Embedded Files
The purpose of Science Immersion Day:
to afford strong math/science students in upper elementary/middle school an enriched, hands-on STEM experience
to provide a campus experience for students who may not otherwise experience one prior to high school course planning
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Science Immersion Day at MSOE: For Grades 5 & 6 (typically in early October of each school year)
Science Immersion Day at UW-Madison: For Grades 7 & 8 (typically in February of each school year)
Working an alien crime scene investigation
Studying earth core samples to determine construction site eligibility
Touring UW-Madison STEM and other campus buildings
All smiles on the MSOE campus
Using the engineering process to design and test egg-protecting cars
Coding and programming robots to complete an obstacle course
SLALN Member Coordinators of Science Immersion Day
Debby Schneider (Lake Country) - schneiderd@mylakecountryschool.org
Leanne Jacobson (Milton) - jacobsonl@milton.k12.wi.us
Pam Clutson (Janesville) - pamela.clutson@janesville.k12.wi.us
SCHOOL ADMINISTRATORS:
Wisconsin Statute 118.35 and Administrative Rule 8.01(2)(t)2 establish laws about gifted education in the state of Wisconsin, including provision of a Gifted and Talented Coordinator in the district; K-12 identification and servicing of gifted and talented students in the areas of intellectual, creative, artistic, leadership, or specific academic areas; and access to appropriate K-12 programming for gifted and talented pupils in these areas of identification.
These laws also state that districts may provide access to these services through any combination of school district course offerings, independent study, cooperative educational service agencies, or cooperative arrangements between school district boards under s. 66.0301, Stats., and postsecondary education institutions (per PI 8.001(1), Wis. Admin. Rule).
SLALN is happy to provide programming to assist member school districts with compliance in this area. Although most SLALN offerings are not systematic and continuous, preparation for and follow-up on the programs can be robust enough within each district to have a systematic, continuous, and meaningful impact on the students involved. In addition, by utilizing the co-op model, each district is able to provide many more programming options than would be available in an individual district.
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