” He urged teachers to read the framework, if they haven’t yet done so, because the framework serves as a preview to what will be in the new standards.

When teachers in the audience expressed concerns about how the NGSS will be implemented in their states, Pruitt responded, “Make sure people are informed about this and build a base…You can lead from your classroom just like any policy leader can.”

Here’s what Terri Jones of Ocean Springs, Mississippi, had to say about this session.

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Making connections

Emily Morgan and Karen Ansberry, authors of the popular Picture-Perfect Science Lessons Series, led a lively group of teachers in exploring classroom strategies and lessons that combine science with reading in the elementary grades. The Picture-Perfect Science

Roller coaster activity

Preconference Workshop at the New Orleans NSTA Area Conference included activities highlighting reading strategies like making connections, questioning, visualizing, determining importance, and synthesizing. Morgan and Ansberry focused also on the powerful BSCS 5E lesson model, which Morgan credited with transforming her science teaching. In the engage phase of one lesson, workshop participants heard Morgan read Marla Frazee’s children’s book Roller Coaster and shared their own experiences with riding a roller coaster. During the explore phase, they tested ways to change the speed and direction of a rolling object by building roller coasters out of pipe insulation. From exploring mystery objects inside small film canisters, to configuring a loop-to-loop for a model roller coaster and utilizing key reading strategies, the workshop participants shared some laughs while learning new ways to combine reading and science in engaging lessons for students in grades 3-6.  On a picture-perfect day in New Orleans, these workshop participants and their facilitators departed the session with new insights and strategies for transforming their own classrooms for science learning. To read more about Picture-Perfect Science and clever ways to combine science learning with reading, download the PDF “Why Read Picture Books in Science Class?”, a free e-book containing the introductory five chapters of Picture-Perfect Science Lessons, 2nd Edition.

I’d like to share a few more comments from people who took the time to talk to me either after a session, in the exhibit hall, or on the bus. Thank you all for sharing your views on the benefits of attending the conference.

	This is my first time coming to one of the NSTA conferences. I just wanted to get updated information. I was very interested in climate change. [It’s] one of the topics they (students) like to talk about…something to help motivate me to talk to my kids about when I get back to school. Brandy Welch, Lafayette, LA
I think as far as what I’d like people to take out of it is an opportunity to think about their own instructional practice and make small steps, set some target goals, and try to improve their instruction on piece, one increment at a time. As a presenter I hope to grow as much as everyone. I’m always looking to network more; I always enjoy the conversations with teachers around the nation. It’s fun to see the experiences and backgrounds as people come in. It helps me in professional development. Jeff Marshall, presenter, Clemson University
	I am excited about the NSTA. I’m glad it was here in New Orleans. It’s such a warm place. The reason why I come is really for professional development training. I want to get all I can to be able to take back and put it to work in my classroom. Brenda Ware, Bossier City, LA (left) The conference has been great, the exhibitor workshops. I came expecting to come out with a little bit more knowledge about what it is that we do as teachers. Also, I’ve learned more, easier ways to go into the classroom so the kids can actually get what it is that we’re teaching; more effective ways and other tools that we’ve learned from each exhibitor here has been wonderful. It’s been great. And I like the free stuff. Qualesia Coleman, Shreveport, LA (right)
NSTA’s are absolutely the best conferences to come to for getting the latest information, the latest ideas, the latest technology. A lot of time is spent right here in this room [the exhibit hall] rather than at the sessions, but I also had a special project this year because I’ve been asked to build a curriculum for the country of Cambodia. I’m here collecting ideas, getting commitments from a number of the companies and specialists to help me in that project. Wayne Johnson, CA
	I’m here because I went to Atlanta about eight years ago and it was the most fabulous thing I’ve ever been to and I’ve been dying to go again. When it came so close, I couldn’t wait to get over here. Jean Marie Bernard, Lafayette, LA (right) I’m here to see just what’s out there and see what options we have for our program. Amy Le Blanc, Lafayette, LA (left)