Oysters: Nature’s Natural Britta Filter

September 24, 2016 at 9:00 am (Science) (, , , , , , , , , , , , , , , , , , , )

Busy week for the Little V’s.  We’ve engulfed the concept of adapting and how certain traits allow living things to survive depending on the conditions they live in.  By doing this the young scientists created their own fictional bird, incorporating a style of beak, wings, feet, legs, and color that would suite the needs of their environment.  The outline and artwork is complete and will be displayed in the class.  We’re going to tie in some augmented reality tech to this project (which is like virtual reality).  Maybe we could have a gallery night, let me look into that.

Adding Oysters

Filtering Plankton



This week we also learned about how rough it is to be a sea turtle and the measures they must take to survive.  Students role played in this game of tag as land and sea predators were out to get those selected as the sea turtles.  Turtles had to complete three rounds in the obstacle course, grabbing a food/life token each time.  However, due to the effects humans play on the environment some of those tokens (unbeknownst to the turtles) were microplastics.  When turtles consume these they either choke or disrupt their buoyancy making it difficult if not impossible to dive for food or away from predators.

Sea Turtle Survival


Estuaries: Detritus Feeders

Then we revisited how estuaries play a vital role in our ecosystem and local communities.  The Aquaculture Technology Department at the Carteret Community College was more than radical to allow us to borrow some tanks, a few gallons of salt water, filters, plankton, and oysters to demo how these mother earth britta’s filter.  Science fact: one oyster can filter 50 gallons of water a day.  And I thought I drank alot (of water.  Water folks.  I drink alot of water).  This was definitely a hit.  We loaded one tank with ten oysters, the other with fifty five, poured in the plankton and sat back to observe.  It was amazing to see how fast they cleared the tanks of the murky plankton paste.  Above are the scientists pantomiming detritus predators.  Can you guess which one is a fiddler crab, egret, raccoon, or red drum?

Oyster Filtration

These young minds had indepth observational insight in their journaling today.  Impressed with their outlook on today’s activity.  So what’s next?  Tons.  Literally.  We’ll be “swimming” with whales by the end of October.  Stay tuned.

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Expectations on Effort: What You Can Expect & What Is Expected From You

August 24, 2016 at 9:07 am (School Supplies) (, , , , , , , , )

Students:  Please read this with a relative, or guardian.

 As a 4th grade student, know that you will be expected to give full effort each and every minute while you are in this class.   You can expect the same from your teacher, Mr. V.  He will give you his best each day.

So what does effort mean Mr. V?  

FIRST:  In this class effort means when it comes time to complete an assignment or activity, then your full attention is on that project.  If you stay focused on your responsibilities, you will be a successful learner.  We will have many activities that are completed as partners, teams, or with Mr. V, and that’s when you’ll need to talk to each other.  There will be activities that you’ll complete by yourself, these are times when you will have to ignore someone that wants whisper or talk to you.  No matter if you work alone or with someone else, you’ll need to complete the activity on time and correctly as stated in the directions given.

SECOND: This means you will have to redo an assignment if it is not done the right way.  I know what you’re already thinking . . . UGGHH!  This will be tough for some of you, I know.  Mr. V has made (and still makes) errors all the time.  I don’t know about any of you little V’s, but when I cannot figure something out I get flushed (feel red and hot inside).  At times I feel like the world’s dumbest person, and sometimes it breaks my confidence. That’s when I know it is time to clear my head because one thing I NEVER feel like doing is quitting.  That my friends, is known as perseverance (per-sa-ver-ance).  Like Cena says, “Never Give Up”.

Sometimes we need to take a breath to clear our head, or stretch, or take a few minutes to think.  You will never be allowed to quit, Mr. V will never quit on you.  Yet instead of sulking or giving up, we’ll have to go about solving the problem another way.  This isn’t always easy, but it will be done.  Remember, Mr. V is always here to help you, but not until after you have made attempts to solving the problem yourself.

That’s one expectation, we’re going to pause for the cause and continue with more expectations in the days to come.

If you are a student or parent that visited the Meet & Greet and you have an “I wonder . . . ” moment, please leave comment below.

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The Difference Between Winning & Losing

June 8, 2016 at 9:00 am (News) (, , , , , , , , , , , , , , , , , , , , )

Growing up in Southern Indiana you’re bound to know, play against, or run into someone, that at one time or another was, or is on their way to becoming a basketball legend.  From 1976-1995 I grew up in Mitchell, In, home of astronaut Virgil I. “Gus” Grissom.   Yet being an astronaut ranked third on the list of things little Jason wanted to be, right behind Superman and (yep) a basketball player.  After all, during the 80’s I watched the greatest man I’ve ever known step onto a court, usually on a week night, making no look behind the back passes and fake up and under lay-ups.  My dad.  When he wasn’t playing he had the tube tuned in on the weekend to watch one of the greatest basketball players that has ever come from my part of the world.  Larry Bird.

Springs Valley Hawks

#42 Uncle Doug & that Larry Bird kid holding the ball

Many a trip was made to French Lick (West Baden aka Springs Valley) from my driveway 19 miles away to either visit the Conrad’s (second cousins) or to play against Valley in junior high and high school games.  Travel 15 miles north and you could watch Damon Bailey (1986-1990) tear up every high school squad in the state.


Then during the summers as a kid you were kicked to some basketball camp.  It’s Indiana, so toss a coin on the map and that’s the camp you went to.  I spent at least one week a summer for three to four summers 160 miles north east of home at Taylor University.  Taylor’s a private Christian college in Upland, Indiana that has as of late been getting alot of press time each year on ESPN because of their “Silent Night” game.

I was sent to Taylor, not so much for the school’s religious practices or the camp’s reputation but more because my Aunt Jane was a professor there and could/would keep an eye on me, making sure I didn’t destroy the place.  Looking back – I realize now not comprehending the enormity of Rick Mount pulling me to the side for one on one shooting technique.  That’s not an everyday occurrence.  Although at that point in my life I really didn’t grasp the significance of who Mount was. It would be like J.J. Redick stopping by to shoot hoops with your kids.

Rick Mount Lebannon, Indiana - The Brightest Star of High School BasketBall<br /> February 14, 1966<br /> X 11361<br /> credit: Robert Huntzinger - assign

Rick Mount The Rocket

Research him if you’re scratching your head.  The Rocket dropped 61 points on Iowa.

Like I said, you’re bound to run into someone basketball related.  Which brings me 160 miles out of the way to the point of this post.  Coach John Wooden.  A man I knew little about other than he was the coach at UCLA when they won 10,000 national titles.  Not until I was out of college did I become more familiar with him, not from the stand point of basketball, but more so with his philosophy and outlook on life.  I was drawn to it as a moth is to flame.  It resonated with me because it was familiar upbringing that I had heard and watched as a kid from those near and dear.  I later pieced together the similar paths, both born and raised in southern Indiana – obvious.  We both played basketball at Purdue (he representing the college, I the intramural leagues).  He taught while coaching at Indiana State University, while I transferred there to earn my degree in education.  The interest in poetry and writing.

I reference basketball in part because of the role it played in my life and view of this topic of success.  The love and despair the sport brought me.  The hard work and dedication pouring into a goal that was all for not in some eyes.  I know what it is to fail at something you love, or at the very most, the perception of failure as it was at the time.

Here’s some context for the readers: (feel free to skip this bio to the last paragraph)

I was a B-squad player from 6th-8th grade.  In fact I was cut by my 7th grade coach, but he allowed me back on the team after the high school coach (friend of my dad) asked him to keep me around and work with me.  I rode pine every season, but managed a few minutes here and there.  I made the most of the time given by doing the dirty work, chasing and diving for loose balls, playing defense, and grabbing boards (rebounds).   I became a decent defensive player making my mark stealing and deflecting passes.

I worked on my overall game the day after the last game of every season ended.  I played pick up games against older guys at every park in our town and the surrounding towns I could bike and eventually drive to.  Summers were dedicated to a.m. weight training and agility drills, afternoons to shooting, evenings to open gym, nights to more pick up games.  I ate, breathed, slept, and defecated basketball.

Freshmen year provided a break out opportunity.  Many of the guys who played before me were cut and two of the best players were moved up to junior varsity.  A door opens, but with a price.  My father was the coach (which is a whole post in itself).  Let’s just say that year made me stronger mentally and forced me to develop an offense.  I took the criticism from others, “You’re only on the team because of your dad.  You’re only playing or starting because your dad is the coach.”  When truly all his talent had been picked, and the guys that used to play . . .

a.) weren’t that good and were cut.

b.) were five foot three because they hit their growth spurt in 6th grade.

c.) he didn’t have any other options.

I also took on the role as player and not son.  I received his criticism more than others and I understood why and never referred to him as anything other than coach.  He had to prove there wasn’t favoritism and I wanted to show I belonged.  Some nights were just silent rides home after a game or practice.  Silence, that’s how you know he was upset.  We didn’t speak when we got home, and regrettably we didn’t speak much until I was out of high school.  His disappointment in the play of the team stewed in me and escalted my own disappointment. I’m looking at the situation as one proving himself among peers, coach, and dad.  My dad was incredible on the court, and I don’t say that because he is my dad, but because I saw what he could do against others on the court.  Frustration arose from multiple facets.  Being 14-15 years old and working on coordination, applying new skills in games, trying to become someone that could lead a team, and taking coach’s criticism no matter how positive it might have been, I wasn’t hearing it.  Just seeing red.  A whole post in itself.  I learned from that year, became stronger, more developed, relied on my defense, and lived in the gym working on offense.  I made gains,had incredible leap for someone my height (which I was truly proud of), and developed a shot, and  surpassed many ahead of me.  By the end of it all, there were four of us seniors that made it through 1st grade to twelfth playing every year, with one crawling up from zero talent to a respected level.

So you get your moment after making gains and then this.  During my junior year I broke left ankle the day before the sectional game playing pick-up games at the park. My senior year I broke my right ankle in practice on my coaches foot the day before the sectional game.  Two sectionals passed me by.  I’m not going to tell you I was the savior of the team.  Not so.  I do, however know I could and would have contributed to the win.  The game itself was everything.  I was left as a bystander sitting front row only watch as we lost in the first round each year and not a thing you can do but weep when that fluttering dream floats away like ash from a fire.  The last memory of the last game ends with my face buried in a towel when the dwindling few seconds ran off the clock.  I remained buried in that towel until the stands were empty and my teammates were leaving the locker room to board the bus.  That memory will always haunt me.

A younger me had tunnel vision, thinking success meant making it to play at a collegiate level.  Chasing after some ghost.  You can give your life to something, put hours in the gym doing drills, lifting weights, and playing against stronger and taller competition, but life (and injury) have a way of humbling you.  Playing for a college wasn’t in the tarot reading.  We may not always reach our true potential or the goals we set for ourselves. Does that mean we are unsuccessful?  That perception of failure from the one and first true thing I devoted myself to, metastasized within me.  It helped me learn to cope with disappointment.  It guides my focus in other avenues of my life and the drive to reach them.  It pushes me to get back up when I fall.

Coach Wooden’s ideology applies on many levels.  I hope you enjoy listening to his calm demeanor in this TED presentation.  I buy-in to it, at least a few groups of ten views belonging to my IP address.  I thought this post and his presentation would give readers a better understanding of my mindset of where success lies, the way I value determination as well as education, and a microscopic view of how I live my life.  What is success and how do we measure it?  Maybe we share some commonalities here, then again perhaps not.

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Coastal Connections: Science in the Field to the Classroom

June 4, 2016 at 9:00 am (Science) (, , , , , , , , , , , , , , , , , )

Below is a thinglink I have concocted to sum up the outreach events and partnering of local organizations relating to the field of science in which the students from the tail end of last year to the current roster have been a part of.  The roster of students of 2015-2016 have had been exposed to so many incredible resources that make our community.  It is uncommon for such a small place to have the vast amount of people working in related fields of environmental, biological, and physical sciences as it does.  These children have had more interaction with scientists throughout the school year than the peers from any region, making them stewards for our community and hopefully sparking a curiosity to pursue a career in a related science field.  In this case, it is good to be spoiled.

None of this could have been possible if it were not for a.) my colleague Lauren Daniel whispering in my ear to join her in this quest with the COHORT and b.) also the Center for Marine Science and Technology (CMAST) to put me in contact with groups such as the Coastal Reserve, Coastal Federation, NOAA, and Duke Lab (to name a few).  This thinglink will serve as my introduction to the National Marine Educators Association in Orlando, FL this summer.  I think the viewers will be impressed with what these young minds have experienced and created because of those experiences.  Please leave comments below if you feel the thinglink lacks explanation.  Just keep in mind these are only captions and I’ll be explaining the activities in depth.  I can always do the same in the comment section.  Thank you and enjoy.



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Timeline Projects: Famous North Carolinians

March 21, 2016 at 8:07 pm (School Supplies) (, , , , , , , , , , , , )

The long time pay off.  The kids have been researching for the past month and rehearsing their facts getting ready for the big show.  Check out the fruit of their labors.  Watch these techy timeline projects on famous North Carolinians.  These were the early birds.  The rest of the projects make their way in tomorrow.

Meet Braxton Bragg

Meet Edward Teach (Blackbeard)

Meet Kellie Pickler

Meet Andy Griffith

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Exploring Circuits

March 9, 2016 at 8:00 am (Science) (, , , , , , , , , , , , , , , , , , , , , , )

We’ve spent some time reading and exploring how to create a static charge.  We now know (I hope we remember) static means to stay still,  We’ve also added current (move), discharge (empty), and insulator (protect) into our repertoire.

We also have predicted and tested items that can conducts electricity vs those that will not.  Last week I attended NCTIES (nerd tech convention) and met a scientist named Steve Spangler, who seems to be on the Ellen Degeneres Show quite a bit.  Cool tidbit, his father invented fake blood.  See any movie ever?  Yeah, that’s his dad’s fake blood on the screen.  He said he was stoked seeing Jaws and thinking how all that blood came from his mom’s nine blenders in their basement.


This slideshow requires JavaScript.

Anyway  . . .

Thanks to Mr. Spangler, we now have an Energy Stick (find them on Amazon) in which we conducted circuits, safely, through the human body.   We were able to make a class circuit with 4th and 3rd grade combined.  Next we’ll take a scavenger hunt throughout the school to find items that will conduct, allow to pass, electrical currents.  Then we’ll create squishy circuits (home made batches of play-dough) to explore more fun with electricity.  There are recipes for batches that will conduct and those that serve as insulators.  4AA Battery packs  ($2.48 per pack) will be in need – we only have one.  May have to get a Kickstarter or GoFundMe! Enjoy the learning.

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Engineering Ideas: Irrigation

January 23, 2016 at 9:00 am (News) (, , , , , , , , , , , , , , , , , )

Meet a group of engineers applying logical reasoning, problem-solving, and mathematical concepts to create an irrigation system to make water flow three feet (without leaking) and disburse into two separate cups evenly.  Students were split into teams to devise an irrigation company name.  These company’s were given a $500,000 budget to use towards materials needed for construction, but before being allowed to purchase, they needed a blueprint design of the construction.  Each member created an illustration and the members of each team voted on which design to use based on budget and style.  After blueprints were approved by the inspector (yours truly), they were allowed to purchase the needed items, such as plastic tubing, cups (plastic & Styrofoam), duct tape, pvc, clay.  All of these items ranged in price by foot and inch from $2,000 – $25,000.  Each company was responsible for keeping up with the budget and making modifications to the blueprints prior to changing the construction.

Prior to beginning this project, we researched what irrigation was, how the Roman Aqueducts were constructed and worked, and focused on ethical procedures – which tied back to our previous knowledge from lessons on deforestation and the estuary/dragonfly pond activities.  With every good intention there usually is some negative impact or consequence.

Irrigation Construction

With that, company’s went to work figuring out how their constructions should be made, placed, and would work.  To keep the ethical point in mind, we added a stipulation.  Teams had three chances to make their irrigation system work without springing a leak.  However if a leak occurred, a company would have to shell out $50,000 for EPA violations.  The issue the people in Flint, Michigan are experiencing with water quality or lack their of would appreciate this.  If a company was successful after three attempts they went on to become a multi-million dollar sought after mogul.  If a company was unsuccessful due to leakage or blockage of water flow, then they most likely went out of business.  However, some unsuccessful company’s had ideas to merge to pool together budget and materials.

There were many purposes to this lesson.  The subcategories are:

  • Did the students work as a team?
  • Did everyone play a role?
  • Did their system work?

Students will self evaluate their experiences during this activity when we return.  Thank you to http://www.tryengineering.org for the lessons (some modifications were made).  Enjoy their creations.

CUB Irrigation
Irrigation 3
Irrigation 4
Irrigation 4

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Echolocation & Interpreting Data

January 9, 2016 at 2:06 pm (Science) (, , , , , , , , , , , , , , , , , , , , , , , , )

Thanks to the good folks at the Center for Marine Sciences & Technology (@CMAST) and The Science House (@THS_CMAST) for loaning their Vernier technology, allowing our young minds to  . . . a.) explore how bats and dolphins use echolocation, detecting distances of objects based on reflecting sound.  & b.) interpreting data waves results.


The Go!Motion devices were very simple to use, just a USB plugin into the back of the chromebook, and operated smoothly by downloading a free app known as Logger Lite.  Our first day we became familiar with operation of Go!Motion by placing a book or hand in front of the screen and then raising it away and/or towards quickly and/or slowly, the data is tracked as the motions are made.  The device serves as a bat while the object moving is the insect.  They were able to distinguish when a bat would determine if another object were near or far away by the rise or decline in the graph.

For the next act students took turns operating and standing in place to find the distances (marking points) of half a meter and 2 meters in which the kids had to interpret where they were standing and adjust position to the correct measurement.  These marking points served for the experiments of walking away from and toward Go!Motion.  A neat-o feature is the zoom in on the graph, allowing the kids to see if they ruffled their pant leg or twitched a finger while standing still.  It was a real eye opener to see the bounces in the waves according to the slightest movements.  The jumping up and down activity was a hit.  According to the wave data we might have some high fliers by the time they are in their teens.  Just throwing that out their for any college basketball or high jump recruiters that stumbled upon our blog. Cough, hint coach Painter #boilermakers.

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Fractions: Comparing Unlike Denominators

December 12, 2015 at 9:00 am (MATH) (, , , , , , , , , , , , , , , )

Crickets.  That’s the sound you would’ve heard if blogs could make noise.  Been a while since any real substance has been posted I know.  

Well, after spending Fridays bulking up on fraction knowledge, the unit came at last (last week actually).  We are now full tilt in the fraction realm: concentrating on their sizes, what it means to be a fraction, and how we can use mathematical tools to compare them?

Let’s start with what we know about fractions (for 4th grade concerns).  For one all fractions can, should, & must be divided equally or what us high fashion fractitioners know as equivalent groups.  Fractions should also be congruent (same shape, same size).  It’s all about that mythical creature known as fair.

It wouldn’t be fair to compare apples to oranges, this years class to last years class, Superman to the Justice League, or Larry Bird’s jumper to Steph Curry’s (Bird wins).

Who likes short shorts? #80's

Who likes short shorts? #80’s

If I told you that when I was a kid I’d come home and complete half of my homework, while at the same time my sister completed half of her homework, and yet I’d claim I had more work than she did, would you believe me?  What if I told you she was four years younger than I was and that she only had a spelling assignment each night, while I had spelling, math, and reading assignments to complete.  What then?  Is half still equal to half?  You want to talk about fair?  When one kid has ten spelling words and finishes five then gets to roam the neighborhood, while the other has a list of 24 words for spelling (not to mention the other subject matter to decipher), where is the justice?  I implore you ladies and gentlemen.  Where is the fair?  Can we compare these two halves to be equal?  Absolutely not, but an argument I did not win against my mother.  In order to compare these fractions we must think of how they can be rearranged prior to analyzing if one fraction is larger than another.  Therefore we must break, split, divide, group, etc into equivalent parts.    And here is where we get to the tools.

Carpenters need a nail gun to frame a stick built house.  Pete Rose needed a bat to beat Cobb’s all time hitting streak.  Number lines are one of the tools we need in order to compare and explain how greater one fraction is than another.

After we create our line, I instruct the kids to then find halfway – no matter if we are working with odd or even fractions.  You can always find half or the center mark.  For now, we’re concentrating on whole numbers 0-1 (but will get beyond one whole in time) and fractions halves-16th’s (sometimes beyond this as well).  So after locating the center and marking it as one half, we treat the number line as a teeter totter, going back and forth writing fractions until reaching the middle.  

For example, if working with 6ths we begin at each end with 0/6 (zero) as our beginning mark and then 6/6 (one whole) as the end.  So far we have one fraction on each side of the one half (halfway) mark, making it “fair”.  Making it equal.  Since we have an equal number we can ask ourselves, “What is half of 6?”  You betcha = 3.  Therefore 3/6 is the same as one half.  Now we can continue the method going back and forth among the center mark with 1/6, then to the other side of half to mark 5/6.  Now back to the left side of half to make 2/6, and finally skipping back to the right side of half to mark  4/6.  Voila!  We have number line divided into sixths.

Confused?  How do you think an eight year old feels after being exposed to this the first time?  How do you think I feel after explaining this concept?  But wait shoppers there’s more.

We have only made our tool, not yet comparing fractions.  Let’s stick with sixths.  If I want to know if 4/6 is <, >, or = to 1/2, then I can mark 4/6 on my number line I so heavily invested time in and see that it is past the halfway mark.  Now with practice some kids will be able to explain that 4/6 is > than 1/2 since half of six = three (3/6), therefore 4/6 is more because 4 is more than 3.  Yet not all kids can compute 1/2 multiplied by three on the numerator and denominator equates to 3/6.  Some of us need visuals to conceptualize this.  I can see from our model that 4/6 is indeed > than 1/2 (3/6) by  1/6 of a jump.

Note:  The model below was found via Google search and not my fav.  I would have marked zero as 0/6 and 0, as well as 1/2 and 3/6.  Until I get a tablet with a functioning camera we’re stuck with the interweb’s pics.   I digress.


Last lesson, you’re doing great focusing on the task at hand.  Gold CUB Paw.  Let’s throw in an odd number, thirds.  The kids would find 0/3 and one whole (3/3) to mark on their number line.  To locate 1/3 we’d stop and do something most public education has abolished and deemed as unlawful.  Thinking.  Think and ask yourself, “How does 3/3 and 6/6 relate?”  

Double the top, double the bottom.  Repeat: 1/3 doubled on the top =2, doubled the bottom = 6.  Same for 2/3.  Double 2 = 4, 3 again = 6.  Place these fractions in the same spot because we’ve found equivalent fractions folks.  Now if you’d start making a number line with thirds, it’s just as easy.  Find your center mark and teeter totter on each side, keeping an equal amount of fractions.  0/3 to left, 3/3 to the right.  1/3 to the left of half, 2/3 to the right of half.  I can look and explain to you 2/3 is > than 1/2 because it is past half way on the number line.

I can compare 2/6 and 2/3  as well.  Now we’re looking at unlike denominators, fancy speak for “the bottom number of a fraction isn’t the same”.  Highfaultin talk I tell you what.  I can see that 2/6 is < than 2/3 because 2/6 is before the number line and 2/3 is past it.  I could also explain that 2/3 is 2 jumps or more specific 2/6 jumps past 2/6 (aka 1/3 simplified).  The explaining why and by how much is the main focus when comparing the fractions.  Yes you can cross multiply/butterfly method but it will not give the student the ability to compare by how much one fraction is greater than another.  That’s not to say we do not use it, but we use it to compare as a back up.  They third method is changing fractions into common denominators which is also covered with creating the number line.  But for now, I think I’ve thrown enough heaters, and it’s time to bring in the lefty = class dismissed.

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November 10, 2015 at 10:50 pm (News) (, , , , , , , , , , , , )

Nobody got that reference in the title?  Not many Art of Wrestling Podcast listeners I suppose.  (Please don’t sue for copyright/gimmick infringement Colt) Awkward silence.  Crickets.


Any-who, upcoming 4th grade events:

  • Miss Ann’s Thanksgiving Feast is 11/12.  Price of a meal is $5.00 per adult + drink or snack.
  • The Pine Knolls Shore Aquarium is visiting BSES on 11/24 from noon to 1:00.
  • Nutcracker Ballet on 12/02/15 will be held at West Carteret High School.  $3.00 per student, $5.00 per adult.  Money for students is due Friday, November 20th.  We will leave BSES at 8:15, and depart WCHS at 12:30.
  • PTO hosts Winter Wonderland 12/04/15 from 5-8 pm.
  • Field Trip to Tryon Palace is 12/18/15.  $7.00 per student, money is due 12/04/15.
  • Parents subscribe to the Art of Wrestling via soundcloud or iTunes or where ever you get your podcasts.

For Mr. V, I’m Mr. V.  Thankssssssssssssssssssss

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