innovation: Enhancing StudEnt LEarning, FNA Dinner, H Update

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Content: ISSN 1945-7405 Check the web for news, conference updates, registration, and forms.
The Science Educator Late Summer 2014 A publication of VAST, The Virginia Association of Science Teachers Vol. 63, No.1
Dr. Carol Tomlinson
VAST Professional Development Institute
Dr. Diandra Leslie-Pelecky
Dr. Adolph Brown
VAST PDI 2014 Update
New Event! Just for Elementary Teachers-Elementary Science Palooza!
You don't want to miss the biggest science party for elementary teachers this year! VAST listened to your suggestions and comments to bring you this event. There will be plenty of elementary sessions on Friday, but for two hours on Saturday morning, elementary teachers will have the opportunity to learn and pick up free lessons from your peers! Think of it as science on speed dating! Every twenty-five minutes, you will have the opportunity to go from station to station picking up ideas for not only your grade level, but others! If you can't come for the entire conference, don't worry! VAST has a special one day rate for Saturday, November 22nd for you! Plan on coming and spending the day with VAST and other elementary teachers celebrating the fact scientists are born in elementary thanks to all you do!
Jon Bergmann
Andrйs Ruzo
Science Auction!
Back by popular demand, the science auction will take
place this year. Here is how it works, as you attend the
various sessions, exhibitors, and other events at the 2014
VAST PDI, you will earn VAST Bucks. These bucks can
then be used on Friday, November 21st to purchase gently
used materials for your classroom. VAST knows budgets
are tight and we want to help you acquire the materials you
need to do science successfully in your school!
(more page 20)
Friday Night Awards Dinner If you are planning on coming to the conference, spend some time celebrating your peers! Enjoy a nice meal and time with new friends while you cheer on colleagues who have done outstanding work this past year. Dinner is only $35 and tickets are going fast!
Hotel Update We are so excited about the PDI this year and it seems you are as well! With so many registrations already this summer, we have had to open some more rooms at other hotels. Please check the VAST website for more information on hotel spaces in the area! (more page 9)
From the Executive Director
Encourage New Science Teachers Support the Eduware "First Timers" Awards!
For the latest updates on the VAST PDI GO TO ! Concurrent Sessions are posted on the web and will be updated as new information is available. Find the latest on hotels, and program schedule. Don't Forget Register before September 1st for the Early Bird rates! Make reservations to stay in Roanoke now! Rooms are going fast! IF you get this newsletter in time, then please check the date to see if you have time to submit VAST award and VAST mini-grant applications. Susan Booth
Your contribution to the Eduware "First Timers" Awards Endowment for excellence in science education will make a difference. VAST hopes to honor and support those whose accomplishments enhance science education. A donation from Bill Stevens of Eduware, Inc., has made it possible for VAST to award to new teachers the cost of the registration to a VAST PDI. By contributing to these efforts, you are supporting the attendance of new, vibrant members to our professional development institute, (PDI). This fund supports those PDI registrations from teachers who have three years of experience or less. In order to increase the endowment's principle, we need your support for this program. VAST members and non-members may make a voluntary pledge to the endowment. Together we can all make a difference by helping to support the expenses of the new educators so that they may continue in the field. Please make a pledge today. This is just one way to support new science educators and quality science education for years to come. VAST is a 501c3 organization and is eligible to receive tax exempt donations. To make a tax-deductable contribution please send your donation directly to the treasurer, Jimmy Johnson, 12141 Winns Church Rd, Glen Allen, VA, 23059; check payable to VAST, "First Timers Award Endowment". Thank you!!!
Make your tax-deductible gift today. Make a real difference by supporting VA Science Educators!
Contents: 1. Sparking Innovation - PDI 2014 Update 2. Executive Director, Contents 3-4. President's page - VAST Retreat 5. Welcome to Virginia's Science Educators from Va. DOE 6. PDI Schedule 7-8. PDI Pre-Conference Workshops 9. PDI and Hotel Registration 10-11. VAST PDI Speakers 11. Smokey the Bear at the PDI! 12. VAST Ballot 2014
13-29. PDI Concurrent Sessions 20. Friday Night PDI Festivities! 31-33 Science For All - George Dewey 33. VABT 34. Region 4 - Regional PDI 35-37. Role of Laboratory in K-12 Science - VAST Position Statement 37. Science Matters 38. Corporate Benefactors and Members 39. Leadership, DOE Teacher Direct 40. Mission and Forms
From the desk of the VAST President

The Virginia Association of Science
Teachers (VAST) is here for you!
Shirley Sypolt, VAST President
VAST Leadership Retreat 2014 Your Organization at Work!
Even though VAST has 62 years of history as a state science organization, the organization felt that it was time to take a look at how it is organized and to consider where the organization wants to be in the near future, in five years, in ten years, etc. Recently, 19 members of the VAST Board of Directors participated in a leadership retreat at Camp Piankatank in Middlesex County, Virginia. This retreat was held on July 26th and 27th. Board members arrived early at this camp and moved into their bunkhouses before gathering together for meetings in Edwards Hall. The purpose of the initial meeting at this leadership retreat was to start the process of creating a strategic plan for our organization. The aim of this retreat was for our retreat facilitator to better understand VAST as an organization and to help us establish a clear direction for the future. Our retreat facilitator, Stephanie Enzmann, started the meeting by establishing ground rules of conduct for all participants.
- evidence of learning and understanding - students using inquiry, making observations, following the scientific process - students involved in real-world experiences in a safe environment - integration with other subjects: Math (data collection), Writing (recording procedures in sequential order), Reading (recording steps in a process and drawing conclusions) - clear expectations for all students - experiences are connected to the real world - the teacher is a facilitator, not a lecturer - curriculum, instruction, and assessment are deliberate and aligned - evidence of diversity, curiosity, and teamwork After the quick write activity, Stephanie shared a motivational video, TED Talks: Ideas Worth Spreading- Your Own Personal Why by Simon Sinek. This video clip reinforced why some businesses are successful and others are not and the video emphasized that successful companies focus on selling their "why", not their "what" or their "how". This video also explained how great leaders are able to inspire action. Stephanie emphasized that all good teachers get their students to believe what he/she (the teacher) believes; she stated that the students will always know whether or not their teacher believes that they "can learn and understand science". She shared an affinity diagram and explained that this type of diagram is an instructional strategy that helps to facilitate the organization of multiple ideas under different topics. The affinity diagram will be used to begin to look at Strategic Objective/goals for VAST's future.
In small groups, retreat participants thought about and shared their responses to several prompts: - What is my personal why? - What is my purpose for being a science teacher? - What is VAST's why and what is VAST's purpose?
This last prompt generated several shared thoughts by retreat
Next Stephanie had all participants do a quick write with the topic " What does an ideal science classroom look like?" The quick write generated lots of great ideas: - noisy, with students working together to solve a problem - students listening to each other and sharing their own ideas - everyone participating & collaborating - students touching, doing things, and trying to figure out how things work - visually stimulating - a place where students see themselves as scientists - students engaged and asking questions
participants: - creating opportunities - being inspirational - show-casing excellence - providing resources - generational appeal, something for everyone, peer associations - professionalism - effective ways to communicate with all members Next, retreat participants walked around the room and participated in a "drive-by" activity in which they used Post-It notes to respond to 4 prompts: 1. What are the challenges for VAST? 2. What are the potential innovations? 3. What are the lessons learned? 4. Other considerations?
Table of Contents
Summer Summer Reflections: Teachers can Change the World for a child!
All Post-It notes were then collected by the facilitator and
across the river. Canoeing and hanging out at the river's overlook
resorted by things they had in common. These groupings became ended as the sun sank beyond the horizon.
big ideas for further reflection and these ideas will be revisited at
future VAST Board meetings.
Next all retreat participants gathered in Edwards Hall and had
a great time creating original designs on their retreat t-shirts. It
Next Stephanie reviewed the goals of our retreat, which were:
was amazing to see all the different designs that individuals came
to identify the common purpose of VAST, to review the current up with and to note the long periods of time in this room where
mission, and for Board members to begin thinking about a clear there was complete silence as everyone concentrated on thinking/
vision for VAST. After review of our mission, we all realized
designing and applying their best artistic talents to a clean slate (a
that our organization lacks a clear vision of where we want our white t-shirt). Retreat participants enjoyed walking around the
organization to go in the future. Stephanie led discussions about room and admiring all the great ideas that the others had come up
our organization's core values and asked us what we wanted to do with to represent this VAST leadership retreat.
next. We all agreed that our organization needs a clear vision and
a specific strategic plan to help us realize our vision as a statewide As we stepped out of Edwards Hall, into total darkness on our way
science organization. In future meetings to create a strategic plan to the campfire site above the river, we walked through a chorus of
for VAST, we will continue to work to establish a shared purpose thousands of tree frogs singing their many songs. At the campfire,
for VAST (a clear vision), a mission statement that represents the retreat participants had fun making and eating S'mores (graham
current organization, and clear direction for the future.
crackers and Hershey chocolate bars glued together with melted
marshmallows). Yum!
We were all grateful to Stephanie for sharing her time and
experience with us in helping our organization start to establish Finally we ended this incredible evening by walking back to
a strategic plan that will increase its effectiveness. We look
the river's overlook and looking up at the multitude of stars
forward to working with Stephanie in the future to strengthen
and planets; what an awesome night to star gaze as it was a new
our organization and to make VAST even more supportive of our moon. While stargazing, a retreat member shared his Google Sky
statewide membership.
app with everyone. It was really amazing to see how quickly the
different stars, constellations and planets could be identified, just
After lunch we all said good-bye to Stephanie and took a few
by holding the electronic device up towards different sections of
hours to relax and network through informal conversations, as the sky. Way cool! We even saw shooting stars!
most of the afternoon was rainy and a few of our pre-dinner
outdoor activities were canceled.
Sunday morning after breakfast, everyone participated in another
information gathering session. During this round robin session,
retreat participants rotated in small groups to four different topic
- SOA's/Advocacy
- Why be a VAST member?
- Regional PD Guidelines - VAST motto/slogan
After the four rotations were completed, everyone came back
together in whole group and held discussions about items listed
on each of the four posters. A lot of great ideas were generated
by this brainstorming activity and these ideas will all be shared
with all Board members at future Board meetings. These ideas
will be used to help our organization better meet the needs of its
members in the future.
After an awesome lunch of homemade quiche and apple cobbler
with ice cream, all the retreat participants loaded their vehicles
Shortly after dinner, we were able to reschedule our canoeing trip and headed home to different parts of the state.
on the Piankatank River and 10 of our retreat participants canoed out to the island owned by the camp. This adventuresome group had fun paddling across the river where they beached the canoes on the island and walked across the island to explore the backside of this river island. In the shallows on the far side of the island
This leadership retreat was an awesome way to get a lot of organizational work completed and a rare opportunity for our board members to have fun, and the time, to network/visit with each other in a beautiful, relaxed, natural environment.
several retreat members discovered moon snails on the reeds and blue crabs and small fish feeding in the shallows. As the sun started to set, these explorers paddled back to the mainland.
As the VAST Board continues to work towards identifying ways to be even more supportive of our statewide membership, we'd like our members to make comments and suggestions on how "we"
Retreat participants that did not go canoeing had time to visit and get to know each other better while hanging out at the overlook above the river, which gave them an awesome birds eye view out
can support "you". Check us out on the VAST website at and please email your suggestions to me at: [email protected] (See page 29 for more photos)
Table of Contents
May 2, 2014
Science Educators
Eric M. Rhoades, Director

Office of Science and Health Education

Barbara Young, Science Specialist

Office of Science and Health Education

Jim Firebaugh, Science and Mathematics Specialist Office of Science and Health Education
SUBJECT: 2014 Virginia Association of Science Teachers

Professional Development Institute
The Virginia Association of Science Teachers (VAST) has spent the past year planning for the 2014 Professional Development Institute (PDI) that will be held November 20-22, 2014 at the Hotel Roanoke and Conference Center in Roanoke, Virginia. This year's VAST PDI supports the 2010 Science Standards of Learning (SOL) by offering over 200 concurrent sessions, several field trips, and nationally known keynote speakers. Educators will be able to hear exciting speakers, network with fellow science teachers from all over the state, gain new ideas to enhance their content knowledge, and experience cutting-edge technology. This PDI provides educators the opportunity to earn recertification points and they may choose the option of earning college credit.
Educators at every level of science will find many topics of interest with which to build their expertise. VAST, a professional association with over 2000 members, advocates for high-quality science instruction for all students at all levels. The PDI provides an avenue for communication among all members of the science teaching community.
We encourage science educators to take the opportunity to use the VAST PDI as a part of their professional development plan in order to expand and promote excellence in science education, as well as science literacy in Virginia.
For more information regarding the Virginia Association of Science Teachers or the annual PDI,
please visit or contact Susan Booth, Executive Director at [email protected]
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VAST Professional Development Institute (PDI) 2014 Hotel Roanoke November 20 - 22
Thursday, November 20, 2014 8:00 a.m.-8:30 a.m. 8:30 a.m.-3:00 p.m. 3:00 p.m.- 7:30 p.m. 3:45 p.m.-5:15 p.m. 5:30 p.m.-6:45 p.m. 7:00 p.m.-8:00 p.m. 8:00 p.m.-9:30 p.m.
Registration Desk for Pre-Conference/Short Courses Opens Pre-Conference Ticketed Workshop: Differentiating Instruction: Planning Instruction that Supports Academic Success with Carol Tomlinson Registration Desk Opens For Short Courses/ Conference Registration Free Short Courses Open **Pre-Registration required General Session I: Dr. Adolph Brown Ticketed Dinner A Night with the Exhibitors
Friday. November 21, 2014 7:00 a.m.­6:00 p.m. 7:00 am.-8:30 a.m. 8:00 a.m-9:45 a.m. 10:00 a.m.-11:00 a.m. 11:15 a.m.-12:15 p.m. 12:15 p.m.-1:30 p.m. 1:45 p.m.-2:45 p.m. 3:00 p.m.-4:00 p.m. 4:15 p.m.-5:30 p.m. 6:00 p.m.-7:15 p.m. 7:45 p.m.- 9:00 p.m. 9:15 p.m.-10:30 p.m.
Registration Desk Open Continental Breakfast General Session 2- Official opening Ceremony/Keynote: Differentiation and Mindset - Carol Tomlinson Concurrent Session 1 Concurrent Session 2 Meet your Regional Directors Concurrent Session 3 Concurrent Session 4 Concurrent Session 5 Ticketed Awards Dinner General Session 3: Keynote: Flip Your Classroom: Reach Every Student in Every Class Every Day - Jonathan Bergman Auction/dance
Saturday November 22, 2014 7:00 a.m.-10 a.m. 7:00 a.m.-8:15 a.m. 8:00 a.m.-10:00 a.m. 10:05 a.m.-11:05 a.m. 11:20 a.m-12:10 p.m. 12:10 p.m.-1:00 p.m. 1:00 p.m.:2:00 p.m. 2:15 p.m.-3:30 p.m.
Registration Desk Open Continental Breakfast General Session 4 VAST Membership Meeting. Keynote: Inspiring Every Student Everyday ­ Andres Ruzo Concurrent Session 6 Concurrent Session 7 Exhibits and Lunch Concurrent Session 8 General Session 5/Keynote: Science and Nascar- Dr. Diandra Leslie-Pelecky
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The VAST Preconference will be value intensive this year. Please make the effort to come to Roanoke on Thursday and stay through Saturday. There will be over a hundred concurrent sessions on Friday and Saturday, but Thursday workshops will offer opportunities for more in-depth learning of skills and experiences.
Pre-Conference Workshop- Thursday November 20, 2014
Dr. Carol Tomlinson 8:30 a.m. -3:00 p.m. Academic diversity is a given in most classrooms today. Students from varied cultures, language groups, and economic strata sit side-by-side and bring with them a broad range of readiness levels or entry points, interests, approaches to learning, and motivations to learn. Understand how in many settings, the goal of teachers is to help the full range of students succeed with complex, high-level curriculum.
Participants will:
· Explore the non-negotiable of effective differentiation using classroom video clips, lesson plans, articles,
discussion, and presentation.
· Investigate the implications of those non-negotiable for classroom practice.
· Leave with strategies for developing more challenging and responsive heterogeneous classrooms.
VAST Members: $75 Non-Members: $95
Students: $75
(registration required)
Teams: $150 for 4 (Administrator +3 Teachers)* This price is only for attendance at the pre-conference event.
This price includes a continental breakfast. Lunch will be on your own.
Free Short Course Workshops- Thursday November 20, 2014 3:45 p.m.-5:15 p.m. · Why are Pencils Yellow? - Elementary Teachers Presenter: Dr. Jenny Sue Flannagan Why are pencils yellow? How were diapers made and how do they connect to matter? Thinking critically begins the moment we become curious, ask questions, and seek to find the answers to questions. Through experiments associated with topics such as matter, electricity, and other great activities, teachers will learn how to build research opportunities to unlock the scientific discoveries of the past. (grade level focus - elementary) Free Materials!
· Who asks the QUESTIONS?- Middle School Teachers Presenter: Anne Moore The content may be different, but the inquiry process is the same! Come experience various lessons and topics across the grade levels of middle school that will support teams in building a vertical articulation of inquiry modules. Hands-on activities will guide your tour through general, life, and physical science topics.
· Student Research: Yes, There Is a Role in Today's Classrooms! - Middle/High School Teachers Presenter: Dr. Julia Cothron The Next Generation Science Standards advocate scientific research experiences for all students, with such experiences an integral part of course-related classroom and field experiences at the secondary level. Building upon her classic work, Dr. Cothron will offer updated strategies for helping students move from investigation to experimentation, modifying classroom labs to emphasize scientific inquiry practices, a "scientific research brief " to support team mini-projects within the classroom and using multiple forms of assessment to support student growth and success.
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Free Short Course Workshops- Thursday November 20, 2014 (continued) 3:45 p.m.-5:15 p.m.
· Leadership Matters: Building a Differentiated Science Program by Developing Teacher Expertise - Administrators Presenter: Dr. Kelly Hedrick If the goal is the development of expertise in responsive teaching, how do we all get there? Some folks will take the expressway, while others need the scenic route. It is important to understand the stages and needs of the learner at every step toward expertise in responsive teaching. Everyone will need support, information, and opportunities for growth along the way. In this session, participants are given a tool for thinking about the journey toward expertise in differentiation and methods for guiding colleagues. For anyone who is responsible for staff development and assisting others in responsive teaching, this session provides a framework for developing expertise in differentiation among a wide range of educators including administrators.
· Inquiry: How Simply Changing the Question Can Shift the Focus - Biology Teachers Presenter: Stephen Biscottee Repeat after me: "All students can do inquiry. Inquiry is not a one-time thing. Inquiry increases student interest and learning. I will attend this short course." The presenter will take the participants through the process of turning a traditional cookbook lab lesson into a student-centered inquiry-based learning opportunity grounded in the Virginia Standards of Learning (and not just the inquiry ones). Working in small groups by content area, participants will develop (and leave with) an inquiry activity for their classroom based on their own standards, resources, and students. Samples for each content area will be provided, but participants are encouraged to bring their own materials (lessons, cookbook labs) to reconstruct.
· Exploring Inquiry with Factors Affecting Enzyme Activity - Biology Teachers Presenter: Jeremy Dove In this short course teachers will examine different ways their students can use the various levels of inquiry to explore several factors affecting enzyme function. Teachers will explore how cook book labs can be modified to allow for students to truly "investigate and understand" SOL topics and gain a deeper understanding of content.
· Creating Inquiring Minds in a Limited Time Frame - Chemistry Teachers Presenter: Tammy Stone Science teachers know that authentic experiments and experiences are the paramount way to develop critical thinking and foster the nature of science. In today's age of assessments though, how does a teacher make chemistry real and relevant so that their students are inquiring, and investigating while covering all of the chemistry standards of learning. This session will explore lesson plan ideas and labs that have been successfully used in chemistry classes to help all students inquire and investigate while being successful on the standards of learning.
Free Short Course Workshops- Friday, November 21, 2014 10:00 am.- 12:00 p.m.
· Rigor and Learning Engagement through Quality Curriculum & Instruction -
Presenter: Dr. Kelly Hedrick
Where do rigor and engagement come from? With science standards as our platform, but we have to align them with big ideas, student-
centered learning strategies, and scaffolding techniques to support a range of learner needs. This is a tall order, but completely possible.
In fact, when working with a range of learners it is a moral imperative! In this session, participants will identify where big ideas come
from through concept-based curriculum and look at a model for aligning worthy learning targets with instructional strategies and
scaffolding methods in the science classroom. The result is a rigorous curriculum delivered through differentiated instruction.
· Analyzing experimental data: Looking Through Different Lenses -
Presenter: Dr. Julia Cothron
For years, I've listened to their arguments: science teachers say they integrate mathematics in the classrooms, mathematics teachers
say "no, it's not mathematics, its computation". Building upon her classic work with data analysis, and using recommendations from
the Next Generation Science Standards, Dr. Cothron will offer strategies for going beyond algorithmic approaches for data analysis
including defending data collection techniques, explaining methods of data analysis, using mathematics and arguing from evidence.
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Come to the Hotel Roanoke for the VAST PDI Sparking Innovation: Enhancing student learning November 19-22, 2014
Registration for VAST PDI
FULL PDI Registration includes admission to all general and
concurrent sessions (Thursday afternoon-Saturday afternoon)
exhibits, and continental breakfast Friday and Saturday.
Nonmember registration includes annual VAST membership.
PDI Registration
Early bird must be ordered and paid by October 18, 2014
Current Member Registration:
$150.00 - Member Early bird professional registration
(Full Conference Th afternoon-SA)
$75 Pre-Conference Workshop with Carol Tomlinson
Nonmember Registration:
$175.00 - Nonmember Early bird professional registration
(Full Conference Th afternoon-SA; includes a 1 year VAST
$100 Pre-Conference Workshop with Carol Tomlinson
Student Registration:
$70.00 - Early bird student registration (Includes annual
$30 Pre-Conference Workshop with Carol Tomlinson
Standard Registration After October 18th, 2014
$180.00 - Member Standard professional registration (Th
$100-Member Pre-Conference Workshop with Carol
$205.00 - Nonmember Standard professional registration (Th
afternoon-SA; includes 1 year VAST Membership)
$125-Nonmember Pre-Conference Workshop with Carol
$100.00 - Standard student registration
$110-Student Pre-Conference Workshop with Carol Tomlinson
PDI Presenters Registration
Early Bird Option must be ordered AND PAID BY

September 1, 2014
$130.00 ­ Member Early Bird presenter registration
$50-Member Pre-Conference Registration for Carol Tomlinson
$155.00 ­ Nonmember Early Bird presenter registration
$75-Nonmember Early Bird Presenter Registration for Carol
Please registration on the VAST website. To register go to:
Hotel Reservations (updated 7.25.14) The Hotel Roanoke at this time has sold out the block. However, two nearby Holiday Inn hotels have rooms for VAST attendees:
· Holiday Inn Express (Roanoke Civic Center) VA at 540-982-0100. The Group Name Code is VAS. Room rate is $109.90 tax included. You will receive complimentary Delux Continental Breakfast to include pancakes, fruit, coffee, etc. We are currently working on a shuttle as well.
· Holiday Inn Valley View, 3315 Ordway Drive, Roanoke, VA 24017. Individuals will call the hotel direct 540-362-4500 or toll free reservations number 1-855-561-7967. Please use the group code provided when making all reservations. Individuals may also book reservations by going online to roavalleyview & entering the Group Code VAS as well as using the direct link that is provided by email to group.
A major credit card or advance deposit is required to guarantee
all individual reservations.
The following is The Hotel Roanoke & Conference Center - a
DoubleTree by Hilton Hotel's 2013 parking fee structure:
Overnight Hotel Guest:
Self Parking: $7.00 Valet Parking: $12.00
Daily Parking:
Self Parking: $1.00 - $6.00
Note: Prices are subject to change without prior notification.
Hotel Updates! go to:
About Downtown Roanoke Click here for information on food and other events going on in downtown Roanoke.
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VAST Professional Development Instiute
November 2014!
Speakers 2014
Reaching all students? Differentiation? Engineering? How about Flipping? Do any of those topics interest you? We have a wide range of speakers this year that will provide you with a wealth of free information from nationally recognized speakers that will be included in your registration price! For more information go the VAST website and watch for VAST Newsletters and E-Notes! Thursday Keynote Dr. Adolph Brown - Use Core Competencies Needed for Success and Combine Academic and Citizenship Dr. Adolph Brown is the Founder, President, and CEO of The Leadership & Learning Institute. As a former public school educator and credentialed administrator, full tenured university professor, university dean and businessman, Dr. Brown has studied and worked along side highly successful leaders and educators. He has taken his over 25 years experience and developed core competencies that are expressed in everything successful business leaders and educators do. This keynote will explore the pedagogy of the marginalized, while exposing hidden biases. This talk will bridge the "academic curriculum" of reading, writing, and arithmetic with the "citizenship curriculum" of a student's personal classroom experiences.
Adolph Brown is a leading authority on Educational Excellence and leadership development and is an International speaker. He has overcome an upbringing of extreme poverty and violence, welfare, fatherlessness, and a single-mother led household. Dr. Brown earned multiple degrees from the College of William and Mary in psychology and anthropology, graduate study in child and family development and community/clinical psychology with an emphasis in group dynamics. Friday Keynote Dr. Carol Tomlinson - Differentiation and Brain Research In this session, Dr. Carol Ann Tomlinson will discuss the key principles of differentiation and how they are connected to brain research. Curriculum and instruction for struggling and advanced learners, effective instruction in heterogeneous settings, and encouraging creative and critical thinking in the classroom have been special interests throughout Dr. Tomlinson's career.
Dr. Adolph Brown
Dr. Carol Ann Tomlinson is the author of over 200 articles, book chapters, books, and other professional development materials.
She was a public school teacher for twenty-one years and a program administrator of special services
for struggling and advanced learners for an additional twelve years. Dr. Tomlinson was Virginia's
Teacher of the Year in 1974. More recently, she has been a faculty member at the University of Vir-
ginia's Curry School of Education, and she is Codirector of the University's Institutes on Academic
Diversity. She was named Outstanding Professor at Curry School of Education in 2004 and received
an All University Teaching Award in 2008.
Friday Keynote
Jon Bergmann - Flip Your Classroom: Reach Every Student

In Every Class Every Day
Learn from Flipped Classroom Pioneer Jon Bergmann as he walks through his transformation
from a twenty year lecturer to a flipped class pioneer. He will take you on his journey and show
how the flipped class can transform today's educational climate. The Flipped Class allows teachers
to have more face-to-face time with students, allows for real differentiation, causes student to take
responsibility for their learning, and allows students to master material.
Dr. Carol Tomlinson
Jon Bergmann co-wrote the book on the Flipped Classroom that inspired educators internationally and is available from ISTE Press (2012). He received the Presidential Award for Excellence for Math and Science Teaching in 2002 and was named Semi-Finalist for the Colorado Teacher of the Year in 2010. Jon Bergmann blogs at and you may see and hear his TED Talk at http:// 10.
Jon Bergmann Table of Contents
VAST Professional Development Institute Speakers 2014 (continued) Saturday Keynote Dr. Diandra Leslie-Pelecky - How to Include STEM in Your Curriculum Science, technology, engineering, and mathematics play a unique role in motorsports. While other sports can be analyzed for STEM themes after the fact, racing is one of the few sports in which you must get the science, math, and engineering right in order to win. Motorsports are also unique in showcasing engineers on television, radio, and on the web, thus providing role models for those students constantly asking, "When am I ever going to use this?" Join Dr. Diandra Leslie-Pelecky as she introduces some existing classroom resources and addresses the biggest challenge in using real-life situations to teach STEM topics: What to do when the approximations and simplifications are non-negligible as they are on a racetrack. A member of the physics department at the University of Texas at Dallas, Dr. Diandra Leslie-Pelecky is the author of The Physics of NASCAR that describes the sophisticated and complex world of stock car racing. In her lab she is working on a nanomedical project. She is developing a chemotherapy using nanoparticles that hopefully will cluster harsh drugs on the surfaces of cancerous tumors, while not harming the good cells. If successful, her treatment will reduce the tumors, but not leave patients sick and bald. Saturday Keynote Andrйs Ruzo - Geoscientist - A National Geographic Young Explorer Grantee. Andrйs works to promote the use of geothermal as an alternative energy source. Andrйs will share his adventures traveling around the world as he studies geology and collects data. His work is inspiring and demonstrates how real science can benefit local and global communities. When he was young, Andrйs spent summers in Nicaragua on his family's farm which just happens to be on top the Casita Volcano. Later he attended Southern Methodist University and his earlier first hand experiences with the volcano motivated him to take a volcanology class. His personal connection to the discipline was further strengthened when he opened his text to find a photo of the Casita Volcano. These were just coincidences, but they created Andrйs passion for geology. He is particularly interested in the geothermal energy and how it can be harnessed to solve the earth's environmental, economic and social problems.
Dressed in a ranger's hat, belted blue jeans, and car- and hind legs. The firefighters removed the little bear
rying a shovel, he has been the recognized wildfire
cub from the burned tree and a rancher, who had been
prevention symbol since 1944.
helping the firefighters, agreed to take the cub home.
One spring day in 1950 in the Capitan Mountains of New Mexico, a little cub had been caught in the path of the fire. He had taken refuge in a tree that was now nothing but a charred, smoking snag. His climb had saved his life but left him badly burned on the paws
The cub needed veterinary aid and was flown to Santa Fe where the burns were treated and bandaged. The firefighters who rescued the little bear cub call him Hot Foot Teddy but his name quickly was changed to Smokey Bear.
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Ballot The Nominating Committee presents the following slate of officers for election at the VAST Annual Meeting, Saturday, November 17, 2014 in Roanoke. Elected officers will begin their terms January 1, 2015.
Nominating Committee for 2014: Brita Hampton, Andy Jackson, Eric Pyle, Juanita Jo Matkins, and Shirley Sypolt Nominating Committee Chair for 2014: Brita Hampton
For President Elect (2015) This officer will become President in 2016
Kathy Frame ................................................................................ Yes
Kathy Frame is a lifetime educator with 15 years of classroom experience in biology and chemistry. She has 25 years of national
experience with teachers, students, and the public in microbiology, biotechnology, independent science research and other sciences
as a professional curriculum designer and provider, author, and speaker. Her national experience includes nine years as the National
Association of Biology Teachers' Director of Education and six years as the Vice President of Education and Your World Editor-in-
Chief for the Biotechnology Institute. She is currently the director of the USA Biology Olympiad for the Center for Excellence in
Education, president of the Virginia Association of Biology Teachers and director of the Virginia Outstanding Biology Teacher Award.
Kathy is a lifetime member of VAST and serves as the Biology Chair on the VAST Board.
For Secretary (2015-2018)
Robin Curtis ................................................................................. Yes
Robin is currently adjunct faculty at the College of William & Mary as a University Supervisor and Instructional Coach. She was the
NSTA District VIII Director from 2006-2009. She was a nationally recognized science teacher in 2005 and VAST President in 2002.
She has served on several NSTA and VAST committees.
For Director, Region 2 (2015-2017)
Adrienne Sawyer............................................................................. Yes
For Director, Region 4 (2015-2017)
Susan Bardenhagen.............................................................................. Yes
Susan is a grade 2-5 elementary and grade 6-8 Math & Science teacher. Susan has been a VAST member since the `80s, PDI presenter,
Region 4 Director since 2011, and Regional Director Coordinator since January, 2014; as an Educator Associate of AIAA and
Conference Coordinator for AAUW, she coordinates judging of Science Fairs/STEM Festivals. Susan coordinated the Region 4 2012
STEM and 2014 STEAM conferences.
For Director, Region 6 (2015-2017)
Tom Fitzpatrick................................................................................ Yes
Tom is starting his 28th year with Roanoke City Public Schools, twenty-one years as a middle school science teacher and seven years
as PK-12 Science Supervisor. He was a Virginia Regional Teacher of the Year in 2006 and he is a state facilitator for Project WILD,
Growing up WILD, and Project Learning Tree.
For Director, Region 8 (2015-2017)
Pam Aerni ....................................................................................... Yes
Pam is an educator with 23 years of experience teaching science and math in preschool through middle school. She is a former
assistant professor in teacher preparation and is passionate about science and math education with others.
Proposed additions to VAST's Operating Procedures: At its July 26, 2014 meeting, the VAST Board approved the following:
1. A change of the definition of VAST members: "Regular members are those currently in the field of science education or other
individuals interested in improving science education."

______Do Not Approve
2. A change in the role of the President Elect: The President Elect shall serve as the co-Chairperson of the standing Conference
Committee (working closely with the PDI chair) for the purpose of planning, scheduling, and execution of the conference
scheduled for the year of his/her term of office."

______Do Not Approve
If you will not be present at the Annual Meeting, please cast an absentee ballot. Deadline for receipt of ballots is November 2, 2014. Return your completed ballot to: Brita Hampton, 1401 Goose Landing,Virginia Beach, VA 23451
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VAST Professonal Developmet Institute 2014
Hotel Roanoke Sparking Innovation: Enhancing Student Learning!
November 19-22, 2014
Concurrent Sessions for Friday and Saturday!
Dates, times and locations will be published later.
Be STEM MindedEngineeringPre-K - 2 Grades
STEM/Environmental Education: Integration and Innovation
Kaleela Thompson
Pack your backpack and get set to be amazed on a wonderful expedition with Kaleela as your guide to discover and explore "GreenScapes"TM
using eco-friendly recyclable objects to build habitats based on science, mathematics, and technology.
Pre K -2
Children's Engineering Throughout the Curriculum
Pre-K - 2 Grades
STEM/Environmental Education: Integration and Innovation
Susan Eckenrode, John Wayland Elementary
Are you having trouble incorporating children's engineering into the 4 core areas? We will create parachutes and marshmallow towers using
money to purchase our materials. We will look at the pop-up card and how it can be used in many ways. Participants will come away with many
ideas to use in their classrooms with very little prep time needed.
See the World Like a ScientistGeneral SciencePre-K - 2 Grades
Connecting the Dots: Virginia Science Standards and Your Classroom
Kathy Carpenter ,Margaret Brent Elementary;
Diane Dodge, Garrisonville Elementary
DRAFT Students are natural scientists. Their curiosity is endless. Guiding them to observe the world around them with a scientific lense, and to ask questions that lead to discovery is our job. Learn how to incorporate science throughout the day using morning meeting routines, I wonder questions and guided observation.
Mission STEM: A cross-curricular approach to engage young students
General Science
Pre-K - 2 Grades
Linking Science and Other Content Standards
Tom Custer, Zula International
Join us for a highly interactive workshop that focuses on inquiry-based, cross-curricular learning, incorporating science, mathematics, and
language arts. The session will include engaging hands-on STEM activities for Pre-K to 3rd grade students, that support national and state
standards, and that can be immediately implemented in the classroom.
Jumpstarting STEM in PreschoolGeneral SciencePre-K - 2 Grades
STEM/Environmental Education: Integration and Innovation
Heather Newton, Bullfrogs and Butterflies
Come learn how simple STEM lessons will enrich daily activities and allow young learners to explore, which we all know they were born to do!
By providing indoor and outdoor STEM learning environments, children will get an early start to making those critical connections to the field
of STEM. Participants will get a copy of the lessons presented as well as engage in a few fun hands-on activities. Learn how simple it is to get
preschool children excited about STEM!
10 Minutes or Less for Science Success K-5 General Science
Pre-K - 2 Grades
Connecting the Dots: Virginia Science Standards and Your Classroom
Edward Rock, Scientific Minds, LLC
Learn how you can break the standards into manageable, bite-sized chunks of instruction that will fit with any curriculum, useable by any teacher,
and embed consistent science standards language in every classroom. Scientific Minds and our Science Starters are proven to improve student state
test scores, especially with underserved populations. All attendees will receive free materials.
Primary STEM Challenge (Grades K-2): Humpty Dumpty Rides Again
Physics/Physical Science Pre-K - 2 Grades
STEM/Environmental Education: Integration and Innovation
William Metz and Kip Bisignano, Delta
You all know the story about Humpty Dumpty falling and the futile efforts of the King's men. Fast forward to 2014 and join us for a design
challenge as we revisit Humpty as he has taken on the role of a crash test dummy. His fate is in your hands.
Pre K -5
The H2Os of Chemistry: Basic Concepts Taught Through Investigation Connecting the Dots: Virginia Science Standards and Your Classroom
Pre-K - 5 Grades
Paisley Trantham, Jeffery Myers, Michael Nguyen
and Jennifer Maeng, University of Virginia
Virtually every aspect of life involves chemistry! In this session, led by members of UVa's Chemistry LEAD Program, elementary teachers engage
in hands-on, inquiry-based activities focusing on fundamental chemistry concepts. Additionally, we describe an opportunity at UVa for teachers to
participate in other inquiry-based chemistry investigations appropriate for K-5 students.
S'COOL, NASA Earth science aligned to your classroom standards!
Earth/Space Science
Pre-K - 5 Grades
Connecting the Dots: Virginia Science Standards and Your Classroom
Sarah Crecelius, NASA Langley Research Center
How do clouds affect our weather and climate? The Student Cloud Observations On-Line (S'COOL) Project has students investigate the answer
to that question through collaborate research with NASA Scientists. S'COOL is an authentic science experience and real world application for the
classroom aligned to Virginia Standards of Learning.
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VAST Professonal Developmet Institute 2014 · Sparking Innovation: Enhancing Student Learning!
Applying Science with Children's EngineeeringEngineeringPre-K - 5 Grades
STEM/Environmental Education: Integration and Innovation
Barbara Adcock Pocahontas Elementary
Children's engineering is a wonderful way for your students to apply what they have learned in science. Learn how to use children's engineering to
assess your students' real learning. Come away with ideas to use in every SOL strand of science, as well as some ready to use design briefs!
Pre K -5
Enchanted Engineering: Discover the STEM in Fairy Tales
Pre-K - 5 Grades
Linking Science and Other Content Standards
Wendy Goldfein and Cheryl Nelson, Fairfax
County Schools
Learn how to engineer "happly ever after" and "once upon a time" with our integrated STEM activities. Handouts! Freebies! Resources!
Go Girl Engineers! Club: How to Engage Girls in Engineering
Pre-K - 5 Grades
STEM/Environmental Education: Integration and Innovation
Lianna Moss-Everhart, Rural Point Elementary School, Hanover County
Learn how to incorporate engineering into the curriculum through starting a girls' engineering club. Participants will receive design brief
resources for the classroom or a club session, participate in engineering activities, and learn the ins and outs of starting a club from the ground up!
Connecting Children to Nature: Addressing Their Nature Deficits
Environmental Science Pre-K - 5 Grades
STEM/Environmental Education: Integration and Innovation
Michael Bentley,Virginia Museum of Natural
Only aware and engaged citizens can address America's environmental issues. Children form values early, yet many are screen-bound and lack
formative contact with nature. Consider an approach focused on naturalist intelligence and critical consciousness, building on students' outdoors
experiences to foster biophilia, interest, and motivation. Presenter's 2014 book will be introduced.
DRAFT We All Need TreesGeneral SciencePre-K - 5 Grades
STEM/Environmental Education: Integration and Innovation
Lisa Deaton, Virginia Dept. of Forestry
Learn what the forests of Virginia provide for us. Virginia Project Learning Tree has prepared kits of sample Virginia forest products to support
the PLT activity, We All Need Trees. These kits are available at this session and at the Virginia PLT exhibit.
Inquiry Across the Grade LevelsGeneral SciencePre-K - 5 Grades
Connecting the Dots: Virginia Science Standards and Your Classroom
Jenny Sue Flannagan, Martinson Center
In this lesson, teachers will learn how to develop their own inquiry based lesson by experiencing lessons that have been designed to get students
doing inquiry based science.
Elementary Science PaloozaGeneral SciencePre-K - 5 Grades
Linking Science and Other Content Standards
Jenny Sue, Flannagan, Martinson Center
Come and experience the fun of being an elementary science teacher! Through various activities, teachers will walk away with lesson ideas to take
back to your school and your classroom! Sessions will be offered for every grade level and there will be door prizes!
Pre K -5
STEM! I Just Don't Have the Time During my Science Block!
General Science
Pre-K - 5 Grades
STEM/Environmental Education: Integration and Innovation Elizabeth Petry, Tayloe Brooks, and Megan Megan, Mack Benn, Jr.
Elementary School
This hands-on session will provide attendants with classroom-tested strategies to effectively incorporate STEM lessons in your classroom. We will
address the time management concerns that convince many teachers that STEM won't work in their classroom. Let us show you how to teach your
students to achieve while having fun.
K-5 Project-based Learning and STEMGeneral SciencePre-K - 5 Grades
Leadership for Effective Science Instruction in Virginia
Meghan Raftery, Teresa David and Matthew
Colohan, Virginia Beach Public Schools
Project-based Learning is the perfect vehicle for launching STEM initiatives in the elementary classroom. Learn how one school division is
implementing STEM design briefs with increasing complexity from kindergarten through grade 5.
STEMulating Minds for SuccessGeneral SciencePre-K - 5 Grades
STEM/Environmental Education: Integration and Innovation
Adrienne Sawyer, Chesapeake Public Schools
Participants will be immersed in hands-on activities guaranteed to engage students. All STEM briefs begin with literature as attendees imagine,
plan, create, and have fun as they complete STEMulating science based challenges.
Schnekser-ize Your Science ClassroomGeneral SciencePre-K - 5 Grades
Connecting the Dots: Virginia Science Standards and Your Classroom
Becky Schnekser, Cape Henry Collegiate
Ever wonder how to LOGISTICALLY enhance, promote, and produce rigor, relevance, technology, and cross-curricular connections in your
science instruction? Meet a K-5 Science teacher who breaks down barriers and makes science truly all encompassing. Examples of plans/activities,
student generated samples, and handouts provided. Optional: bring your own technological device.
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Pre K -5
VAST Professonal Developmet Institute 2014 · Sparking Innovation: Enhancing Student Learning!
Inquiry or Bust!!!General SciencePre-K - 5 Grades
Connecting the Dots: Virginia Science Standards and Your Classroom
Christina Wade, Dupont Elementary School
Hands-on inquiry instruction can seem hard to achieve in a classroom, but it is not impossible. It is actually quite easy once you understand what
inquiry based science instructions looks like in a classroom. This session will give you simple, easy ideas to help achieve this in your classroom.
Integrating Reading into Your Science Block
General Science
Pre-K - 5 Grades
Linking Science and Other Content Standards
Julia Wilshire, Norfolk Public Schools
reading comprehension strategies should be incorporated into science learning experiences. This presentation will demonstrate how using before,
during, and after reading comprehension strategies can be used to increase student learning. Edmund Burke stated "To read without reflecting is
like eating without digesting.
VDOE Science Instruction and Assessment Update - Elementary School
General Science
Pre-K - 5 Grades
Connecting the Dots: Virginia Science Standards and Your Classroom
Barbara Young,Virginia Department of Education;
Tyler Waybright, Virginia Department of Education
VDOE instruction and assessment specialists offer updates on instruction and assessment resources and programs. Learn about professional
development, instruction, and assessment resources available to elementary school science teachers.
Infusing an Elementary Classroom with S.T.E.A.M Power
Math in Science
Pre-K - 5 Grades
STEM/Environmental Education: Integration and Innovation
Susan Bardenhagen, VAST Regional IV Director
The presenter will model how exciting it is to infuse science, technology, engineering, and mathematics instructional strategies with the arts, using
kits of manipulatives made from everyday materials. This will be an interactive, synergistic workshop with ideas for elementary teachers who
DRAFT might team teach, flexibly group, or departmentalize.
Math and Science Buddies (K and 5)
Math in Science
Pre-K - 5 Grades
Linking Science and Other Content Standards
Stephanie Warren and Kathy Carpenter,
Margaret Brent Elementary School
Learn to plan and facilitate math/science buddies. Join us for lessons plans, take aways, and ideas that can be easily implemented. See how students
partner up and work on self-guided learning opportunities that allow both to reach the content on their academic level through hands on,
authentic learning lessons.
Roller Coaster Engineering in the Elementary Classroom
Physics/Physical Science Pre-K - 5 Grades
STEM/Environmental Education: Integration and Innovation
Peggy Schimmoeller, Sydney Hensen, Katherine
Lesnak, and Peter Sheldon, Randolph College
Roller Coaster Ups and Downs: Discover how potential energy is converted to kinetic energy at various points along the track, and the physics
behind a roller coaster: acceleration, centripetal force, energy, force, inertia, momentum.
Rocket Launchers and Wind Tubes: Engineering in Elementary Science
Pre-K - 8 Grades
STEM/Environmental Education: Integration and Innovation
George Meadows, University of Mary Washington
This presentation describes and demonstrates the construction and use of compressed air rocket launchers and fan-powered wind tubes in
elementary science classrooms. Handouts describing the construction process and ideas for classroom use are provided. Links to the engineering/
design process are emphasized.
A Portable Environmental Education Kit
Environmental Science Pre-K - 8 Grades
STEM/Environmental Education: Integration and Innovation
George Meadows, University of Mary Washington
This session describes and demonstrates a portable environmental education kit developed for use in afterschool programs at a public library. The
kit is contained in a garden wagon that can be pulled from site to site. Photographs and video of its use are presented.
Linking Science Instruction to LiteracyGeneral SciencePre-K - 8 Grades
Linking Science and Other Content Standards
Edith Rudd and Trina Spencer, Virginia State
Are you frustrated with the literacy levels of your science students? Are you having difficulty helping your students understand their science
reading materials? Join us to learn instructional strategies that help increase students word identification skills, recall, and comprehension.
York-Poquoson Monarch Initiative: School Gardens Case Study
Environmental Science Pre-K-12 Grades
Leadership for Effective Science Instruction in Virginia
Carol Heiser, VA Dept. of Game & Inland
Fisheries; Abbie Martin, York County School Division; Barbara Dunbar, VA Coop. Extension Master Gardener/Master Naturalist
Outdoor classrooms are a highly effective tool for science instruction. The York-Poquoson Monarch Initiative--a partnership of VA Cooperative
Extension, the VA Dept. of Game & Inland Fisheries, and York County Schools--implemented 11 schoolyard habitats in 2013 and provided
mentoring and training. This panel shares their successes and challenges.
Pre K -8
Pre K -12
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VAST Professonal Developmet Institute 2014 · Sparking Innovation: Enhancing Student Learning!
Renewable Energy for Your School: Resources and Technology
Environmental Science Grades PreK - 12
STEM/Environmental Education: Integration and Innovation
Remy Pangle, Center for Wind Energy at JMU
This workshop will focus on wind and solar energy resources and technology for the classroom. We will showcase kits available from the Center for
Wind Energy, as well as activities, lesson plans, curricula and books. The second half of the workshop will focus on how schools can get technology
such as wind turbines, met towers, weather stations and solar panels on their campus.
Pre K -12
"3. Referee? Not Me!"General ScienceGrades PreK - 12 Barbara Burch, Hopewell City Schools This session will give teachers tools to engage their students and increase students' motivation in the science classroom. Teachers will learn how to diffuse statements such as this is boring and science is stupid without confrontation giving them more time to teach. More time on task equals more content covered and higher test score.
Visit the Virginia Museum of Natural History Without Leaving Your Classroom! General Science Grades PreK - 12
Connecting the Dots: Virginia Science Standards and Your Classroom
Denny Casey, and Glenda Hairston,Virginia
Museum of Natural History
Participants will explore how VMNH connects with learners at a distance to explore scientific topics using inquiry methods that will spark
imaginations, enhance curricula, and support STEM education and Virginia Standards of Learning.
How Skype and Cinderella Can Be Used in the Elementary Classroom to Make Connections to Arctic Research and Culture
Leadership for Effective Science Instruction in Virginia
General Science
Grades PreK - 12
Mythianne Shelton, Victoria, Holdaway, Taylor
Hardwick, and Erica Martin, Radford University
DRAFT This session focuses how student teachers experienced scientific research and how those experiences helped to foster K-12 student understanding of research being conducted in Barrow, Alaska. We will share how elementary students thought a scientist should look, their attitude towards science and how Cinderella is viewed based her culture.
Spending Too Much Time on Discipline?
General Science
Grades PreK - 12
Jeannine Tate, Jeannine Tate, Education Consulting
Learn a common sense approach to classroom discipline that will give teachers their teaching time back. They can stop giving up instructional
time to handle the things that steal opportunities for teaching and learning. Students and teachers can share in the educational process in a calm,
positive, and respectful atmosphere.
Most Levels
Research Skills for Teachers: The Classroom and Beyond
General Science
Grades PreK - 12
Connecting the Dots: Virginia Science Standards and Your Classroom
Scott Watson, Liberty University
This presentation will focus on basic quantitative research skills that teachers can utilize to conduct studies in classrooms and schools for the
purpose of determining the effectiveness of instructional techniques and curricula.
Learning Physical Science through Engineering
Physics/Physical Science Grades PreK - 12
STEM/Environmental Education: Integration and Innovation
Heather Groffy and Dara Brinkman, Office of
Science/Portsmouth Public Schools
Teachers will learn how to incorporate engineering design into their science classroom by building a rubber band car and a "brushbot." This lesson
is typically taught in the physical science classroom to help students learn how to apply scientific concepts to real-world situations.
What Happens at the Virginia General Assembly?
General Science
Grades PreK - 12
Delores Dalton Dunn, DDD Consulting
Attendees will learn how to navigate the General Assembly website as well as the structure of both House and Senate Committees that most affect
education. In addition there will be suggestions on what to do if you want to contact a legislator about pending legislation either in person, via
e-mail, or by phone. All of this will be followed by an over-view of how the VAST Advocacy Committee works to support science education
through involvement in the General Assembly committee meetings as well as the State Board of Education. The presenter is currently co-chair of
the VAST Advocacy Committee.
Pre K -16
Chesapeake Bay Foundation's educational opportunities
Environmental Science Grades PreK - 16
Connecting the Dots: Virginia Science Standards and Your Classroom
Cindy Duncan, Chesapeake Bay Foundation
For more than 30 years, CBF's award-winning environmental education program has been one of the cornerstones of our efforts to reverse the
Bay's decline. Participants in this presentation will learn of CBF's educational programs for students, teachers and principals. All programs are
designed to support state standards of education and are based from the official definition for a "meaningful watershed education experience" as
defined by the Chesapeake Bay Program.
What about "Sustainability" Calls Out for Clear Minded Thinking?
General Science
Grades PreK - 16
STEM/Environmental Education: Integration and Innovation
Jim Disbrow, The Millennium Project
Discussions of the next big "sustainability things" might include: the food-energy-environment nexus, What is healthy soil? What if we each were
to live to be 150? How do people limit growth?
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Pre K -16
Grades 3 -5
VAST Professonal Developmet Institute 2014 · Sparking Innovation: Enhancing Student Learning!
Exclusively for Preservice Teachers
General Science
Grades PreK - 16
Leadership for Effective Science Instruction in Virginia
Suzanne Donnelly, Longwood University ;Tricia

Easterling, Radford University; Patti Horne, Longwood University
Calling all pre-service teachers! As part of its mission, learn how VAST can help you while completing your licensure program and throughout
your science teaching career. Local and statewide opportunities await those who are committed to improving science education. Come learn how
VAST can launch you into your career as a science teacher and score some goody bags and door prizes to boot. Your advisors are invited to this
session, too!
Rigor and Learning Engagement through Quality Curriculum and Instruction - Administrators
General ScienceGrades PreK - 16
Linking Science and Other Content Standards
Kelly Hedrick
Where do rigor and engagement come from? With science standards as the platform, but we have to align them with big ideas, student-centered
learning strategies, and scaffolding techniques to support a range of learner needs. Participants will identify where big ideas come from through
concept-based curriculum and look at a model for aligning worthy learning targets with instructional strategies and scaffolding methods in the
science classroom.
Real Science, Real Fast! Inquiry for Elementary School!
Biology/Life Science
Grades 3 - 5
Connecting the Dots: Virginia Science Standards and Your Classroom
Leslie Whiteman, Virginia State University; Trina
Spencer, Virginia State University; Sarah Melissa Witiak, Virginia State University
This session will provide hands-on demonstrations of fun, fast, inquiry-based science lessons suitable for elementary school students.
DRAFT SAGE III on ISS: NASA Lessons Meeting Virginia Standards
Earth/Space Science
Grades 3 - 5
Connecting the Dots: Virginia Science Standards and Your Classroom
Kristyn Damadeo, NASA Langley Research Center
Engage students in atmospheric science by demonstrating science, engineering and math concepts through hands-on activities and classroom
STEMulate Student Learning by Infusing Engineering Design into the PBL Model Engineering Grades 3 - 5
Linking Science and Other Content Standards
Anita Deck, Amy Bordeaux, JohnRichardson,
Virginia Tech/VISTA
Inspire thinking, collaboration, creativity, and problem-solving with STEM-focused PBL. Discover key engineering components in NGSS,
including conceptual shifts, disciplinary core ideas, and practices to effectively wield the standards as a transformative tool for classroom
instruction. Join us in discovering hands-on, engineering design, and cross-curricular authentic projects to STEMulate student learning!
Differences in Teaching Engineering Design: Findings and Suggestions for Response to the NGSS and Integration of
Engineering into Science EducationEngineeringGrades 3 - 5
STEM/Environmental Education: Integration and Innovation
Michael Grubbs, Virginia Tech; Tyler Love,
Virginia Tech; David Long, George Mason University
Implementation of engineering content and the engineering design process in K-12 education is increasingly requiring educators to pursue
professional development training. The purpose of this presentation is to report findings on a recent science professional development across
four sites in Virginia. Exemplar practices and activities will be provided along with specific suggestions and recommendations for incorporating
engineering design and engineering concepts into elementary classrooms.
FOSS STEM Investigation (Grades 3-4): Saving Halloween
Grades 3 - 5
STEM/Environmental Education: Integration and Innovation
William Metz and Kip Bisignano, Delta Education
It is Halloween night and Sheldon Gooding's costume, a complete superhero outfit, has been ready for weeks. He simply cannot wait until it gets
dark to transform himself into "BARFO THE WONDER-LIZARD". Attend this STEM workshop to see what might ruin his night and how you can
save Sheldon's adventure.
Hands-On Science, Inquiry, the Nature of Science, and STEM
General Science
Grades 3 - 5
Connecting the Dots: Virginia Science Standards and Your Classroom
Robin Gafa and Courtney Berard, Isle of Wight
County Schools
Want to create more engaging and meaningful experiences for students by incorporating hands-on activities and inquiry into lessons? Learn
effective strategies to help your students behave like real scientists.
Integrating Science in the Upper GradesGeneral ScienceGrades 3 - 5
Linking Science and Other Content Standards
Leslie Lausten, Hartwood Elementary; Sherrie
Roland, Grafton Village Elementary
Take a peek into our classrooms where we will share our unique approach of using science as the core, and how to integrate reading, writing and
math on a daily basis.
Grades 3 -5
Table of Contents
Grades 3 -5
VAST Professonal Developmet Institute 2014 · Sparking Innovation: Enhancing Student Learning!
Planet FOSS: Lights, Camera, Action... Assessing Science with Pics
General Science
Grades 3 - 5
Linking Science and Other Content Standards
William Metz and Kip Bisignano, Delta
Data can take a variety of forms and the processing and interpretation of this information is an essential skill particularly at the
middle school level. This workshop uses photos representing the content of science. Bring your cell phones, turn them on and let's see what science
data we will capture. Come prepared to venture outside.
Hooked on Worms: A Slimy, Slippery Adventure!General ScienceGrades 3 - 5
Connecting the Dots: Virginia Science Standards and Your Classroom
Kimberly Nierman and Nina Valdivieso, Suffolk
Public Schools
"Why couldn't Batman go fishing? Robin ate all his worms!" Join us for a fun-filled session. We will dig into the endless ways worms can
be incorporated into lessons and activities that support the upper elementary science SOLs. All participants will leave the session with ideas
for hands-on lessons, activities, and resources. Participants will also build a choice chamber and be given a list of ways to use it. We will also
collaborate with peers to generate exciting ideas of how worms can be used in the science classroom.
Science in Elementary SchoolGeneral ScienceGrades 3 - 5 George Ruby, VBCPS Do you feel uneasy about doing science in the elementary school? This session will help you to develop your skills!
Good Science+Open Ended Design= Integrative STEM Ed.
Physics/Physical Science
Grades 3 - 5
STEM/Environmental Education: Integration and Innovation
Amy Sabarre and Suzanne Glichrist-Thompson,
Harrisonburg City Schools
DRAFT Want to see an example of an Integrative STEM education unit that has been teacher tested and student approved? Then visit us to see some of the scientific investigations done with fourth grade students and see if your car measures up to a 4th graders'.
Physics is Elementary with VIPPhysics/Physical ScienceGrades 3 - 5
Connecting the Dots: Virginia Science Standards and Your Classroom
Jeff Steele, Liberty High School; Andrew Jackson,
Harrisonburg City Public Schools
This session will connect the dots from the Grade 3-5 SOLs to your students, physical science in middle school, Physics in high school and beyond.
This workshop features hands-on activities that can be put immediately into use in the classroom with low cost and easy execution.
Inquiry By Engineering DesignEngineeringGrades 3 - 8
STEM/Environmental Education: Integration and Innovation
Brenda Brand, Mary Kasarda, Christopher
Williams, and Jessica Stephenson, Virginia Tech
Upper elementary and middle school teachers will be engaged in hands-on activities based upon an instructional model that fuses inquiry with the
engineering design process. To facilitate transfer, teachers will receive instruction on the model and be invited to critique it's applicability for their
instructional planning.
IT Field Books: CER Reflection with Written Expression
General Science
Grades 3 - 8
Linking Science and Other Content Standards
Wendy Grimshaw, Central Academy Middle
School, Botetourt County Public Schools
Important Thing Field Books scaffold students' scientific writing to advance skills and promote creativity. Students explore journalistic style
and substance, while developing the ability to make claims, cite evidence, and use reasoning. Teachers use the tool to formatively assess student
understandings, and to incorporate student questions in inquiry-driven experiences.
Angry Birds & 3D PrintingPhysics/Physical ScienceGrades 3 - 8
STEM/Environmental Education: Integration and Innovation
William McConnell and Daniel Dickerson,
Old Dominion University
Join us for an interactive session as we present how a group of middle school students learned physical science through design in a uniquely
engaging lesson. Bring your computer and design your own!
STEMtastic Resources for Enhancing Student Learning
General Science
Grades 3 - 8
Linking Science and Other Content Standards
Phyllis Shepherd, Eyes on Academics Educational,
LLC/King George County Schools
In this STEMtastic session attendees will learn about and receive resources that will help them enhance learning among students of all learning
levels. As well, attendees will examine resources that incorporate math, science, technology, and language arts to create rich interdisciplin-
ary learning experiences! Topics covered include the Chesapeake Bay Experience (incorporating environmental science and language
arts), small-scale activities that address SOLs across the curriculum, funding sources, and state- and nation-wide professional development
opportunities. This session is awesome for science, math and technology teachers in grades 5-8.
Grades 3 -8
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VAST Professonal Developmet Institute 2014 · Sparking Innovation: Enhancing Student Learning!
Max Axiom Graphic ScienceGeneral ScienceGrades 3 - 12
Linking Science and Other Content Standards
Kaz Kuzminski, Capston Classroom
Meet "Max Axiom, Super Scientist" as he presents science content aligned to the Virginia SOLs providing experiments and activities involving
authentic problem-solving with real-world solutions while integrating literacy, content vocabulary and content-specific writing. Participants will
receive a student text with lesson plan.
Grades 3 -12
What Grows in the Garden of a Student's Mind?
Biology/Life Science
Grades 3 - 12
Linking Science and Other Content Standards
Kathy Frame, Papillon Education Services, LLC
Wake up your student's creativity and natural curiosity! In this hands-on activity, students select a type of garden such as medicinal, decorative,
or environmental site management to create. They design, implement, and analyze the effectiveness of their garden design using art, engineering,
mathematics, historical research, and science.
Semi-Annual Virginia Earth Science Teachers Association
Earth/Space Science
Grades 3 - 12
Connecting the Dots: Virginia Science Standards and Your Classroom
Gale Baker, Loudoun County Public Schools
Discussion will include where VESTA has been and where it is heading and what is new in Earth Science. We will include a discussion of
legislative issues applying to science as a whole and earth science in particular.
Wash Out or Game On? Predicting Weather with Clouds & Highlights of Spanish Resources Earth/Space Science Grades 3 - 12
STEM/Environmental Education: Integration and Innovation
Marile Colon Robles and Bonnie Murray, NASA
Langley Research Center
Discover how to use cloud types to predict weather through NASA's S'COOL program. Use NASA satellite data to plan sporting events in outdoor
DRAFT or indoor arenas depending on weather, climate and air quality. Resources in English and in Spanish will be presented.
VESTA Shar-a-thonEarth/Space ScienceGrades 3 - 12
Connecting the Dots: Virginia Science Standards and Your Classroom
Margaret Greene, VESTA
Looking for some different ideas for your Earth Science related lesson? Have a unique activity which you use in meteorology, geology,
oceanography, or astronomy? Then come join other earth science teachers as we share ideas and lessons for these topics.
Education Takes RootGeneral ScienceGrades 3 - 12
STEM/Environmental Education: Integration and Innovation
Natasha DeVenuti and Jennifer Bowry,
Bluestone Middle School
What can happen when students put their heads together to make a difference? Come and see how our students got involved in their community
by creating a community garden, outdoor classroom, and nature trail.
What is So Critical About Thinking? And Will It Hurt?
General Science
Grades 3 - 12
Linking Science and Other Content Standards
Tricia Easterling, Radford University
Most people cannot articulate or operationalize what critical thinking means. This session will demonstrate several ways to introduce, teach and
develop some of the sub skills required to think critially - even to young learners.
Unlocking Potential for Informal LearningGeneral ScienceGrades 3 - 12
Leadership for Effective Science Instruction in Virginia
Chuck English, Science Museum of Virginia
Field trip experiences are not always taken advantage of by educators or students. Come and explore ways to improve learning opportunities in
informal settings. Make field trips richer and more positive for you and your students and learn how to build better consumers of lessons outside of
the classroom setting.
Scientific Exploration with SimulationsGeneral ScienceGrades 3 - 12
Connecting the Dots: Virginia Science Standards and Your Classroom
Aron Fristoe, ExploreLearning
Experimental design is one of the most important scientific concepts, yet often a difficult one for students and teachers to master. In "Scientific
Exploration with Simulations", participants will see how using computer simulations like ExploreLearning Gizmos and other web-based scientific
simulations, can make teaching experimental design and independent research easy, manageable and fun.
Grades 3 -16
Sky Art: Sharing Nature's Beauty and the Science Behind It
Earth/Space Science
Grades 3 - 16
Linking Science and Other Content Standards
Kristyn Damadeo, NASA Langley Research Center
Engage students in atmospheric science concepts by using art, photography and social media as a gateway.
Robots Rock and STEM RulesEngineeringGrades 3 - 16
STEM/Environmental Education: Integration and Innovation
Charles Hurd, Virginia Beach City Public Schools
Come see how Virginia Beach City Public Schools utilizes a cross-curricular approach to teaching STEM concepts across grade levels. This session
highlights the STEM Robotics Challenge in which over 425 robots and nearly 1000 students completed a sustainability challenge. Find out how
technical literacy and STEM are interconnected to the engineering design process.
Table of Contents
Special Friday Night Event 2014 PDI November 21, 2014 8:00 pm - 10:00 pm · Auction
SCIENCE AUCTION How about an Auction? There is seldom a better floor show for a group of science teachers than to see them bidding against each other for that one thing they could really use. The best part is that to participate, it will cost you exactly nothing. That's right ­ NOTHING! Besides, real money isn't good at the auction!
Do you have at box of glassware sitting in the back of your stockroom, that has only a future of collecting dust? Maybe you have old telescope that you would love to use, if only you could find a replacement part? Wouldn't it be great to be able to trade these and other surplus bits with your fellow teachers of science, and have a good time doing it? VAST BUCKS Everybody that registers for the PDI will find in their packet a bundle of money! Now mind you, it is not real money! They are VAST Bucks, good only at the auction to be held Friday night, November 9th, during the breaks in the evening mixer. When else have you had the chance to burn through hundreds and thousands of other people's money? HOW TO EARN MORE VAST BUCKS All that you have to do to "earn" VAST Bucks is to:
(a) Register for the conference, (b) Visit the exhibitors during the open hours of the Exhibit Hall up through Friday evening. You may need remind them to give you some VAST Bucks!! (c) Take advantage of various activities noted in the program, or (d) Donate some items for the auction. Everytime you do any one of these things you will earn more VAST Bucks to spend! A FEW RULES TO FOLLOW
· First, and foremost is safety ­ if the item is not safe to use, then consider disposing of this item another way. Please don't donate such items. On the other hand, if an item is broken and could be repaired or is useful for parts, tag it as such.
· Second, don't bring chemicals to the auction. There are just too many safety and storage issues, and besides, passing off a problem to someone else just isn't nice! · Third, you need to make sure that if you are "buying" something, you intend to use it in the
teaching of science and not selling it at your next yard sale. · And Fourth, is permission, make sure that any item you donate is yours to donate OR that you have permission to donate the item for our auction. Finally, you need to make sure that anything
you buy you can carry away. We don't deliver and we don't store, so if you bought it, you're taking
it that evening!
Table of Contents
Grades 3 -16
VAST Professonal Developmet Institute 2014 · Sparking Innovation: Enhancing Student Learning!
Exploring Green Energy Technologies with Real-Time Data
Environmental Science
Grades 3 - 16
STEM/Environmental Education: Integration and Innovation
Carla Barrell and Amy Shaver, Franklin County
High School; Delia Heck, Ferrum College
Learn how to access real-time data and teacher-made lesson plans correlated to Virginia Standards of Leaning and National Science Standards
using a new Dashboard for the Center for Energy Efficient Design located in Franklin County, VA. Lessons are STEM and green technology
friendly, cross-curricular, and K-12.
Integrating Your iPad with Vernier TechnologyGeneral ScienceGrades 3 - 16
Linking Science and Other Content Standards
Jackie Bonneau and Patty Rourke, Vernier
Software and Technology
Using data-collection technology builds deeper student understanding fo critical concepts in science and increases test scores. See how Vernier
sensors, including our Go Wireless Temp, supports science inquiry in classrooms using iPad. This technology empowers students to collabora-
tively collect and independently analyze their data.
Make Your Science Labs Wireless and PaperlessGeneral ScienceGrades 3 - 16
Connecting the Dots: Virginia Science Standards and Your Classroom
Carla Johnson, PASCO Scientific
The same probes you've been using become bluetooth wireless. Use these with your iPad to collect and analyze data in the lab or field.
21st Century Probeware PlaygroundGeneral ScienceGrades 3 - 16
Connecting the Dots: Virginia Science Standards and Your Classroom
Carla Johnson, PASCO scientific
Drop in and see how easy it is to use wireless probes and an iPad to collect data to solve an inquiry challenge.
DRAFT What's the "E" in STEM Education?General ScienceGrades 3 - 16
STEM/Environmental Education: Integration and Innovation
Cheryl Lindeman, Randolph College
Science educators will explore ways to incorporate the "E" for engineering into science lessons. STEM inquiry-based activities will include various
approaches that allow students to explore the ways scientists and engineers approach everyday problems. Evaluating interviews with young
engineers will provide insight about their K-12 learning experiences.
VIP Share sessionPhysics/Physical ScienceGrades 3 - 16
Connecting the Dots: Virginia Science Standards and Your Classroom
William Chamblee, Washington-Lee High School;
Mark Dodge, HB Woodlawn
Members of the Virginia Instructors of Physics share ideas and lab activities that they have recently incorporated into their classrooms. Come
see what's new and pick-up innovative ideas for labs! This session is a great way to connect with other physics teachers and to re-energize your
How to Be a Bat Biologist ­ Project EdubatBiology/Life ScienceGrades 3 - 16
STEM/Environmental Education: Integration and Innovation
Carol Zokaites, Dept. of Conservation and
Learn how data on bat populations is collected in the field and receive a Project Underground activity about bat field biology. Measure, weigh,
indentify, and record information on bats. Hear the continuing story of the WNS fungus in cave bats and about bat education materials available
through Virginia State Parks.
Literacy Approach in Science: Evolving Students as Writers and Public Speakers in Science General Science Grades 3 - 16
Linking Science and Other Content Standards
Dr. Kianga Thomas, Norfolk State University
This session will focus on writing and public speaking on topics of science. The session will highlight the inter-relationships of writing and
speaking and will prepare teachers to enhance learning in their classroom through literacy. Participants will be given strategies on utilizing the
types of discussions (reasoning, debate, cause-effect, etc.) to have in a science class. Also, participants will learn different types of tools (graphic
organizers, online resources, etc.) to help students develop logical thoughts and arguments.
Grades 6 -12
It's Alive? Or Not? A Learning Cycle Based Lesson Plan
Biology/Life Science
Grades 6 - 12
Connecting the Dots: Virginia Science Standards and Your Classroom
Robbie Higdon, James Madison
This session involves participants in the four stages of a learning cycle based lesson designed to investigate the characteris-
tics of living things. This guided inquiry approach is based on the 4E x 2 instructional model (Marshall, 2007) comprised of an engage, explore,
explain, and extend portion.
CRESST: A Perfect Match! Science and HPE: Integrating Inquiry
Biology/Life Science
Grades 6 - 12
Leadership for Effective Science Instruction in Virginia
Suzanne Kirk, Lisa Abrams, Patricia Slattum,
Virginia Commonwealth University; Christine Walker, Harper Park Middle School
Discover how teachers of science, health and physical education, and other disciplines can work together to design and implement research
projects that investigate health, wellness, and related lifestyle issues. CRESST faculty will model inquiry-based lesson and classroom teachers will
share their experiences implementing the CRESST Curriculum to support SOL instruction.
Table of Contents
Grades 6-12
VAST Professonal Developmet Institute 2014 · Sparking Innovation: Enhancing Student Learning!
Understanding Earth's Energy Budget Using NASA Resources
Earth/Space Science
Grades 6 - 12
None of the Above
Lin Chambers and Tina Harte, NASA Langley
Research Center
Come and learn about Earth's energy budget through a variety of interactive classroom ready NASA resources. Participants will get an overview
of Earth's energy budget and get hands on examples of materials and lessons that you can bring right back to your classroom, helping student
understanding of the misunderstood diagram.
Visualizing Earth as a System through Interactive NASA Data Sets
Earth/Space Science
Grades 6 - 12
STEM/Environmental Education: Integration and Innovation
Tina Harte, NASA Langley Research Center
This session presents the GLOBE Earth Systems Interactive Poster, developed to help students explore the concepts of earth as a system. Teachers
will explore the activity and gain access to a teachers' guide that will provide them with a variety of ways to implement the activity in their
NASA Rockets 2 Racecars: Go Green Edition
Earth/Space Science
Grades 6 - 12
STEM/Environmental Education: Integration and Innovation
Bonnie Murray and Marile Colon Robles, NASA
Langley Research Center
Get your students revved up about science, technology, engineering and math with NASA Rockets 2 Racecars STEM Education program. Begin
by exploring solar energy, challenging your students to design an efficient solar oven and discovering how solar energy is currently being used to
power a NASCAR track.
Nature of Science: How to Adapt teaching strategies in Your Classroom
Environmental Science
Grades 6 - 12
DRAFT None of the Above
Amy Bordeaux, Anita Deck and John Richardson,
Virginia Tech, Virginia Tech VISTA Teachers
How do you incorporate the nature of science into your lesson plans? Secondary teachers will share approaches and resources that have been
effective in teaching the nature of science in their classrooms. These methods will give students opportunities in solving problems collaboratively,
as well as providing a foundation for further inquiry.
The Nuts and Bolts of a Flipped-Mastery ClassroomGeneral ScienceGrades 6 - 12
JonathanBergmann, Genersl Sesson Speaker
In a flipped-mastery classroom, students work through the curriculum in a flexible-paced manner where they are expected to master key
objectives. It creates an individualized learning experience for each student while still happening in the typical classroom setting. Jon will explain
the key components to the flipped-mastery classroom and how to move towards a student-centric mastery classroom.
VJAS: Engaging Students in a Meaningful Experience

General Science
Grades 6 - 12
Linking Science and Other Content Standards
Julia Cothron, MathScience Innovation Center
The Virginia Junior Academy of Science ( VJAS) provides a unique opportunity for students to showcase their research, display an understanding
of STEM disciplines and build their communication skills. Explore strategies for engaging students in meaningful group and individual research
projects. Look at examples of middle and high school projects and learn about web-based resources.
AMP UP your Practice: Teachers Sharing Classroom Tested Strategies!
General Science
Grades 6 - 12
Connecting the Dots: Virginia Science Standards and Your Classroom
Elizabeth Edmondson, Virginia Commonwealth
Join the secondary teachers participating at VCU in VISTA as they share their action research studies into a solar system PBL (6th), sound
(physical science), oceanography (earth science), SOL boot camp (biology), and stoichiometry (chemistry). Engage in their lessons and learn from
their experiences.
Taming the Vocabulary Beast!General ScienceGrades 6 - 12
Connecting the Dots: Virginia Science Standards and Your Classroom
Ashley Kourey, Freedom High School, Prince
William County Schools
Learn how to give students, in particular English Language Learners, a leg up in the annual fight against vocabulary by discussing different
strategies to present new, complex terms to students and activities to help them apply their content vocabulary effectively!
Chef 's Don't Use Cookbooks, Why Should Students?
General Science
Grades 6 - 12
Leadership for Effective Science Instruction in Virginia
William Metz, (Retired)
Science activities can take many forms, ranging from the highly structured activities to free explorations with unanticipated results. Cookbook labs
continue to be a part of science instruction but serve simply to verify phenomena. This workshop will present a number of strategies that subtly
shift cookbook labs towards student-centered inquiry.
Grades 6-12
Table of Contents
Grades 6 -12
Grades 6 -16
VAST Professonal Developmet Institute 2014 · Sparking Innovation: Enhancing Student Learning!
Analyzing Experimental Data: Looking Through Different Lenses
Math in Science
Grades 6 - 12
Linking Science and Other Content Standards
Julia Cothron, MathScience Innovation Center,
Building upon her classic work with data analysis, and using recommendations from the Next Generation Science Standards, Dr. Cothron will
offer strategies for going beyond algorithmic approaches for data analysis including defending data collection techniques, explaining methods of
data analysis, using mathematics and arguing from evidence.
You Could Be the Next Secondary Science PAEMST Awardee
General Science
Grades 6 - 12
Eric Rhoades, Virginia Department of Education
This year secondary teachers (7-12) are eligible to apply for one of the highest honors in science teaching, the Presidential Award for Excellence
in Mathematics and Science Teaching. Learn more about this award program from Virginia awardees and the state coordinator. You could be the
next Virginia PAEMST awardee!
Doing Science with Technology in the Secondary Classroom
General Science
Grades 6 - 12
Leadership for Effective Science Instruction in Virginia
Takumi Sato and Cierra Coyner, Virginia Tech
Attendees will conduct mini-science investigations with technology that address VA SOLs standards and emphasize engagement of student with
science practices. We will explore how student can use digital photos and videos as evidence to make claims, use online tools for collaborative
investigations, and create digital media to present science investigations.
Physics Demo & Activity BuffettPhysics/Physical ScienceGrades 6 - 12
STEM/Environmental Education: Integration and Innovation
Tony Wayne, Albemarle High School
DRAFT A variety of physics demos and labs are presented by several teachers. This is an open session where participants can come and go any time during the session. You will take away handouts and a wealth of ideas.
Strategies to Develop Scientific Thinking & Science Content
General Science
Grades 6 - 16
Connecting the Dots: Virginia Science Standards and Your Classroom
Josh Mosser and Stephen Burton, Loudoun
County Public Schools
Two pedagogical approaches will be presented that will enable teachers to 1) engage students with both the scientific process AND science content
simultaneously while understanding how scientific knowledge is generated in different disciplines, and 2) address the INVESTIGATE portion of
the VA SOLs so students can increase their understanding.
Puzzling? Connecting the Pieces of Scientific Content and Investigative Practices General Science
Grades 6 - 16
Connecting the Dots: Virginia Science Standards and Your Classroom
Janeen Perry-Campbell and Stephen R. Burgin,
Old Dominion University
Through two engaging inquiry-based middle/high school investigations teachers will gain further understanding of how to incorporate the SOL
objectives under "1. Scientific Investigation" across life science and physical science at the secondary level and will think of ways to explicitly link
the practices of science to the content that they teach.
QR Codes to Enhance Science Inquiry
Environmental Science
Grades 6 - 16
STEM/Environmental Education: Integration and Innovation
Penny Upshaw, Brooke Point High School
This session involves both a demonstration and some hands-on use of QR creators and codes to show how they are effective tools for the science
classroom. Teachers will be able to download a free creator and reader and create their own codes for a lesson plan to take with them.
Enhancing Teacher Effectiveness Through Modeling Instruction
General Science
Grades 6 - 16
Leadership for Effective Science Instruction in Virginia
Brian Utter and Eric Pyle, David Long, James
Madison University; SusanRamsey, Virginia Space Grant Consortium
This presentation will outline key components and goals of the Modeling Instruction Academies offered through James Madison University's
(JMU) Content Teaching Academy. The session will end with Q&A time and information on how you can become involved in the Modeling
project at JMU.
Why & How to Flip Your Science ClassGeneral ScienceGrades 6 - 16
Leadership for Effective Science Instruction in Virginia
Tony Wayne, Albemarle High School
Come and find out from the personal experiences of a high school science teacher who has been flipping/blending his class for 3 years, how to
manage and organize a flipped science classroom. (It's not about the videos. It's about using technology to adjust the learning cycle.)
Differentiation in the Classroom - While Going Paperless!
General Science
Grades 6 - 8
Leadership for Effective Science Instruction in Virginia
John Brishcar, Warren County Middle School
We will address differentiation in the classroom. How to present in multiple modalities of learning, easily modify materials for special needs kids,
and how to transition from paper to digital ­ or anywhere in between.
Grades 6 - 8
Table of Contents
Grades 6 - 8
Grades 6 - 12
VAST Professonal Developmet Institute 2014 · Sparking Innovation: Enhancing Student Learning!
Yes - You have to Read in Your Science Class as Well!!
Physics/Physical Science
Grades 6 -8
Linking Science and Other Content Standards
Adrienne Britton, Norfolk Public Schools
Reading comprehension strategies should be incorporated into science learning experiences. This presentation will demonstrate using before,
during, and after reading comprehension strategies to increase student learning. Edmund Burke stated "To read without reflecting is like eating
without digesting.
STEM: Successfully Implementing Engineering Aspects of NGSS
Grades 6 - 8
STEM/Environmental Education: Integration and Innovation
Dawn Renee Wilcox, Ni River Middle/
Spotsylvania County Schools; Erin E. Peters-Burton, George Mason University
The design of activities and role of the instructor are important components of a successful STEM-based learning environment. This interactive
session highlights approaches to using STEM activities in classrooms and after school clubs. Ultimately, participants will leave with ideas to
implement the engineering aspects of the Next Generation Science Standards.
VDOE Science Instruction and Assessment Update - Middle School
General Science
Grades 6 - 8
Connecting the Dots: Virginia Science Standards and Your Classroom
Eric Rhoades and Tyler Waybright, Virginia
Department of Education
VDOE instruction and assessment specialists offer updates on instruction and assessment resources and programs. Learn about professional
development, instruction, and assessment resources available to middle school science teachers.
Graphing for Understanding through NASA Data
Earth/Space Science
Grades 6 - 12
Linking Science and Other Content Standards
Preston Lewis and Tina Harte, NASA Langley
DRAFT Research Center Use NASA Earth System science data in your classroom to teach your students to better understand graphing practices. This session will show you several graphing techniques to get your students to better understand how to read what the plot is trying to tell them.
Expedition Chesapeake: Educating a Watershed One Backyard at a Time STEM/Environmental Education: Integration and Innovation
Environmental Science
Grades 6 - 12
Lori Lauver and Meg Burton, Whitaker Center for
Science and the Arts
Whitaker Center introduces Expedition Chesapeake, a ground-breaking initiative which addresses current watersheds issues using the Chesapeake
Bay watershed as a case-study. All Expedition Chesapeake learning experiences are arranged in interdisciplinary modules and employ a water-
shed-perspective to allow students to explore the interdependence of the inhabitants of our nation's largest estuary.
Becoming a NOS NinjaGeneral ScienceGrades 6 - 12
Connecting the Dots: Virginia Science Standards and Your Classroom
Mollianne Logerwell, VISTA-Mason STP
Teachers, George Mason University
Come to this hands-on session to learn how to incorporate NOS explicitly and seamlessly into your science lessons!
Inquiry Inquiries: Differentiation & Scientific Practices
General Science
Grades 6 - 12
Connecting the Dots: Virginia Science Standards and Your Classroom
Jennifer Maeng and Lindsay Wheeler,
University of Virginia
Come learn to structure and differentiate inquiry investigations to meet the needs of diverse learners and support development of students'
scientific practices including engaging in argument from evidence and evaluating/communicating results. We will provide examples of lessons
from across content areas. Participants receive lesson plans for all activities!
Science Assessment that Works!General ScienceGrades 6 - 12
Connecting the Dots: Virginia Science Standards and Your Classroom
Anne Mannarino and Tekita Blackwell, College of
William & Mary
Motivate your students to learn by using assessment strategies that focus on effective science instruction. W&M VISTA trained teachers will show
you how to create effective assessments that emphasize questioning, performance-based learning, and inquiry and teach the SOLs. Leave with a
toolbox of ideas and strategies for your science class.
A Beautiful Mosaic: Integrating Students' Cultures in Preservice Science Teaching General Science
Grades 6 - 12
Connecting the Dots: Virginia Science Standards and Your Classroom
Jacqueline McDonnough, Virginia
Commonwealth University
Culturally responsive, standards based teaching aligns students' cultures with rigorous standards-based science content. Secondary science
preservice teachers will share culturally responsive, inquiry-based lessons during this interactive session. Attendees will have an opportunity to try
out the activities and access lesson plans on-line.
Grades 6 - 12
Table of Contents
Grades 6 - 16
Grades 8 - 12 Grades 9 - 12
VAST Professonal Developmet Institute 2014 · Sparking Innovation: Enhancing Student Learning!
Bringing Computer Science to Your DistrictGeneral ScienceGrades 6 - 16
Leadership for Effective Science Instruction in Virginia
Norman Marshall, Franklin Military Academy
Our students may be "digital natives", but they aren't born with the skills they'll need to succeed in the 21st century workforce. Teaching computer
science is more important ­ and easier ­ now than ever before. Learn what it will take to bring computer science to your district.
Flipping the Science Classroom: an Administrator's Perspective
General Science
Grades 6 - 16
Leadership for Effective Science Instruction in Virginia
Abbie Martin, York County School Division
The flipped instructional model has gained popularity as teachers look for new ways to maximize their time and provide hands-on learning
for students. In this session, we will discuss the challenges and successes of flipping thte classroom from the perspective of a district science
coordinator. Emphasis will be placed on how to develop a strong professional development plan and a communication network for teachers.
Investigating Renewable Energy with Kidwind and Vernier
Environmental Science
Grades 8 - 12
STEM/Environmental Education: Integration and Innovation
Jackie Bonneau and Patty Rourke, Vernier
Software and Technology
Learn how to incorporate engineering design principles into lessons focusing on renewable energy using KidWind Wind Experiment Kits and
Vernier data-collection technology. These activities from our Renewable Energy with Vernier book, embody the spirit of STEM education through
this highly relevant topic.
Southeastern Forests and Climate ChangeBiology/Life ScienceGrades 9 - 12
STEM/Environmental Education: Integration and Innovation
Lisa Deaton, Virginia Department of Forestry
Learn how scientists have been cross-breeding families of pine trees for the past 50 years to meet the demands of society. These same methods can
DRAFT be used to address climate change impacts. Join us to explore this new Project Learning Tree secondary module, available online at http://sfrc.ufl. edu/extension/ee/climate/.
Problem Based Discovery of Scientific Research Connecting the Dots: Virginia Science Standards and Your Classroom Patrick Henry High School
Biology/Life Science
Grades 9 - 12
Alice Scheele, Miranda Pauley, and Terri Lent.
Actively engage students in an inquiry based research project based on da Vinci's Vitruvian Man!
Flipping the Chemistry Classroom with One NoteChemistryGrades 9 - 12
Connecting the Dots: Virginia Science Standards and Your Classroom
Joyce Kuberek, Tabb High School
Learn how to create a virtual notebook for your students using One Note and record those notes using Microsoft Community Clips. Using One
Note you can make a virtual account of all of your daily notes, SOL objectives, practice problems, and homework. Students can access your
notebook from any device that supports Sky Drive, a free cloud storage App.
Fun Chemistry Labs & ProjectsChemistryGrades 9 - 12
Connecting the Dots: Virginia Science Standards and Your Classroom
Paula Nottingham, Stonewall Jackson High/Prince
William County Schools
Are you a new or tenured chemistry teacher looking for some short, fun and hands-on laboratory activities and projects that reinforce the VA
Chemistry SOL essential knowledge and skills? Then, this is a session you will not want to miss.
Flipped Out for Science-Restructure for Higher Level Thinking
Earth/Space Science
Grades 9 - 12
Connecting the Dots: Virginia Science Standards and Your Classroom
Courtney Gonzalez-Vega, Jamestown High
School; Jennifer Roman, Jamestown High School; Gina Speight, Grafton High School
`Flipping' allows students to watch video lectures at their own pace and gives teachers more time in the classroom. Come learn the tools to create a
student led classroom and reach all students. Please join us to find out about this exciting method and our real experiences.
Flip Today, Fun Tomorrow: a Hands-On Instructional Session on How We Flipped Out Science Classroom Earth/Space ScienceGrades 9 - 12 MatthewWarren, Bruton High School; Veronica Warwick, York River Academy Flip Today, Fun Tomorrow is a hands-on informational session on how to flip your science classroom to maximize exploration and laboratory time. We will be demonstrating one of our flipped lessons and providing tips and tricks on how to successfully flip your science classroom.
Climate Education for a Changing BayEnvironmental ScienceGrades 9 - 12
STEM/Environmental Education: Integration and Innovation
Jaclyn Beck and Sarah Nuss, VIMS/CBNERR
Improve climate literacy within your high school! Participants address climate change topics using locally relevant environmental data and
information, while constructing a mock marsh transect.
Grades 9 - 12
Table of Contents
Grades 9 - 12
VAST Professonal Developmet Institute 2014 · Sparking Innovation: Enhancing Student Learning!
Scaffolding for Success in Biology and Earth Science through Environmental Science Environmental Science Grades 9 - 12
STEM/Environmental Education: Integration and Innovation
Elizabeth Hobson, Maury High School, Kim
CallahanMaury High School
Students who have been unsuccessful on standardized science tests in middle school are thrown into a high stakes scenario as high school
freshman. This session outlines a foundational environmental science course to prepare students for biology and earth science by scaffolding
scientific practices and building background knowledge.
Inquiry in a BottleEnvironmental ScienceGrades 9 - 12
STEM/Environmental Education: Integration and Innovation
Sarah Pope, Booker T. Washington High School
Learn how Advanced Placement environmental science students used two liter bottles to explore environmental problems like acid precipitation
and eutrophication. Activity can be adapted for grades 3-12. Participants will design a mini ecosystem to take back to class.
VDOE Science Instruction and Assessment Update - High School
General Science
Grades 9 - 12
Connecting the Dots: Virginia Science Standards and Your Classroom
Eric Rhoades, Virginia Department of Education;
Tyler Waybright,Virginia Department of Education
VDOE instruction and assessment specialists offer updates on instruction and assessment resources and programs. Learn about professional
development, instruction, and assessment resources available to high school science teachers.
Projects Stemming from Participation at TEP Bite of Science
General Science
Grades 9 - 12
STEM/Environmental Education: Integration and Innovation
Natasha Schuh-Nuhfer, Center for Excellence in
This session will feature projects by high school teachers stemming from their participation in a CEE Teacher Enrichment Program Bite of Science
DRAFT session in one of five VA cities. Teachers will share their experience at Bite of Science and implementation of their project or activity, their goals, and lessons learned.
Assembling Inquiry-Based Lesson Plans with Online Resources
General Science
Grades 9 - 12
Connecting the Dots: Virginia Science Standards and Your Classroom
David Slykhuis, James Madison University
We will show you some of the best online resources to make great lesson plans. Sites that will help you Engage your students, Explore topics,
Explain concepts, Extend knowledge, and Evaluate learning. We will demonstrate how to quickly put together great lesson plans, in earth science,
biology, chemistry, and physics.
Engaging Young Minds To Be Tomorrow's Innovators
Physics/Physical Science
Grades 9 - 12
STEM/Environmental Education: Integration and Innovation
Arundhati Jayarao
Join a fun tour with the speaker and take back unique strategies to your classrooms that leverage project-based learning principles to spark the
spirit of innovation in students. See how Rube Goldberg Challenge, Chemagination, Exploravision, and other such activities can be turned into
exciting classroom material.
Grades 9 - 12
New Sample Ecology Curriculum for Virginia
Biology/Life Science
Grades 9 - 12
Connecting the Dots: Virginia Science Standards and Your Classroom
Eric Rhoades, Virginia Dept. of Education; Lisa
Deaton, Virginia Dept. of Forestry
This session will review the new sample ecology curriculum developed by a team of Virginia teachers. Learn how to access the lessons and
resources that support the curriculum, as well as ways to localize the content for your students.
HHMI's Evolution Resources: Engaging, Easy to Use, and Free
Biology/Life Science
Grades 6 - 12
Connecting the Dots: Virginia Science Standards and Your Classroom
Eriko Clements, Howard Hughes Medical Institute
In this session, we will discuss key concepts in evolution, including genetic evidence of evolution, natural selection, and what transitional fossils
reveal about our evolutionary past. Short films and multimedia resources from HHMI bring science to life with inquiry-based investigations,
including data collection, analysis, and computation. Participants will obtain free resources.
Grades 6 - 12
Teaching DNA and Genomics with HHMI's The Double Helix
Biology/Life Science
Grades 6 - 12
Connecting the Dots: Virginia Science Standards and Your Classroom
Melissa Csikari, Howard Hughes Medical
Follow the trail of evidence that led James Watson and Francis Crick to discover the structure of the DNA molecule through clips of HHMI's short
film, The Double Helix. Then learn how current genomic technologies are used to map genotypes and phenotypes. Participants will receive free
DVD's, classroom activities that support film, and materials for a hands-on activity that uses real data to help students understand how to link
Single Nucleotide Polymorphisms (SNPs) to specific traits in dogs.
Flip-in' Biology, Chemistry and Middle School Science Biology/Chemistry
Grades 6 - 12
Connecting the Dots: Virginia Science Standards and Your Classroom
Edward Rock, Scientific Minds, LLC
Scientific Minds will show you how you can successfully and easily flip the biology, chemistry, and middle school classroom so that your students
view concepts outside the classroom and come to class prepared for collaborative activities.Teachers will be provided with a one-year plan for flip
teaching using the Science Starters. All attendees will receive free materials.
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9 - 12
VAST Professonal Developmet Institute 2014 · Sparking Innovation: Enhancing Student Learning!
Citizen Science and Place-based Environmental Education
Environmental Science
Grades 9 - 12
STEM/Environmental Education: Integration and Innovation
George Glasson, Jessica Stephenson, Mae Hey
and Veronica van Montfrans, Virginia Tech
Faculty and graduate students at Virginia Tech will present research and SOL lesson plans on place-based environmental education that involves
students in investigating STEM related activities in the community. Research from a summer school program in the Appalachian region involving
students, as citizen scientists will be discussed.
Grades 9 - 16
Every Rock Has A StoryEarth/Space Science9 - 16 Grades
STEM/Environmental Education: Integration and Innovation
Chris Kaznosky, Central High School -
Shenandoah County; Steve Leslie, James Madison University
Discover how students can create geologic field guides using rocks, sediment, and fossils to tell the depositional, paleoclimatic, paleogeographic,
and tectonic origins of any site through the use of easily accessible geologic resources and digital products. Take-home materials will be provided.
Co-taught by a science teacher and a geologist.
The Environmental Training GroundEngineeringGrades 9 -16
STEM/Environmental Education: Integration and Innovation
Daniel Dickerson and BillyMcConnell, Old
Dominion University; Laura Nelson, Portsmouth Public Schools
Come learn how high school juniors and seniors designed and fabricated their own instruments in order to conduct authentic scientific studies.
What Should Every Red-Blooded American Know About Science?
General Science
Grades 9 - 16
Leadership for Effective Science Instruction in Virginia
Stephen Biscotte, Virginia Tech
DRAFT Participants will work as a group to develop a measly 3-5 objectives that encapsulate what every American should know about science. At the end, the objectives developed by Virginia Tech science professors will be revealed to compare for philosophy and alignment. Thinking! Talking! Yes!
VAST Colleges and Universities Committee Share Session
General Science
Grades 9 - 16
Leadership for Effective Science Instruction in Virginia
Dan Dickerson, Old Dominion University;
Suzanne Donnelly, Longwood University; Patti Horne, Longwood University; David Slykhuis, James Madison University
This session is an opportunity for university-based science teacher educators and other teacher educators to participate in a professional learning
community to encourage each other in developing best practices for preparing K-12 science teachers. Come share how you incorporate inquiry
methods into your courses, problem solve, and engage in a lively roundtable discussion.
Grades 6 - 12
What are These Rocks, Anyway?
Earth/Space Science
Grades 6 - 12
Connecting the Dots: Virginia Science Standards and Your Classroom
Eric Pyle and Sam Hollins, James Madison
University, Virginia Transportation Construction Alliance
Over the last few years, the members of the Virginia Transportation Construction Alliance (VTCA) have provided free sample sets of rocks and
mineral products to teachers, working through VAST. One mystery remains in the minds of many teachers - what are these rocks, anyway? This
interactive session will explore what these rocks are, where they are from, and what do they represent for student learning in grades 6-12. See the
VTCA exhibit booth for free samples.
Grades 9 - 16
Experimenting with E&M: From Franklin to Maxwell

Physics/Physical Science
Grades 9 - 16
Connecting the Dots: Virginia Science Standards and Your Classroom
Bill Chamblee, Washington-Lee High School
How do you provide a worthwhile lab experience for your students? How can you link the science concepts and the scientists into a
comprehensive lab experience? This presentation will discuss demonstrations and labs that can help the student learn the science and the history
behind our understanding of E&M.
Case of the Hungry Heron: PBL on Ecology & Experiment Design
Environmental Science
Grades 9 - 16
STEM/Environmental Education: Integration and Innovation
Kevin Goff, Virginia Institute of Marine Science
In this classroom-tested problem-based learning unit, students drive the learning and decision-making process as they tackle an environmental
mystery, discovering ecosystem complexity while learning to design sophisticated experiments through authentic inquiry. Workshop will overview
the module, provide materials, and engage teachers in one hands-on slice of the PBL process.
Environmental Science in a World of 7 Billion
Environmental Science
Grades 9 - 16
STEM/Environmental Education: Integration and Innovation
Trudy Swan, Wise County Alternative Education
Discover timely, interdisciplinary, hands-on activities to help students understand the connections between human population growth and a host
of environmental challenges. Engage in simulations, concept mapping and problem-based lessons geared toward all kinds of learners. Receive
curriculum on CD-ROM linked to Virginia's SOL's.
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Grades 10 - 12, 10 - 16
VAST Professonal Developmet Institute 2014 · Sparking Innovation: Enhancing Student Learning!
Down by THE RIVERSIDE! Outdoor Science Investigations
Biology/Life Science
Grades 10 - 12
STEM/Environmental Education: Integration and Innovation
Sarah Melissa Witiak, Leslie Whiteman, and Trina
Spencer, Virginia State University
This session describes novel collaborations between an elementary preservice teachers' science methods course and a science majors' general
biology laboratory course on an Appomattox River research project.
Preparing Your School for a Significant Weather Event
Environmental Science
Grades 10 - 16
Phil Hysell, National Weather Service Blacksburg
The National Weather Service in Blacksburg will discuss how you can improve the readiness, responsiveness and resilience to extreme weather
event for your school. By knowing your weather risk, you can help the National Weather Service Build a Weather-Ready Nation.
VAST Board Retreat Photos
Past President Juanita Jo Matkins is always experimenting!
Mary Strother models her retreat t-shirt.
VAST Board members at the beach ready to canoe.
Are you interested in motivating your students through use of a problem solving, web-based competition? eCYBERMISSION is a free, web-based, Science, Technology, Engineering and Mathematics (STEM) competition for students in grades six through nine. Sponsored by the U.S. Army and managed by RDECOM, eCYBERMISSION is designed to share the importance of STEM education with the leaders of tomorrow and encourage them to understand the real-life applications of these subjects. Students compete for state and national awards by working in teams to identify a problem in their community and using scientific inquiry or STEM techniques to propose a solution. eCYBERMISSION is an Army Educational Outreach Program. Within a state, opportunities are available to participate on many levels! You can participate as a student, a team advisor, an ambassador, a cyberguide, and a virtual judge. VAST encourages participation at any of these levels because when you sign up at the eCybermission website and enter by who referred you? NSTA: Referred by NSTA State Chapter, Vast will receive an incentive in the form of cash for your participation! I have been a virtual judge for the past two years and feel confident that our Virginia students are more than up to this task and can compete with other students on a national level.
You can check out the particulars and register at: Do not wait, get started today! Robin Curtis, Science Matters Coordinator
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Question your world. 30.
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George Dewey
Doing What Counts
To look at any thing, If you would know that thing, You must look at it long: To look at this green and say, "I have seen spring in these Woods," will not do ­ you must Be the thing you see: You must be the dark snakes of Stems and ferny plumes of leaves, You must enter in To the small silences between The leaves, You must take your time And touch the very peace They issue from.

-- To Look at Any Thing By John Moffitt
It isn't the thing you do... It's the thing you leave undone, Which gives you the bitter heartache At the setting of the sun; The tender word unspoken, The letter you did not write, The flower you might have sent... Are your haunting ghosts at night.
The stone you might have lifted Out of your brother's way, The bit of heartsome counsel You were hurried too much to say; The loving touch of the hand... The gentle and winsome tone, That you had no time or thought for, With troubles enough of your own...

-- Adelaide Proctor
Treaty of Willian Penn with Indians by Benjamin West
CC By Glavkos [CC-BY-SA-3.0 Wikimedia Commons
William Penn knew what it was like to be in prison and he
Although there are many ways in which our minority brothers
knew what it was like to be free. His Quaker background and
and sisters have not yet attained full freedom and equality with
commitment both to freedom of religion and to freedom from
Whites, his words show the same commitment and direction as
coercion and tyranny gave him both notoriety and respect. For
the words of Martin Luther King, Jr over 50 years ago when he
those in power in the late 17th Century he was perceived as a
said, "And in winning our freedom, we will so appeal to your
threat, for those in Colonial America he offered the hope of
heart and conscience that we will win you in the process."
rational discourse and reconciliation. In keeping with both Moffitt
and Proctor, he once wrote:
Is this not our vision as teachers? To be the thing we see, to
know by looking long at it, enter in and touch the very peace
"I expect to pass through this world but once. Any good therefore and avoid the anguish of so many things left undone. There are
that I can do, or any kindness or abilities that I can show to any
those giant figures in history who have risen up and looked at
fellow creature, let me do it now. Let me not defer it or neglect it, things long, serving as lanterns in the darkness of ignorance and
for I shall not pass this way again."
its consequence, fear. Surely this speaks to those of us who work
with children in our classrooms and schools.
Wise words indeed as we begin another new year. 31.
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The ability and willingness to "enter in" and act now to make a positive difference was nicely laid out in the context of science education and the conflicts between "traditionalists" and "reformers," in an article in Phi Delta Kappan by Mark Windschitl [Why We Can't Talk to One Another about Science Educations Reform," Jan 1006, Phi Delta Kappan.] Windschitl outlines two "streams of talk" which traditionalists and reformers tend to use in defending their positions: in defending a particular point of view, each camp feels obligated to belittle the other, together with the power of exaggeration in "cobbling together an inflated target for critique." And so, with cyclical regularity since the 1950's, we hear traditionalists extol the importance of giving kids the basics (facts, concepts, and skills, then problem-solving or investigations), of following careful step-by-step lab procedures whose outcomes are already known ahead of time, and of teachers giving students the knowledge they need to succeed. The reformers proclaim the virtues of acquiring concepts and skills in the context in which they are used, of problem-solving or inquiry being valued activities in themselves apart from the information acquired, and of teachers facilitating the acquisition of student knowledge (the familiar "guide on the side" rather than "sage on the stage". In summary, one might say that for the traditionalist knowledge is acquired, the burden is upon the teacher, and students are relatively passive recipients (giving students the basics); for the reformist, knowledge is created, the burden is upon the student, and students are active doers.
to understand ­ in our case to engage in the search for meaning in the natural world? As the Cheshire Cat remarked in Alice in Wonderland, "If you don't know where you are going, any road will get you there." The most helpful aspect of Mark Windschitl's essay is his conclusion describing how to enter a dialogue between the so-called traditionalist and reformist camps, a dialogue where consensus is not the goal, but clarity and listening over defensive posturing. Shared meaning can arise by abandoning personally held images in favor of four fundamental questions: "What is really important for students to understand and be able to do? "What would it mean for our students to think deeply about this topic? [Such as mitosis, the gas laws, plate tectonics, or momentum.] "What would mark the difference between a superficial understanding of the topic and an in-depth understanding? "How would you assess the knowledge and skills of your students?" He further suggests sharing student work samples (notebooks, lab reports, concept maps) to show student thinking and the effects of instruction. Teachers are frequently surprised by the minimal impact upon learning which their favored method of instruction may have. He concludes by observing "Genuine dialogue [between teachers] is time-consuming, difficult, and often unsatisfactory, but it is entirely necessary." Is this not true for our students as well?
Windschitl's Seattle newspaper article on this dichotomy brought When we "look at anything" or try "being the thing [we] see" we
such predictable responses as: "I have no criticism of giving
often are confronted by a sense of our own success or failure. A
high school students general knowledge about the environment, 10th Grade Nepalese student of mine put it this way:
health, chemistry, and genetics, but don't call it science. Call it
`popular science.' Then offer courses in real science and offer the basics that are challenging." "...the hands-on group learning method [is] something that most scientists disdain because it doesn't give you the fundamentals you need to conduct science, and it's very inefficient." " is the teachers' primary duty to give students the information they need to succeed."
"Throughout my experience that failure is not the worst thing, I believe it is one of the factors to be successful at the long term. The worst scenario is obviously not to try. I believe that attempting your best which matters the most than not even attempting. In my belief, that failure will lead to be triumph at the end. The main reason behind this is that, people who became successful probably failed many times. In addition, they were very persistent, never gave up and also believed in themselves. Failure is
The most interesting thing about the article is Windschitl's insistence that this is not an "either-or" argument but need be
part of life because we are not good at everything, even sometimes when we do our honest effort, the result doesn't turn out positive."
framed as a "both-and" challenge. Science teachers need to be actively learning along with students, acknowledging the inherent uncertainties of "inquiry" itself, as The National Science Education Standards [1995] carefully defines it. He points out that "traditional teachers" or "reform classrooms" are "convenient fictions" because we all want our students to succeed in science; and neither camp wants to waste students' time having them do
This young lady has discovered one of life's profoundest lessons, not from being told it, but through her own activity and persistence. Science could be said to be the major discipline which builds repeatedly upon its own failures and occasional public ridicule, from Galileo, through Pasteur, to Edison and Robert Goddard. The power of the null result is emphatic.
something they will get wrong. "While traditional talk about
And so, we must "be the thing we see," be it student or discipline
basics is like a billboard ­ compelling in its simplicity ­ reform
itself. The attentiveness and commitment to understand our
talk about what is fundamentally important for students to know discipline or our students is easy enough to say, yet hard to fulfill
is like a plotted story that carries more meaning but requires
when we hurry along and "had no time or thought for / With
greater commitment to understand." Part of our ambivalence
trouble enough of [our] own;" there are so many of "the thing[s
arises from our use of the phrase "discipline of science." To
we] leave undone." This suggests we might focus more intently
some, "discipline" refers to a set of factual knowledge, skills and upon the world into which our students graduate. We hear a lot
attitudes; to others, "discipline" describes a process, a method of about the "real" world, suggesting that our school/university
doing science, more a practice than a product.
world is fake, or at best virtual. This view is an outcome of some
Is not our core responsibility as teachers to encourage and enable all our students to acquire or extend their commitment
of the responses to Mark Windschitl's essay quoted earlier. As suggested by my Nepalese student's writing, here is a list of
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the powers a graduate has according to our County's Science Supervisor: optimism, hope, creativity, articulate communication, perseverance (especially for a good cause) against impossible odds. However, to quote John F. Kennedy, "effort and courage are not enough without purpose and direction." So it was sobering to have heard in July on NPR a discussion on predictions about "Millennials" ­ it bore out comments made in a November 2011 Christian Science Monitor article on four obstacles facing those whose young lives crossed the 2000 line. One financial advisor commented about the short-term nature of youthful goals: get out of college debt, get a new car, live without roommates. Yet, the NPR interviewee predicted Millennials will have had 12 jobs by the time they are 38, want to be low on debt (no home or car ownership), and plan on college. Commitments, like time horizons, attention spans, and friendships, seem to have shrunk: depending on whether a person enters the work force at age 18 or 22, those twelve projected jobs would each last an average of 16-20 months, or less than one and a half to two years. It is sobering and sad to think of commitments or relationships (personal, marital, or societal) on such tenuous ground and of such miniscule duration. There are those who use such predictive or descriptive scenarios as though they were normative ­ as in the old (Charles Reade, 19th Century) quote from A Simpleton: "Well, everyone for himself, and Providence for us all ­ as the elephant said when he danced among the chickens." What is merely descriptive for the elephant is of much normative concern to the chickens. The kind of stability and commitment to understanding ­ in science as in societal relationships ­ which we see in the ministry
of teachers and in the persistence and transformation of setbacks or failures into successes by students of all ages is where the life vision of John Moffitt, Adelaide Proctor, or William Penn begins. Whether in our communities, nation, or world, (politically, economically, socially) we suffer from short-term thinking at the expense of the poet's insight: "If you would know that thing, / You must look at it long must / Be the thing you see...You must enter in / To the small silences...You must touch the very peace / They issue from." Else "at the setting of the sun" we are haunted by the thoughts of "The stone you might have lifted / Out of your brother's way, / The bit of heartsome counsel / You were hurried too much to say..." "Let me not defer it nor neglect it, for I shall not pass this way again." Acknowledgments: 1. Windschitl, Mark. 2006. "Why We Can't Talk to One Another about Science Education Reform." Phi Delta Kappan, January, Vol. 87 (5) pp. 349-355. George A VAST Life Member, George Dewey is a former VAST President and former NSTA District VIII Director. He teaches physics in Fairfax County, NBCT since 1999. He can be reached at [email protected]
2014 Virginia Association of Biology Teachers (VABT) Annual Conference September 12 to 14, 2014 UVA Blandy Experimental Farm 400 Blandy Farm Lane, Boyce, VA 22620
Come spend the weekend or the day. Experience biology, environmental science, polar science, monarch honeybee studies and much more in the beautiful surroundings of the 700-acre UVA Blandy Experimental Farm. Onsite Amenities include bike paths, horseback riding (bring your horse), native plant trail, birding (bring your binoculars), Wilkins Lane Drive Tour, Conifer Trail, Walking Trails, American Chestnut and Meadow reclamation sites, and much more. For more information and to register, contact Kathy Frame ( [email protected] ).
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VAST Region 4's Professional Development Event: "Teaching Science with a T.E.A.M. Approach" (STEM + the Arts = S.T.E.A.M.)
Susan Bardenhagen, Region IV Director
shared their support of the conference's theme, responded to topics posed by Rick Davis, and then responded to questions from the audience.
In the middle of the summer, on July 30th, at Osbourn High School in Manassas, 85+ educators- including twenty secondary Math and Science teachers- collaborated as panelists, presenters, and participants for VAST's regional professional development conference, "Teaching Science with a T.E.A.M. Approach." Co-sponsored by the region's Battlefields of Northern Virginia Council of Teachers of Mathematics, attendees represented George Mason University, ten school districts from Region 4Arlington, Culpeper, Falls Church, Fauquier, Fairfax, Frederick, Loudoun, Manassas, Manassas Park, Prince William- and Suffolk and Richmond, too.
During the three one-hour breakout sessions, participants chose from these presentations: GMU Professor Changwoo Ahn's "EcoScience + Art," Casio's Teacher Mike Reiners' "Fostering Mathematics through Music," Rebecca Klemm aka "The Numbers Lady" on "Number Links," artist/writer Paul Glenshaw's "The Intersection of Math, Physics, & Jazz," Manassas' elementary STEM coaches' "Starting a Lego League Team at Your School," Andrea Brothers' "Scientist & Violinist Working for a technology company," and Yvonne Caruthers' "Music Matters; Math & Music, Science & Music, and Technology, Engineering, & MusicUnexpected Intersections."
Curriculum directors and specialists in STEAM areas in the nineteen jurisdictions in Region 4 assisted in sharing the
#STEAM - One of the attendees tweeted on #STEAM that she was having a hard time deciding what to go to
event's invitation to school teams and educators- both formal
because there were so many great presentations.
and informal. The northern Virginia STEAM Table, STEM
Leading Ladies, and AAUW's STEM & "SUCCESS!" Conference supporters also spread the word. The result- attendance was more than double that of the region's 2012 STEM conference. 2014's participants and those who weren't able to attend this one want to have another STEAM conference soon- so plans are underway for STEAM 2.0!
School teams were encouraged- principals followed up with this idea and other subject/instructional area teams signed up until there were twenty teams- duets, trios, quartets, and quintets. During the working lunch, these teams collaborated while those solo met new colleagues by grade levels and subject areas. After the third session, participants all received door prizes including
The Wolf Trap National Park for the Performing Arts' program listing for the 2005 students' "International Festival" is where I first saw the acronym, STEAM. Then, a Kennedy Center for the Performing Arts January program, entitled, "Connections: Music Matters," how music is infused in STEM areas, inspired me to plan the July 30th program. Both arts centers were instrumental supporters. The Wolf Trap Institute for Early Childhood Learning through the Arts provided four vouchers for a preschool or
donations from local businesses supporting STEM with major sponsors Casio, Micron Technology, the National Wildlife Federation, VAST, and Numbers Alive! A voucher covering fees for the 2014 VAST PDI in Roanoke in November was won by a VAST member entrant- all attendees were alerted beforehand to the possibility of winning this prize so they could check their schedules to be able to enter. VAST and BNVCTM members brought guests with a two for one registration bonus.
kindergarten class to attend a performance, as door prizes. The National Symphony Orchestra's cellist, Yvonne Caruthers, reprised her January concert with three presentations.
VAST board members Mary Strother, Teacher Resources, and Elementary Representative, Michele Lombard, assisted with registration. Biology Committee chair Kathy Frame supplied
Participants began by interacting in ten "new teams"- including elementary grade levels; coaches & curriculum specialists; specialists (which, by the way, included every area from P.E. to librarian); secondary Math & Science; gifted; administrators,
flyers for the VABT conference in the region 4 in September. The conference was dedicated to the memory of GMU's Science Education Professor, Dr. Donna Sterling, life member of VAST and champion of VISTA.
special education, and ESOL; and K-12 supervisors with informal educators. They completed interest inventories with a pre-survey on STEAM for data gathering. I will report on my findings in the next newsletter.
A follow-up list of links to papers/articles, websites, and videos from the already mentioned STEM and STEAM related contributors and the presenters will be sent to all of attendees. One Math coach commented, "I gained good info to take back
The panel, "Why STEAM?" was moderated by George Mason University's associate professor of theatre and executive director of the Hylton Center for the Performing Arts, Rick Davis. The two panelists, National Arts Education Association consultant Kathi Levin and GMU's professor of Management Matt Cronin,
to (my school)"; another classroom teacher e-mailed me, "Today was wonderful! I learned so much!" A quote offered by a gifted education teacher who said, "I enjoyed the S.T.E.A.M. mini conference today!!" included: "A child's mind stretched by a new idea, never regains its original dimension." Oliver Wendell Holmes
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Virginia Association of Science Teachers Position Statement The Role of the Laboratory in K-12 Science
Science is not just a body of knowledge that reflects current understanding of the world; it is also a set of practices used to establish, extend, and refine that knowledge. --A Framework for K-12 Science Education, National Research Council, 2012
Background and Introduction: The laboratory provides the environment in which all science is studied. Science in this setting is not a check list of items to be covered or content to be mastered. We want students to learn science by doing it rather than by simply reading about it. The usefulness to learning through experiences lies at the heart of what it means to be human; we are wired to learn through the manipulation of objects. The laboratory is the means for the process of inquiry and provides an essential way to show comprehension, understanding, and application of knowledge. In the sense that sound science requires the active participation of the practitioner in discovering and verifying the principles upon which it depends, it could be said that science begins and ends in the laboratory. It involves multiple senses and approaches. As an organization of, by, and for science teachers, the Virginia Association of Science Teachers (VAST) maintains that the role of developmentally appropriate laboratory explorations is crucial for students to clarify the experiential nature of science. Much of current work in revising science standards and approaches [NRC, 2006; NGSS, 2013; AP Science Revisions, 2012] stresses the importance of engaging students in the process of inquiry including experimental design, data collection strategies, analysis and evaluation of data, and interpretation of scientific explanations and theories. For example, four of the seven overarching practices in Advanced Placement (AP) science revisions involve inquiry-based laboratory (lab) experiences. VAST also maintains that rigorous inquiry-based experiences provide students the means to develop the essential hands-on practices of science during their K-12 development of critical thinking and problem-solving skills, habits much in demand in today's and tomorrow's world. Moreover, students show improved ability to cooperate and communicate with others, share responsibilities, assume different roles, and contribute and respond to ideas. [NSTA, 2007] Some lab experiences are exploratory in nature while some are confirmatory; however, lab experiences should be neither rote nor tangential to students' understanding of science. Well-designed rigorous laboratory experiences will give students actual exposure to both the empirical and the theoretical facets of science. In addition, students are exposed to the complexity and ambiguity of scientific research as they gain experience in manipulation, appropriate arrangement, and troubleshooting of apparatus. Research has shown that students at all levels learn science best by doing it rather than by being told about it [Donovan, 2005], an appropriate extension of David Kolb's well-known work on learning styles and the learning cycle. Although demonstrations, computer simulations or analyses of data provided by others have their value, they must not replace the actual process of manipulating appropriate equipment and apparatus, collecting valid data, analyzing results, and communicating findings to others either verbally or in writing. [NRC, 2006] VAST is committed to the importance of making such lab experiences available to all K­12 students regardless of background, ability, or physical or academic need.
Integration of laboratory experiences into the science program: Students need to understand science is a discipline whose theories and laws are subject to continual experiential examination and verification. Therefore, lab experiences should take a prominent position in any curriculum, serving as the core of every major topic or strand. Consistent with the increased emphasis on laboratory time in the revisions in AP science [College Board, 2012], multiple opportunities must exist for all K-12 students to collect and analyze data in the lab or field on a weekly basis. This is especially true of students enrolled in distance-learning science courses where local school- or laboratory-based opportunities need to be available for frequent hands-on lab experiences. Emphasis should be upon student-structured explorations over teacher-led activities.
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Data Interpretation and Analysis [NRC 2012]: Meaningful organization and interpretation of data are crucial to the expansion of laboratory experiences into everyday life. This includes: · Asking questions and defining problems · Developing mental and conceptual models · Presenting data to show patterns and relationships · Communicating these relationships with clarity · Using mathematical and computational reasoning · Constructing explanations and designing solutions · Engaging in arguments from evidence · Reflecting on significance of data and error analysis. Structure: Not only does there need to be sufficient time in the weekly schedule to permit genuine laboratory experience, but class size must be appropriate for the physical arrangement and safety in a class or laboratory. The Virginia Department of Education guidelines as published in Safety in Science Teaching recommend a minimum of 4.2 square meters (45 square feet) per student in a laboratory setting. Furthermore, studies have shown a dramatic rise in accident rates where student-teacher ratios exceed 24:1 regardless of physical space [NSELA 2013]. Higher ratios also have a detrimental effect on student-teacher and student-student interactions, both vital components of successful laboratory experiences.
Administrative support:
Administrative support is vital to the effectiveness of K-12 laboratory experience. Supportive measures must take a variety of forms: · Scheduling (class size and location) must permit adequate time and space for safe and supportive laboratory work. Load limits need to adhere to all fire and occupancy codes. · Budgetary allowances must exist for provision of sufficient equipment (apparatus, computer hardware, software, and probe-ware) for each student to have a reasonable chance for personal data-gathering. · Adequate storage space and location of equipment should provide convenient access to all teachers in a team. · Strong professional development programs should be provided for both pre-service and in-service training. Teachers need both the time and financial support to attend and conduct hands-on experiences either during or after school hours, including the availability of summer workshops. · safety training must be provided for teachers and students, including chemical storage and handling, equipment maintenance, and periodic safety checks. · Liability protection is needed for the teacher as well as the school. [NSTA 2000]
Teachers need the time and training to construct appropriate and challenging authentic assessment vehicles to measure student understanding and interpretation of laboratory experiences. They should emphasize students' ability to communicate results and analyze data and conclusions for peer review in a classroom setting. Students' ability to demonstrate creative solutions and critical thinking is particularly important, the depth depending on their level of proficiency and advancement through the K-12 spectrum. In addition, teachers should review annually the set of laboratory investigations which they have used in order to strengthen, add, or discard exercises based on student success rates in understanding and analyzing data. Success should be measured not only by formative and summative assessment, but also in the setting of lab practica; in all cases both assessment of learning and assessment for learning should occur.
Further Reading: 1. Bell, Randy L., Smetana, L., Binns, Ian. (Oct. 2005), Simplifying Inquiry Instruction. The Science Teacher. Arlington, VA: The National Science Teachers Association (NSTA). 72:7. The entire issue is devoted to "Inquiry in the Laboratory." 2. Cothron, Julia H., Giese, Ronald, Rezba, Richard. (2000). Students and Research, 3rd Ed. Dubuque, IA: Kendall/Hunt Publishing Company. 3. College Board, The. (2013). Advances in Advanced Placement: Science Practices. 4. Donovan, M.S., & Bransfield, J.D. (Ed.). (2005). How Students Learn. Washington, D.C.: The National Academies Press. 5. Hammerman, E. (2006). 8 Essentials of Inquiry-Based Science. Thousand Oaks, CA: Corwin Press.
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6. Kolb, David A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall. 7. Michaels, W, Shouse, A.W., & Schweingruber. (2008). Ready, Set, Science! Putting Research to Work in K-8 Science Classrooms. Washington, D.C.: The National Academies Press. 8. National Association of Biology Teachers (NABT). (2005). Position Statement: Role of Laboratory and Field Instruction in Biology Education. 9. National Research Council (NRC). (2005). America's Lab Report: Investigations in High School Science. Washington, D.C.: The National Academies Press. 10. National Research Council (NRC). (2012). A Framework for K-12 Science Education. Washington, D.C.: The National Academies Press. 11. National Research Council (NRC). (2006). Learning to Think Spatially. Washington, D.C.: The National Academies Press. 12. National Research Council (NRC). (1996). National Science Education Standards. Washington, D.C.: The National Academies Press. 13. National Research Council (NRC). (2013). Next Generation Science Standards: For States, By States. Washington, D.C.: The National Academies Press. 14. National Research Council (NRC). (2010). Rising Above the Gathering Storm, Revisited: Rapidly Approaching Category 5. Washington, D.C.: the National Academies Press. 15. National Science education leadership Association (NSELA). (2013). Position Statement: Occupancy Loads in School Science Laboratories. 16. National Science Teachers Association (NSTA). (2007). Position Statement: The Integral Role of Laboratory Investigations in Science Instruction. 17. National Science Teachers Association (NSTA). (2004). Investigating Safely: A Guide for High School Teachers. Arlington, VA: NSTA Press. 18. National Science Teachers Association (NSTA). (2000). Position Statement: Safety and School Science Instruction. 19. National Science Teachers Association (NSTA). (2004). Position Statement: Scientific Inquiry. 20. Virginia Academy of Science Council. (VAS). (1995). Importance of Laboratory in Science Education. 21. Virginia Department of Education. (2000). Safety in Science Teaching. [PDF file at] 22. Wiggins, G., & McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
Greetings teachers! Yes! Science Matters in
have participated in the Challenge. Give your
Virginia, especially to Virginia Association of
students the opportunity, tools and inspiration
Science Teachers. This is a partial listing of student competitions to make a difference and become agents of change.
that you might find helpful as you organize your new year of
teaching as these competitions require problem based learning (and solving) that will involve time. Virginia Junior Academy of Science, grades 7-12. Students conduct original research and report their findings to the scientific community. In order to achieve this students need to begin work very early in the fall. ExploraVision, K-12. Teams of students identify, research, and then propose a solution to a problem for which they build a web site of 5 pages. A national competition, ExploraVision is more than just a student science competition; it's about helping students in building problem-solving, critical thinking, and collaboration skills which give students a head start. The Siemens We Can Change the World Challenge is the premier national environmental sustainability competition for grades K-12 students. Through project-based learning, students learn about science and conservation while creating solutions that impact their planet. Beginning August 2014 through March 2015, teams from across the country will be challenged to create sustainable, reproducible environmental improvements in their local communities. To date, nearly 100,000 students
eCYBERMISSION is for students! The student's role is to choose a Mission Challenge and complete a Mission Folder. The primary role for teachers is to support their students as a Team Advisor, from choosing a mission, to reviewing the results. Volunteering can take several forms, whether you want to participate as a Team Advisor, a CyberGuide, an Ambassador or a Virtual Judge. Science Olympiad For the past 30 years, SCIENCE OLYMPIAD has led a revolution in science education. What began as a grassroots assembly of science teachers is now one of the premiere science competitions in the nation, providing rigorous, standards-based challenges to nearly 7,000 teams in 50 states. Science Olympiad's ever-changing line-up of events in all STEM disciplines exposes students to practicing scientists and career choices, and energizes classroom teachers with a dynamic content experience. There are many worthwhile competitions for students that will promote student learning in science. I am informing you of these because they incorporate problem based learning. Have a wonderful year! Robin Curtis, Science Matters Coordinator
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"Working Together to Promote Quality Science Education" Many thanks for the support of science education by our Corporate Benefactors and Corporate Members.
VAST Benefactors
CPO / Frey Science P.O. Box 3000 Nashua, NH 03061 Delta Education 80 Northwest Boulevard Nashua, NH 03063
Regent University 1000 Regent University Drive Virginia Beach, VA 23464 Science Museum of Virginia 2500 West Broad Street Richmond, VA 23220
Dominion Foundation P.O. Box 26666 Richmond, VA, 23261
Virginia Space Grant Consortium 600 Butler Farm Rd. S-200 Hampton,VA, 23666
Jefferson Lab 628 Hofstadter Road, Suite 6 Newport News, VA 23606
Vernier Software & Technology 13979 SW Millikan Way Beaverton, OR 97005
Virginia Naturally Virginia Department of Conservation and Recreation 600 E. Main St., 24th Floor Richmond, VA 23219
Associated Microscope P.O. Box 1076 Elon, NC 27244 Biome in A Box 4401 Wind River Run Williamsburg, VA 23188 BioRad Laboratories 2000 Alfred Nebel Drive Hercules CA 94547 Bowman Environmental Services, LLC 3170 Beaumont Farm Road Charlottesville, VA 22901 [email protected]
VAST Corporate Members
Busch Gardens/ Water Country in USA One Busch Gardens Blvd. Williamsburg, VA 23187-8785 CPO Science P.O. Box 3000 Nshua, NH 03061 Flinn Scientific Inc. P.O. Box 219 Batavia, IL 60510 Fisher Science Education Part of Thermo Fisher Scientific 1523 W Philadelphia St. Fl 2 York, PA 17404
Five Ponds Press 477 South Rosemary Ave, Suite 202 West Palm Beach, FL 33401 Jefferson Lab 628 Hofstadter Road, Suite 6 Newport News, VA 23606 Lab-Aids, Inc. 17 Colt Court Ronkonkoma, NY 11779 PASCO Scientific 10101 Foothills Blvd. Roseville, CA 95747
Regent University 1000 Regent University Drive Virginia Beach, VA 23464 Teacher Canvas, LLC P.O. Box 7682 Hampton, VA 23666 Virginia Junior Academy of Science 2500 W. Broad Street Richmond, VA 23223 Virginia Space Grant Consortium 600 Butler Farm Rd. S-200 Hampton,VA 23666
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Jan 1, 2014 President Shirley Sybolt 757-826-3573 [email protected]
2014 VAST Leadership
Immediate Past President Brita Hampton 757-269-7633 [email protected]
President-Elect Dr. Jenny Sue Flannagan 757-531-5057 [email protected]
Vice President Julian Barnes 540-562-3900 [email protected]
Secretary Celeste Paynter 434-447-3030 [email protected] Is Your Address Changing? Be sure to let VAST know your new contact information. Neither the post office or the Internet will forward our newsletters. Please e-mail Barbara Adcock, Membership chair: [email protected]
Editor Science Educator
Executive Director
Jimmy Johnson
Jean Foss
Susan Booth
[email protected]
[email protected]
Fax (757)-874-3349
VAST Regional Directors:
[email protected]
Director, Region 1,
Director, Region 5, Eric Pyle
[email protected] Director, Region 2, Adrienne Sawyer 757-546-9776 [email protected] Director, Region 3, Sherrie Roland and Leslie Lausten [email protected] Director, Region 4, Susan Bardenhagen 703-338-9589 [email protected]
[email protected] Director, Region 6, Sonya Wolen 434-791-5160 [email protected] Director, Region 7, Diane Tomlinson 276-889-4421 [email protected] Director, Region 8, Pam Aerni [email protected]
Join the VAST community on line. "LIKE" the Virginia Association of Science Teachers so the latest science edicational news will appear on your page. Region 2 has a new Facebook page. Please visit and join our community at:
Resources: Events: Information:
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The Virginia Association of Science Teachers 109 St. Ives Rd. Charlottesville, Va. 22911 Please consult the website for up to date information, VAST forms for awards and mini-grants, advertising and current PDI information. VAST is a comprehensive educational organization dedicated to the nurturing and advancement of superior science education. A. The objective of VAST shall be to advance the study of science, to promote excellence in the teaching of science, and to provide an opportunity for communication among science educators in the Commonwealth of Virginia. B. Mission Statement: On October 19, 1991 the Advisory Board (henceforth the Board of Directors) developed the following statement: "The Virginia Association of Science Teachers is a comprehensive educational organization dedicated to the nurturing and advancement of superior science education. VAST provides leadership by: 1. promoting the study of science at all grade levels; 2. supporting conditions which ensure an optimal environment for the teaching of science; 3. advocating high quality science instruction for all students at all levels; and 4. providing an avenue for communication among the members of the science teaching community." This Mission Statement was reaffirmed on July 29, 2000 and March 8, 2014. Please update any changes in your P.O. or e-mail addresses by sending in a new membership form as an update. P.O. will not forward the newsletter. Send articles, letters to the editor, or labs by the copy deadline, October 1, 2013, for inclusion in the next digital VAST Newsletter. The Virginia Association of Science Teachers is incorporated in Virginia as a charitable, scientific, and educational organization, is an IRS 501 (c) 3 qualified organization, and is registered with the Virginia Department of Consumer Affairs.

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