NJSTA received this today (5/13/19).

Invitation to science students/faculty, May 23rd, NJ State Senate, Trenton -- experts on fusion energy development followed by tour

Senator Joe Pennacchio of the NJ State Senate is sponsoring a hearing/symposium in the NJ State legislature on May 23 from 9 to 1 p.m. The theme of the hearing/symposium is: 'What are the Prospects and Requirements for the Early Development of Fusion Energy, and what are the Implications for the U.S., New Jersey, and the World?”

We would like to invite interested students and faculty to attend. This is an exceptional opportunity to participate in a discussion of the national and international work being done in fusion energy development, plasma physics, and space research. This is the future for young people! We are entering a new era.

Following the hearing, the Vice President of Princeton Satellite Company, is organizing a tour of the Princeton Plasma Physics Lab (PPPL) for interested attendees. Sen. Pennacchio has received bi-partisan support and definite bipartisan interest in his initiative. His invitation to the hearing went to all the state legislators in NJ, the press, and universities.

Would you please notify science teachers of this opportunity, and see if they would like to register science teachers/faculty to attend? For registrations, please notify Suzanne Klebe at: 201-220-7739, or seklebe@yahoo.com.
​

Girls Who Code, a leading national non-profit with the mission to close the gender gap in technology, offers free after-school Clubs for 3-5 and 6-12 grade students to join our sisterhood of supportive peers and role models using computer science to change the world. The application for the 2019-20 school year and is now open. To start a free Club, visit www.girlswhocode.com/Clubs.
 
6-12 Grade Clubs
Using our online curriculum, students engage in fun online coding tutorials, build community through coding and learn about inspiring role models.  No CS experience is required to run a Club.  Using their new CS skills, Club members work together on a project to impact their communities.  We offer grant funding for our Clubs!  For students in 11thgrade and up, we also offer our alumni network, #HireMe.  We provide ample resources, access to our community, and no big commitment is necessary, just the desire to learn code in a fun, supportive setting.
 
3-5 Grade Clubs
Students learn basic CS principles with our unplugged Clubs. Guided by our free books (we provide 5 free copies per Club), students read, discuss and work on activities, encouraging learning and bravery.  Clubs can be run entirely offline, with optional online activities. No CS experience is required to run a Club and we offer grant funding. The time commitment is entirely flexible.
 
Partnership
If you would like to start 5 or more Clubs, we would love to partner with you, providing additional grant funding, resources and a dedicated partnership manager at Girls Who Code, Eve Balick,  to help you.
 
To join our 350+ Clubs in NJ or for partnership, contact Eve Balick at eve.balick@girlswhocode.com.

The Hurricanes: Science and Society (HSS) team at the University of Rhode Island’s Graduate School of Oceanography (URI/GSO) is hosting a FREE hurricane preparedness webinar in conjunction with Hurricane Preparedness Week and the 2019 Hurricane Awareness Tour (HAT). The HSS team is again partnering with NOAA’s National Hurricane Center (NHC) and Aircraft Operations Center (AOC) to provide a webinar, for 4th through 6th grade classes, that will broadcast LIVE from the HAT. The webinar will last approximately 1 hour, and will allow your classes to learn about hurricanes and their potential impacts, connect with hurricane experts, see the planes used to investigate and understand hurricanes, learn about hurricane-related careers (including “hurricane hunters”), and ask questions in real time.
 
On Thursday, May 9, at 10am EDT, a webinar on hurricanes will be offered, in conjunction with the Charlotte, North Carolina, stop of the HAT.
 
Schools/classes wanting to participate MUST REGISTER in advance.
Register here: http://hurricanescience.org/resources/nhcwebinar/
 
Please note, all webinars will be archived to the HSS website, 4th-6th grade webinars page, about 3-4 weeks after the HAT.
 
Questions?  Please contact Holly Morin (holly_morin@uri.edu).

ALEXANDRIA, Va. - For this year's Earth Science Week (October 13-19, 2019), the American Geosciences Institute (AGI) is sponsoring four contests honoring this year's theme, "Geoscience Is for Everyone." This year's competitions will feature the traditional video, photography, visual arts, and essay contests:
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• Teams and individuals of any age are invited to submit brief videos that tell viewers about their "Many Paths to Earth Science."
• The photo contest, also open to all ages, asks participants to show how people in their communities are "Exploring Earth Science."
• Open to students in grades K-5, the visual arts contest encourages children to depict "Earth Science and Me."
• Finally, students in grades 6-9 are eligible to enter the essay contest, "Why Earth Science Is for Everyone."

For all contests, entries may be submitted any time up to the Friday of Earth Science Week, October 18, 2019. These contests allow both students and the general public to participate in the celebration, learn about Earth science, and compete for prizes. The first-place prize for each contest is $300 and an AGI publication.
 
To learn more about these contests, including how to enter, visit http://www.earthsciweek.org/contests.
 
Reaching more than 50 million people annually, Earth Science Week is led by AGI in cooperation with its sponsors and the geoscience community as a service to the public. Each October, community groups, educators, and interested citizens organize celebratory events. Earth Science Week offers opportunities to discover the Earth sciences and engage in responsible stewardship of the Earth. Learn more at http://www.earthsciweek.org.

About AGI

The American Geosciences Institute (AGI) is a nonprofit federation of more than 50 scientific and professional associations that represents over a quarter-million geoscientists. Founded in 1948, AGI provides information services to geoscientists, serves as a voice of shared interests in the profession, plays a major role in strengthening geoscience education, and strives to increase public awareness of the vital role the geosciences play in society's use of resources, resiliency to natural hazards, and interaction with the environment.

AGI is a not-for-profit 501(c)(3) organization dedicated to serving the geoscience community and addressing the needs of society. AGI headquarters are in Alexandria, Virginia.

The American Geosciences Institute represents and serves the geoscience community by providing collaborative leadership and information to connect Earth, science, and people.
​

STRAWS is an educational and inspiring 30-minute documentary film that highlights the devastating levels of straws and other plastic pollution in our waterways and oceans and provides accessible solutions for students and families.  Comes  with NGSS/STEM/STEAM lessons.  The  plastic straw issue is a gateway into issues around all plastic pollution, the harm it does to marine animals, how fossil fuels are used to create plastics, and solutions/actions for the students.

Visit the website for more information:
https://mailchi.mp/99397db7b914/strawscurriculum
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NJSTA members can receive 20% off using the code NJSTA20 when checking out on our website:
https://www.videoproject.com/Straws-Edu.html

EdReports wants to share a great opportunity for deep professional learning on the Next Generation Science Standards from EdReports.  
 
EdReports is a non-profit organization with a mission to empower educators with independent, credible, evidence-rich information about instructional materials to ensure students have what they need to be college and career-ready. They are accepting applications for reviewers for the inaugural K-5 review beginning in late June.
 
Who is EdReports looking for? EdReports is a by educator, for educator organization. Currently, classroom educators, district specialists, state specialists, non-formal educators, retired educators, and those pursuing advanced science education degrees participate in review.
 
What are the requirements? The profile of a science reviewer includes expertise in the NGSS and a commitment to quality instructional materials.
 
What can I expect if selected to be a reviewer? The K-5 inaugural review will include six K-5 NGSS programs and will have two teams dedicated to each program (K-2 and 3-5 teams), with five reviewers per team. Reviewers can expect the following:

• Review for new teams will begin at an in-person training June 25-28 in Minneapolis, MN. Expenses will be paid by EdReports.
• Each reviewer spends about 5-10 hours per week throughout the process, including attending a one-hour virtual call with his or her team.
• A second in-person event will be scheduled approximately halfway through the review to continue calibration and to provide in-person support for the inaugural K-5 review. Expenses paid by EdReports.
• Review is expected to be completed early 2020.
• Reviewers receive a host of benefits including more than 25 hours of online and in-person professional development, a stipend per series reviewed ranging from $1,750 - $2,500 depending on the role you play on a review team, opportunities to learn with national experts in the field, and much more.

 
How do I apply? Visit EdReports website to learn more about becoming a reviewer and complete an application.
 
Once you apply, an application task will be sent requesting demonstration of your NGSS knowledge. Following receipt of the application task, EdReports will schedule a 30 minute interview to learn more about you and share more about the upcoming review.
 
APPLY TODAY - Spots are limited and recruitment will conclude once teams fill for this inaugural round.
 
Thanks for your consideration. Visit https://www.edreports.org/ to learn more about EdReports and its mission.

Does anyone here look familiar to you?  You may recognize the person on the left in the top photo as our very own NJSTA President, Cheryl Zanone visiting the NGSS Share-A-Thon at the NSTA National Conference,  "This Saturday program brought together many NGSS researchers and programs in one room.  Can't find this anywhere else but an NSTA Convention.  What an experience!"

Caitlin Dowling is not only a biology and physics instructor at Passaic County Technical Institute, she also serves as Head Cheerleading Coach!
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She recently completed NJCTL's endorsement program in physics, in less than twelve months,  with a 4.0 and passed the Praxis. While not everyone can match her speed and performance level, we all can learn from her approach....more
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At its February meeting, the NSTA Board of Directors voted in favor of changing the association's name from the National Science Teachers Association to the National Science Teaching Association. The board believes this change represents a major shift in NSTA's vision to better connect with a science teaching community that has grown to include many who do not carry the formal title of "teacher."

According to bylaws, the proposed name change requires the approval of the NSTA membership. An electronic ballot will be e-mailed to all members on May 20. Voting closes on June 20 at 11:59 p.m. (EDT).

Important! Members who want to receive the ballot, but have opted out of receiving emails from NSTA are asked to visit My Account page no later than May 2 and uncheck the opt out box.

Why Did the NSTA Board Make This Decision?
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The new name reflects a broader scope of those in the science teaching community and the many places where science learning takes place. Our goal is to support all those who share our mission to promote excellence in science teaching and learning for all.
NSTA's transformation includes more than a name change. We are excited about the changes ahead as we refocus our programs, services, and products to be more collaborative, personal, interactive, and responsive.

Throughout the year, we will unveil new ways it will support science teaching and learning with enhanced content, new and exciting digital products, more personalized services, and dynamic resources that range from the printed page to social media and virtual learning opportunities.

Questions about opting out or about your membership status? 
Email membership@nsta.org.

Join the Members-Only Discussion Forum
A members-only community forum is now available to give all NSTA members an opportunity to share ideas, express opinions, or ask questions about the proposed name change.  Click here to sign in and join the conversation.

Not a member? Join here!

Middle school science and high school biology teachers are invited to submit an application to attend a free one-day workshop presented by Project 2061, the science education initiative of the American Association for the Advancement of Science. We are pleased to be able to offer the workshop at two New York locations, thanks to our partners at Brookhaven National Laboratory in Upton, NY and at Teach for America in New York City.
 
The workshop, “The Use of NGSS-based Materials to Support Teaching of Middle School and High School Life Sciences and Their Physical Science Prerequisites,” is also open to science specialists or administrators with science curriculum responsibilities.
 
Led by the Project 2061 research and development team, the workshop will introduce participants to a pair of curriculum units designed to give students a coherent understanding of matter and energy in living organisms:

• Toward High School Biology is designed for use in middle school and focuses on helping students understand what happens to atoms and molecules during the chemical reactions that result in the growth and repair of living organisms:
• Matter and Energy for Growth and Activity is for high school biology students and expands on the middle school unit to help students understand the relationship between matter and energy changes. The unit also explores how energy-releasing and energy-requiring chemical reactions are coupled in living systems so that organisms can carry out basic life functions.

 
The workshop will demonstrate how the units tackle some common learning difficulties, including persistent misconceptions that many students have about matter and energy. Participants will also see how the units align with Next Generation Science Standards and will have an opportunity to try out some sample activities and explore online teacher resources that are available with the units.
 
Teams of two or more middle and high school educators are encouraged to apply, but all team members must submit separate applications. You will be notified by email if you are selected to attend. Certificates of participation in this AAAS-sponsored professional development workshop will be provided to all teachers who attend. A complimentary light breakfast and lunch will be served.
 
To submit your workshop application, click on one of the locations below:  

• Brookhaven National Lab, Upton, NY, Tuesday, July 9 (8 a.m. – 4 p.m.)
• Teach for America, New York City, Wednesday, July 10 (9 a.m. – 5 p.m.)

 
Submission deadline: June 9, 2019

Presented by the New Jersey Science Convention 2019

The Anton Banko Award for Excellence in Teaching Elementary Science recognizes an educator teaching in grades K-5 who is an outstanding teacher of science. For the finalist the Banko Award covers expenses to attend the New Jersey Science Convention (up to $1000) and $2000 to purchase science supplies at the teacher’s discretion. For the two runners up the Banko Award covers expenses to attend the New Jersey Science Convention and $500 to purchase science supplies at the teacher’s discretion. 

The eligibility requirements for the Banko Award are: 
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• Currently teaching Kindergarten through 5th grade at a NJ public or private school 
• A demonstrated ability to engage children in the study of science, in accordance with the New Jersey Student Learning Standards for Science and NGSS

To nominate a teacher for the Anton Banko Award, send his or her name, position, school, and contact information by May 15th to Kim Feltre at kfeltre@htps.us. NJSC will contact nominees to give them the opportunity to complete the application process. The deadline for nominees to complete the application is June 30th.

Questions? Contact Kim Feltre at kfeltre@htps.us. 

Visit the NJSC website for details.

from EdReports.org

A few weeks ago, EdReports released its first middle school science reviews. It took us more than a year to get these reports out the door, but our educator reviewers invested that time because we know how important a high quality, standards-aligned curriculum is for our students and their futures.
As an EdReports content specialist, and science educator for two decades, I recognize that the Next Generation Science Standards are a big shift for the field. Our reports are designed to empower educators with information and evidence to guide their practice—but diving into a report can feel daunting at first.
We want to help. Check out this short guide made to accompany our science reports. In it we highlight three ways to identify if you’re using high-quality science materials in your classroom.

We know that instructional materials are not the silver bullet. But we also know that materials can make a difference in what and how students learn. We hope you’ll share these tips with your colleagues and join the #materialsmatter conversation on Twitter or Facebook.
We look forward to hearing from you!

Lacey Wieser
EdReports Science Content Specialist

from Achieve

​One of the major shifts--and common buzzwords--for science assessments is "phenomena." When we asked teachers and researchers to dive into tasks and identify what characteristics in assessments set students up to demonstrate three-dimensional performances, we heard loud and clear that phenomena are one of the most critical features of three-dimensional assessments. What is the role of phenomena in assessments, and why does this matter?
 
Here's what our experts found:

1. If our goal for student learning is preparing students to make sense of the world around them and address problems, assessments have to actually ask students to make sense of phenomena and address problems.
2. The information about the phenomenon or problem--like the data, images, contextual language, etc.--plays a direct role in which science ideas and practices, and at what grade-level, students are cued to bring to the table.
3. Not all phenomena or problems are going to be inherently interesting to all students--but phenomena in assessment should be presented in a way that students clearly know why this is important and relevant.
4. Good phenomena-based scenarios problematize the phenomenon--in other words, scenarios present students with some kind of uncertainty and help students understand what they are supposed to be addressing and why.
5. If we want assessments to truly reveal what students know, students have to be motivated to engage in tasks--this means that to support diverse students, we need to make sure that the phenomena and problems we're asking students to engage with are compelling to the students who are seeing the task. 

The annotated tasks highlight how task scenarios support student thinking and connect to the specific three-dimensional performances targeted in assessments, based on a complete list of features that are important for scenarios in assessments. These can help anyone interested in figuring out what to look for in high-quality science tasks. 

​In learning,
The Achieve Team

Unveiled at its Annual Open House in January, the Rutgers Geology Museum’s newest exhibit shows visitors how tiny space rocks, or meteorites, tell the big story of the formation of the stars and planets.
Through the guidance of Rutgers University’s own resident meteorite expert, Dr. Juliane Gross of the Earth and Planetary Sciences Department, this three-part exhibit details the formation history of our Solar System, describes the origin and differences between the types of meteorites, and describes the formation of layered planets, like our own.

Read more: https://geologymuseum.rutgers.edu/about-us-geology-museum/mastodon-musings/240-new-exhibit-on-meteorites-and-planetary-science

The following is information about a wonderful professional development opportunity for teachers fully funded by the FDA.
 
Foodborne disease outbreaks and food recalls frequent the news. What organisms cause these diseases? What can an individual do to protect themselves from these diseases? What measures are being taken by the federal government to prevent transmission of these diseases?
 
Science, health, agriculture, and family and consumer science teachers have an opportunity to provide inquiry-based lessons related to these outbreaks, recalls, and nutrition.  Lessons can be found in the curriculum Science and Our Food Supply. And, in order to prepare teachers to use these lessons, FDA provides a free multidimensional professional development program that will take place July 21 – 27, 2019 in Washington, DC. Included in the program are transportation to and from Washington and all housing and meal expenses.
 
During the program, selected teachers will participate in activities such as the following - meet with FDA and USDA scientists to learn about their current research on foodborne diseases and nutrition; work with instructors to learn proper techniques to use in doing all the labs with their own students; and, tour USDA’s farm in Beltsville, MD.
 
Selected teachers are asked to implement the supplemental curriculum in their classrooms during the 2019- 2020 school year and to do a hands-on workshop on the curriculum for other teachers. 
 
To apply on line – deadline April 24, 2019- go to: http://www.teachfoodscience.org/apply.asp
 
The Science and Our Food Supply curriculum guides on which the summer program is based are available from this website - http://www.fda.gov/Food/FoodScienceResearch/ToolsMaterials/ScienceandTheFoodSupply/default.htm. 
​We strongly suggest you review these guides before applying for the summer workshop.
 
For more information, contact Mimi Cooper at mimicooper@verizon.net  

Oak Ridge Institute for Science and Education (ORISE) is excited to launch its student contest “I’m the Teacher Now” for a chance to win an iPad and case with an Osmo Creative Kit or Apple Pencil! Six winners will be chosen, two from elementary school, middle school, and high school. Each of the six winners will receive an iPad and case. The elementary school winners will also receive an Osmo Creative Kit, and the middle and high school winners will receive an Apple Pencil.
 
To enter, create a 1-2 minute original presentation that creatively explains or demonstrates a scientific concept to a student at least one grade younger than you. The contest deadline is Tuesday, April 30, 2019. Make sure to remind students to look at the rubric so they know what we expect of their presentations!
 
Please share this information with your peers and students so that they can have a chance to win. For more information about the contest, please visit our website at https://orise.orau.gov/stem/k-12/competitions-for-students.html.
 
If you have any questions or concerns, feel free to e-mail us at STEMEd@orau.org. 

Oak Ridge Institute for Science and Education (ORISE) is hosting “Drop Everything and Read About Science” lesson plan competition for educators! K-5 teachers will have a chance to win Osmo Genius Kits, iPads, Coding Games, or Code and Go Mice. We would love for you to be one of the three winners! We are asking teachers to submit an original lesson plan that integrates science and literacy.
 
The deadline to submit your plan is Tuesday, April 30, 2019. Enter the competition by submitting your lesson plan here: https://orausurvey.orau.org/n/ScienceLiteracyCompetition.aspx. For more information about this contest and our previous contests, visit: https://orise.orau.gov/stem/k-12/competitions-for-educators.html .
 
If you have any questions or concerns, feel free to e-mail us at STEMEd@orau.org. 

​Wonder Science® launches a streaming channel, website and mobile app with a mission is to stimulate fresh interest in science among viewers who typically steer clear of educational programming.
 
During its initial release, early adopters can download Wonder Science for free across all platforms.
 
The channel is targeted to audiences looking to relax and unwind by introducing a new form of science media—a way to zone out to science. Episodes run from 6-minutes to 6-hours, employing a simple formula that blends mesmerizing visuals with music. The combined effect transports viewers into an alternate reality—filled with brilliant gems, industrious ants, bizarre microorganisms, and psychedelic sound waves.  
 
Wonder Science shows frequently present a microscopic perspective on nature and technology, uncovering worlds within worlds that are all around us but normally unseen. The use of optical, confocal and electron microscopes draws attention to the huge import of small things.
 
"Wonder Science is like an educational lava lamp," says Danielle Parsons, Wonder Science Founder and CEO. "We keep experts off-screen, because we want to encourage each viewer to form their own direct, unmediated connection with science. By not imposing information, we create enough space to allow people's natural curiosity to kick in."
 
When that curiosity inevitably sparks, viewers can choose to watch narrated versions of shows and dig deeper into topics on the website. Programs exploring biology, chemistry, physics, and geology have already been incorporated for use in college classrooms. But if viewers want to use Wonder Science as a sleep aid, or as a backdrop at a party, that works too. 
 
Music is fundamental to the experience of Wonder Science. The company collaborates with electronic, synth, and indie artists to create the original soundtracks accompanying many programs. Contributing musicians include Ariel Pink, KRON, Stuart Price, El Tigr3, and Füxa.
 
The channel takes inspiration in part from the growing Slow Movement, which now permeates almost every area of life—from cooking to fashion to cinema—advocating a cultural shift toward slowing down. Wonder Science episodes unfurl patiently through long shots of video and animation. Instead of a 10-second clip of a microbe, viewers can observe the creature's behavior over 10-minutes.
 
Content is produced in-house and sourced from scientists worldwide. On original productions, Wonder Science joins forces with prestigious universities like Harvard, Yale, Princeton, Caltech, UCLA, and institutions abroad. Though its website, Wonder Science invites academic, industry and citizen scientists, as well as science artists, to contribute edited and raw footage for potential inclusion on the channel.
 
"We're thrilled to enable academics to reach new audiences with groundbreaking science," says Parsons. "Over the long term, we are focused on building a unique repository of rare and amazing science visuals from around the world."

​Website: www.wonderscience.com

FLARC (Fairlawn Amateur Radio Club) is hosting a special event on Friday, April 19th at 7 PM at the Fair Lawn Senior Center, 11-05 Gardiner Road in Fair Lawn, NJ.  Not only will the evening feature speakers but FLARC has invited a number of other clubs and organizations involving youth and STEM programs in north Jersey to be part of a larger discussion on education, science and (of course) amateur radio. 

Bringing youth to amateur radio is the holy grail for many hams. But a small school in Queens has accomplished just that and with award-winning results. John Hale, KD2LPM will lead a panel discussion on the development and growth of a club which has been nationally recognized for its achievement. The Garden School launched the club in 2016 and stands out as the only active radio club in any of the city's schools. Students from the sixth through 12th grade can join, and the club was recently awarded a blue ribbon at the 2018 New York City Maker Faire for its innovation, creativity and ingenuity.
 
The school's radio club, which has grown consistently  to around 20 members since its launch, has competed in contests and learned all about operating ham radios from inside the 78th Street school. 
 
The FLARC 2019 Speaker Series is honored to have as its program  John Hale KD2LPM who was recently named the ARRL's Hudson Division "Ham of the Year" for his work on this project,  Gerard Pilate N2WGF, President of the Hall of Science Radio Club and a partner in this project,  and Michael Ricatto KK2KKK a Queens entrepreneur and community advocate for the project.
 
The talk will be held  on Friday, April 19th at 7 PM at the Fair Lawn Senior Center, 11-05 Gardiner Road in Fair Lawn.
 
All are welcome and refreshments will be served.
 
For those interested in developing STEM programs and other related activities in today's youth, this will be a seminal event. So save the date and come to the Fair Lawn Senior Center at 7 PM on April 19th for a unique night of  discussion and learning and creating 21st century amateurs.
 
For more information, please visit the club's website at www.fairlawnarc.org or call 201-791-3841.

​I am looking for science educators to donate 15 minutes to take the following survey. District leaders, folks in informal ed, etc., are welcome to take it, as well!  The link is here: https://cuboulder.qualtrics.com/jfe/form/SV_cFOn6spXQQ8fNVH.  This survey is from the ACESSE Project.
 
The Advancing Coherent and Equitable Systems of Science Education (ACESSE, or “access”) project brings together partners from educational research and practice to improve equity by building coherence in science education. The project is based on a deep collaboration between the University of Colorado Boulder, the Council of State Science Supervisors [including Michael Heinz], and the University of Washington.
 
Thank you!

Have the Rutgers Geology Museum present at your library, summer camp, or community function! Rutgers geologists and Museum staff will visit your organization and present an activity aligned with the "Universe of Stories" theme of the New Jersey Summer Reading Program.
 
Check out the attached flyer and our website for more details and to register!

WASHINGTON (March 18, 2019) — The application period has been extended for the U.S. Environmental Protection Agency’s (EPA) Presidential Innovation Award for Environmental Educators (PIAEE). ​

Applications are now due April 5, 2019.
​
EPA is seeking PIAEE awards applications that highlight environmental stewardship in one or more of the following areas:

• environmental sustainability;
• healthy school environments, including projects that reduce food waste in cafeterias;
• environmentally-friendly agriculture practices;
• reducing human contributions to ocean litter;
• school gardens;
• recycling; or
• using STEM to teach environmental education.

EPA will select up to two winners in each of EPA’s 10 Regions, one for Grades K-5 and one for Grades 6-12. Winners will be invited to a ceremony in Washington, D.C. in mid-2019 and have their project mentioned on EPA’s website.
PIAEE awardees will receive up to $2,500 to be used to further the recipient's professional development in environmental education, and the teacher's local education agency will also receive an award of up to $2,500 to fund environmental educational activities and programs.

The PIAEE is an annual award program administered by EPA’s Office of Environmental Education. Since 1971, the EPA has recognized exceptional K-12 teachers employing innovative, interactive approaches to environmental education. It is one of the most important ways EPA and the administration demonstrate commitment to environmental stewardship efforts created and conducted by our nation's teachers. 

For information on recent winners, visit: https://www.epa.gov/education/presidential-innovation-award-environmental-educators-piaee-winners

​Details regarding application requirements and descriptions of winning projects since 2002 can be found at: https://www.epa.gov/education/application-requirements-and-form-presidential-innovation-award-environmental-educators

The Education Department of New Jersey Sea Grant Consortium  hires part-time seasonal field instructors for their K-12 marine science education program. Following a paid training period, you will lead school groups on hands-on, interactive explorations of Sandy Hook’s salt marsh and barrier beach environments. Experience is not necessary however a background in marine science or education is helpful.

Interested candidates should email resumes to: Rosemary Higgins at rhiggins@njseagrant.org or mail resume to:

Rosemary Higgins
New Jersey Sea Grant Consortium
22 Magruder Road
Fort Hancock, NJ 07732