Science 5 & 6

 Welcome to 5 6 Science!

In this class, we will pursue Interesting and Everyday Science – and learn how to think like a scientist!

November 28th:

Motors and Magnets – we’re discovering how they work and what they can do!

No homework this week – but be ready to learn more about compasses and electromagnets next Tuesday!

November 6th:

Conference Week!

October 10th:

Many students were able to find a volvox colony under the microscope and bring it into focus – and meet the target of preparing the slides properly. Coming next week – Blepharisma! Please study the lab before you come to class – you will understand what you are doing and enjoy the lab if you are familiar with the procedure. Blepharisma Lab


October 3rd:

Great work growing in our targets of following a procedure and preparing a wet mount slide.

Homework, due October 10th:

Read The Volvox are coming!   Really study it so you understand what to do and how to follow the procedure step by step!

September 26th:

Skills Lab: fine focusing! Students practiced focusing the microscopes using various larger objects. All are growing in their ability to bring an object in to focus.

We also discussed the difference between a topic and a main idea – especially when reading non-fiction.


Next week, our skills lab will include certain types of slides. I would like the students to read over and understand the procedure we will use ahead of time so we can spend more time in class using the microscopes. A copy of the Skills lab was handed out to most students; some said they would rather read it online. Lesson 8 preparing slides-23sasx9

Don’t forget your Math Lab work – there are a few people finishing up the MATH MAP assessment, but most students are ready to bring in their “home” math work to complete during Math Lab.

September 19th:

Skills Lab: parts of a microscope! We compared the Brainpop worksheet to a real light microscope, and practiced using the parts to examine a small piece of microfiche.

We also began our Math Map testing. We will continue this testing next Tuesday during Math Lab.

Homework, due Sept. 26th:

Read the article in Super Science “Tiger Talk”. Answer the questions about the Main Idea and Scientific Questions (on a green paper) handed out in class. You can also read the magazine online, by logging into Super Science through Scholastic and entering the student code “raven56.” Lots of other great videos and articles to read there as well.

Bring the paper and magazine back to class next Tuesday.

September 12th:

Students examined spheres, cylinders, and cubes made of clear plastic to come up with a claim about how lenses work.

Here are some of the claims students made today:

“Curved lens magnify better than flat.”

“Round surfaces magnify the best.”

“The flat surface magnifies the best.”

“Spheres are great magnifiers.”

“The sphere magnifies the best.”

“Spheres magnify better than other shapes.”

“The curved surface magnified the most.”

Homework, due September 19th:

  1. Log into Brainpop and watch the movie about Microscopes.
    1. User name: cebrainpop12 Password: cetigers12
  2. Use the information in the movie and any other resources of your choosing to answer the questions on the worksheet. You can type your answers on another piece of paper. You can handwrite your answers on the worksheet or on lined notebook paper. Either approach is fine.
  3. Find one example of a lens in your home. Have a short discussion with your family about how it works. Be ready to share what you discussed in class next week.

Please note: normally, most assignments will be coming through our class notebook in Office 365, but we are just learning how to use it, so we are using paper this week.

Older posts from the 2016-17 Year: 

June 6th:

It’s Super Slinger Peep Time!

Come ready to design a catapult that can launch a peep for the farthest distance!

Our Junk Wars competition will be on June 13th – outside if we can!

No homework, but you could be looking up catapults and design ideas before you come on Tuesday.

For May 23rd:

5th & 8th grade students: State Science Testing with Mrs. Schutte

6th & 7th grade students: Science with Mrs. Culverwell

After morning recess, we are likely to return to our typical morning science class.

Great news – no more Science homework for the rest of the year!

(Because 5th & 6th graders are receiving end of the semester projects in many other classes now – Chemistry in the Kitchen, Insects, Language Arts….)

For May 16th:

It’s Junk Box Wars! Challenge #1 – The Weakest Link

Great news – no more Science homework for the rest of the year!

(Because 5th &6th graders are receiving end of the semester projects in many other classes now – Chemistry in the Kitchen, Insects, Language Arts….)

Need more to do? You could work on figuring out entry in the junk box competition for next week.

Our first challenge will be held at 11:00 am on Tuesday, May 16th!


For May 9th:

No homework due. We are starting a new Engineering Unit tomorrow.

April 25th:

Congratulations on a successful Mystery Skype!

We were able to meet and play this geography game with a 4th grade class near Flathead Lake in Montana. Our class worked well together, and guessed the mystery state quickly!

For May 2nd:

Tuesday:  Smarter Balanced Testing – Math Performance Task – 9:15 to 12:00 noon.

Thursday: Smarter Balanced Testing – Math Computer Adaptive Test – 9:15 to 12:00 noon.

Please come on both days! If you can’t come, please contact Ms. Stephanie Foley to arrange a make up session.

Bring: a good attitude and a lot of grit! To figure out the Performance Task usually takes a couple hours. Only four questions, but it’s a lot to figure out!

Bring: a book to read when you are finished.

There will be regular classes in the afternoon on both days.


April 18th:

Congratulations on a successful presentation at the Science Expo!

All science expo boards can go home now. If you are not interested in keeping yours, check with Mrs. Schutte to see if she would like to use it for future years.

Homework due April 25:

Be ready for our Mystery Class meeting! It will start right at 9:00.

To get ready:

March 28th:

Print out all of your items and glue them to your Science Expo board. Here’s a Checklist for your board April 2017 of everything you need to include.

Next Week: Science Expo, April 6th, 5:30 pm. Bring your board in the morning when you come to the Smarter Balance Assessment. For more details, see this Homework Update 3 28 17.docx

March 21st:

Time to type it all up!

If you haven’t finished your investigation – do so now!

Please see the handout below (and handed out in class) for the whole timeline, suggestions, and due dates.

Homework for March 28th: Typed up results and conclusions. Choose and print out your graph.

March 14th:

Here’s the handout about what to do next – finish your data collection and organize it into a table! Bring the table in a finished form (typed or neatly written) on March 21st.

March 7th:

It’s time to begin your Science Expo investigation!

  1. This week: Type up your Hypothesis
  2. Type up your Materials.
  3. Type up your Procedures.
  4. Collect your data in a table and bring it to share in class if you’re ready.

Feb. 14th:

Homework: Please work on your second investigation using the Scientific Method. Go through the whole investigation, and record your results as best you can on the paper given out in conferences. If you’d like to type it online, email me and I will share it with you in Office 365.

Bring your results to class in two weeks, Feb. 28th Do not bring a science board, or your investigation, unless you made a food product and you want us all to taste it. 🙂  And be thinking about what you would like to investigate for your big investigation. The same investigation again? a cooking investigation? something completely different?

February 7th, Tuesday – No School for RSD:

Please work on your first investigation using the Scientific Method. Go through the whole investigation, and record your results as best you can on the paper given out in conferences. If you’d like to type it online, email me and I will share it with you in Office 365.

Bring your results to class next week, Feb. 14th. Do not bring a science board, or your investigation, unless you made a food product and you want us all to taste it. 🙂  And be thinking about what you would like to investigate next week, as we will be doing this again….

February 6th, Monday – no school for RSD:

During conference week, we discussed performing your first investigation for learning about the Scientific Method. Your results are due tomorrow – but if you can’t work on them due to snow, or power outages, or because you need to play in the snow, then we will adjust.

If you completed an investigation, please come with your results tomorrow. If not, please come with as much filled out as possible on the results form. You can use the same investigation for your homework this next week.

Hopefully, see you tomorrow!

Mrs. Schutte

January 17th:

Super Fun to see how you solved the Comeback Can challenge!!

Have you finished your Reading and Math MAP tests? Three sessions you can come to:

  • Tuesday, Jan. 24th, 9:15 am (in class to finish Math) until 10:30 am
  • Wednesday, Jan. 25th, 1:15 pm
  • Friday, Jan. 27th, 9:15 am.

No Science Homework this week, due to MAP testing and many other projects due in other classes. 🙂

January 3rd, 2017:

Potential vs. Kinetic Energy – can you describe the difference? Here’s a Brainpop video to help you out! Today, we worked with rubber band energy – and this week’s homework will help you apply this knowledge.

Homework, due Jan. 10th:

  • Create a Come-back can! Use the directions passed out in class, or you can read them here: The Come-Back Can Project!
  • Please use materials you can find at home – no need to buy anything specific.
  • This is a design project – meaning you can create it however you want, use the materials you want, etc.
  • The only requirement – to get your can to roll back to you.
  • This can be a large or small sized project – possible cans could be soup cans, oatmeal containers, hot chocolate mix can – anything that can roll evenly on its side.
  • Do you need rubber bands? Weights? Come and ask for these on Thursday.

December 6th:

My apologies for the late update – snow troubles…

We decided at the end of class last week to rebuild our standardized vehicles – hence no homework since we did not complete our lab work. Tomorrow! Be ready to figure out how we should fix the standard design!

November 29th, 2016:

Force – Balanced and unbalanced!

That’s what we looked into today with our vehicles. Ask your student: When were the forces balanced? When were they unbalanced? Which one made the vehicle move? (Hint: ask about adding washers to the hook on the string)


Learn about Newton’s Law’s of Motion so you’re ready to identify them in our class experiments.

  1. Watch the Brainpop video: Newton’s Law of Motion
  2. Fill out both sides of the worksheet. Use details from the video in your answers. Use full sentences. You can type if you want; just staple it to the handout.

November 22nd, 2016:

Create a standardized vehicle – why? why do they have to be all the same?

In class today, students were able to experiment with a set of K’nex pieces and encouraged to learn how the pieces fit together by constructing a moving vehicle. Next, all teams followed a diagram with a top and side view to create a standardized vehicle. This would be a good discussion to have with your student – why would you ever want to standardize a vehicle? In real life and in an investigation of physics concepts, when would a standardized vehicle be helpful?


None! Enjoy the rest of your week, try to fit in lots of math, and come ready to learn next Tuesday!

November 15th, 2016:

Welcome to 2nd Quarter! We’re studying physics!

What’s the difference between a successful skateboard jump and an “epic fail?” This is what we propose to figure out while we study Motion & Design in our next quarter!


Watch the Brainpop movie: Forces. The user name and password are on the handout given in class. Figure out the meanings of the words so you can describe our investigations in class. Use the movie to figure out the meanings, or look up them up in a dictionary.

November 1st, 2016:

In class, we wrote a short essay about Stormwater using all the notes students took as homework. You can finish your essay at home, or we can arrange for a few more minutes when you return to class. And THEN! We got to hear from “The Bat Lady”. She was fascinating and even brought two live bats for us to see. There’s a picture in the email Constant Contact from the RLC to look at.


Read the Bat Article in the Super Science magazine.  Fill out the questions handed out in class. Remember, you can always go to Super Science online and type in the code, raven56, to watch the videos and read the article if you can’t find yours. If you lost your set of questions, please email me, and I’ll send you a set.

 October 25, 2016:

In class today, we used “sun clocks” to understand which direction the Earth is rotating. We are also practicing this target: I can closely read a science text, video, and graphic to collect information for my own learning. Use the Note taking paper passed out in class to take notes on the article (we did this in class); the graphic, and the video. Here’s the link to the video:

Fifteen Minutes to the River: a video explaining stormwater runoff

Next week, we will use all these notes to write an essay. This will be the “beginning” essay  – and yes, I know this is a science class, but everyone needs to learn how to write well for every subject. 🙂 Mind Blowing Video – Earth compared to the Universe

October 18, 2016:

The Hunt for Planet Nine! Collecting information from a media and text source.

You can log into Scholastic Super Science anytime with this class code: raven56 Target: I can read with a purpose. I can collect information from a video source and a text source to write a short answer response to a question.


Use the notes you collected in class from the Super Science video and the article to answer the questions on the watch-and-learn worksheet.

October 11, 2016:

Target: I can use data I collected in a graph to reveal patterns of daily changes in length and direction of shadows, day and night.


Use the handout “Moving Shadows” and the plunger data you collected to graph the changing shadows. Please fill out the answers to questions 1 through 5. Bring this back to school on October 18th.

October 4, 2016:

Target today: I can use a model to demonstrate the daytime and nighttime at various cities around the world.


  1. On the handout, write the time by each star & city on the map.
  2. Using these times, figure out which part of the earth is in darkness. Shade this section lightly to show it’s in darkness.
  3. There are two sides of the handout, Seattle at 9:00 am and Seattle at 2:00 pm.

It may help you to look at this example of “Daylight and Nighttime of the Earth” that we looked at in class. Here’s the time lapse video of the Earth’s rotation. Remember, watch for New York, then Seattle. If you get stuck understanding it, make your head the model like we did in class. Set up a lamp, and use your body to model the rotation of the Earth.

September 27, 2016:

Today we tried to answer the question: “Why do we experience more hours of daylight in summer and fewer hours of daylights in winter?” Here is the timelapse video we watched in class: Summer and Winter


Fill out the “Our Model of Changing Daylight” form. Use lots of details and color and labels. Watch the video again on the link above to help you. Find some objects to model the earth and sun to help you write about this at home.

September 20, 2016:

MAP Math testing this week. About half of the class finished; we need to get the ones who didn’t finish in on a Friday or another day to complete this assessment so parents can have the results. Next makeup: Friday, Sept. 30th at 9:00 am.

Homework, due Sept. 27th:

Evaluate this Red Panda Map Skills page from Super Science. Bring it back to class.

Older Posts from 2015-16: You can read these if you want – they have lots of good science information and links in them.

May 17th:

How does the periodic table work? Why is it in the order it is? Today Mrs. Marshall, our guest teacher, walked us through the periods and groups and how elements interact together.

Homework, due May 24th:

  1. Choose one element to adopt.
  2. Use the Adopt an Element Final Project Directions to find out all about your element. (Note: they are in a “Printer Order” so are a bit confusing until their printed.)
  3. Write your information in the orange booklet.
  4. This week: finish the cover and pages 2 to 5 of your booklet.
  5. Next week – finish pages 6 & 7 and your edible model.

May 10th:

It’s time for the Periodic table!!


  1. Watch the Brainpop video on “The Periodic Table”.
  2. email Mrs. Schutte if you need the password!
  3. fill out the quiz as you watch it! (We handed this out in class)
  4. Decide which element you would like to investigate for your final project. You can watch some of the videos about them here to help you decide.  The Periodic Table of Videos from the University of Nottingham.

May 3rd:

We investigated the timeline for the Atomic Model today. Next up – modeling the structure of an atom.  Don’t forget – it’s Math Smarter Balance Testing this week on both Tuesday and Thursday. Afternoon classes will continue as normal!!

Homework: due May 10th: Here’s the Handout! Create a model of an atom

  1. Choose two elements.
  2. Create a model of an atom for each one.
  3. Label the parts.
  4. Bring it to class.


  • Does it need to be made out of clay?  No.
  • Can I draw the model? Yes.
  • Can I make it out of materials from home? Yes.
  • Should I spend lots of money to make the models? No.
  • Can I use pennies to represent the electrons? Sure. Or anything else that seems like a good representation.

April 26th:

Homework, due May 3rd:

Watch these two Brainpop movies: The Atomic Model Atoms

April 19th: Element, Compound, or Mixture?

We’re back into chemistry – and headed to the Periodic Table.

Homework, due April 26th:

  1. Watch the Brainpop video on Compounds and Mixtures.  email Mrs. Schutte if you need the password!
  2. Fill out the worksheet with vocabulary words and a quiz. Watch the movie several times if you need to.
  3. Choose any article in this month’s super science magazine. Read it! and then summarize the central idea of the text in one excellently punctuated sentence. 10 to 15 words is preferable. :)) Bring this written or typed in a way you can share with a one article!

March 29th:

Time to FINISH your investigation!

We spent time in class getting our boards ready for the Science Expo next week! April 7th, 5:30 to 7:00 pm. If you need help, materials, or printing, bring it all on Tuesday. Maybe make an appointment with Mrs. Schutte to stay a bit later to finish your board at school? Email Mrs. Schutte if you need something printed or more paper or just to ask a question. The Science Expo is the homework!! Bring your board by April 7th, 9:15 am.

March 15th:

Time to START your investigation!

Do you need your materials and procedures list back? You will receive it with suggestions on Tuesday.


Time to start your investigation. Gather all of your data, and bring it in a TABLE on Tuesday, March 22nd. Here is the “Science Expo Due Dates” page. Here are the “What Do I Do Now Science Expo 16″ pages. You can pick up your Science Board from Ms. Rodger anytime.

March 8th:

Homework: Time to get started on your Science Expo investigation! Here’s the What do I need to do now directions. You can pick up your board anytime from Ms. Rodger at the front desk.

  1. Read your sources
  2. Type your Materials list – Bring to school
  3. Type your procedures – Bring to school

March 1st:

Time to find your investigation for the Science Expo. We have all of March to work on this, so you can choose a longer project for this investigation. Use Science Buddies as a “mini” search engine to find some resources for your topic.

Homework, Due March 8th:

  1. Choose an investigation you would like to present at the Science Expo on April 7th. Go through it with your parents so they know what you’re getting into.
  2. Write up your choice on the “Science Expo Proposal 2016” and get a parent signature.
  3. Find three sources where you can learn about your topic. This will help you do a better job of designing your investigation. List the sources on the Bibliography Worksheet and start reading.

Feb. 23rd:

Here’s the link for the Super Science Issue.


  1. Be thinking about your big science investigation. What are you interested in?
  2. Fill out all the Super Science papers (3 of them) to get your mind ready to write an essay.
  3. Consider all you have learned about extreme sports. Answer this prompt: “Should kids participate in extreme sports?”
  4. Write or type an essay using the Super Science article and papers as a place to get evidence. Bring back the Super Science papers (3 of them). and Bring your essay back on March 1st.

Feb. 9th:

Our understanding of how to set up a strong investigation is growing!

Various students presented their investigations, which we discussed as a class. Thank you to those who were willing to present so we could collaborate on how to improve each investigation. Here is a picture of the vocabulary words we talked about in class:  IMG_0001IMG_0002

Homework, due Feb. 23:

1. Perform the Paper Airplane investigation as we set up in class. Here’s the Paper Airplane Pattern. If you can’t remember how to fold it, then fill out all of your Lab Write up possible, but wait until school to throw your plane. You can fold once you get here and then throw your test flights at the beginning of class. 2. Fill out the Lab report paper, and bring it back to class. Mrs. Schutte already filled hers out. EVERYONE!! Look at this Lab Write Up 2016 Sample! Start thinking about what you would like to investigate for your longer Science Expo investigation. We will be choosing these projects soon.

Feb. 2nd:

Excellent start to our quarter of Investigations & Experimental Design!

We discussed several experiments in class. Mrs. Schutte will look over everyone’s lab reports to see the areas we need clarification on. In the meantime. . . Remember!! Include a table to organize all of your data!

Homework, due Feb. 9th:

Choose and conduct your Investigation #2. This can be the same one you did last week, but with some changes to make it better, or to answer a slightly different question. It should be short, almost free, repeatable (at least three times). Write it up on this Lab Report 2016. You can hand write or type. Bring the paper (if you want to bring the investigation or pictures, that’s up to you!)

January 19th:

We are starting our quarter unit on experimental design. This will culminate in a presentation of some sort at our RLC Science Expo on April 7th in the evening. For now, we are practicing. This week’s homework is to run a practice experiment or design.

Homework, due at your conference:

Look for a short, almost free, repeatable experiment that you can do over the next two weeks. You can look on Science Buddies Discovery Ed, Google Science fair, or come up with something in your own brain. We will probably go through three practice experiments before you choose the one you will present at the Science Expo. Fill out the Proposal paper and bring it back at your conference. We will trade for the write up paper. Then do your experiment at home, and bring back your results on Feb. 2nd.

January 12th:

During class, we examined the boiling point of water. Even though it took FOREVER, it was useful to see that the temperature didn’t follow an even interval of change. It’s the kind of knowledge about boiling points that you would never believe unless you experienced it! But because it took so long, we didn’t have time to run the second and third experiment with salt. Optional: If you can run these salt water experiments at home, you will learn more about the nature of boiling points.

Homework, due Jan. 19th:

Fill out the grid using the data we collected in class. We could all see that the data we collected won’t fit on the grid supplied by the lesson. What will you do about that? Make your page clear and easy to read, using a sharp pencil, color, or even doing your work on a computer. Mrs Schutte Boiling Point Data (in case you want to compare with your own) Bonus for you: because the experiment took so long, we didn’t get to go over any other homework. A lighter week for you!! Please bring back your blue Science book to turn in. We are finished with them.

January 5th:

Welcome Back, everyone!

Homework, due Jan. 12th:

Watch this brainpop video to review.  Changing States of Matter The User name: email Mrs. Schutte if you need the password 1. Answer the Quiz questions handed out in class. 2. Fill out the Brainpop summary paper using the word bank.

November 24th:

Learning about States of Matter – Science Lab on solids, liquids, gasses using balloons.

Homework, due Dec. 1st:

Read Pages 16 – 20 in your blue Science Book. Write out the answers to Questions 2 (5th and 6th) and 4 (6th ) Due 12-1. Use full sentences, and try explain yourself using a reference to the text. You can type or hand write this homework. Remember to put your name, date, and what the assignment is in your heading. This really helps us figure out who’s paper is who’s when entering it into the gradebook. Thank you!!

November 17th, 2015:

While you’re waiting for the homework to post, try this! Mrs. McClintic and the 7th & 8th grade math class have created a survey. Take it now to help them collect data for their class project. PARADE math class survey In class today, students showed their super hands to each other while eating their snacks. Students also completed two labs on State of Matter involving Solids and Liquids. In addition, students worked through two math thinking activities from You Cubed. Ice Cream scoops!

Homework, due Nov. 24th:

  1. Use your blue Science book to read and answer the questions on the handout.Read Building Blocks, Ch. 2, sec.1, pages 42-47. Write out your answers in full sentences. Use an example or reference to the text when you answer. You can hand write or type.
  2. Good job if you checked this! No other homework that I know of 🙂 This is Mrs. Schutte typing! I’m out of the hospital, at home with a walker, lots of stitches, and a cat on my good leg. I’ll post a photo soon when I feel a little better! Miss you all and please do your best!
  3. Just for fun, not homework: Here’s a game you can play to test your knowledge of states of matter. It’s on Brain pop. The first level is pretty slow, but by the third level it’s a good quick review! :0\
  4. States of Matter Game on Brainpop

November 10th, 2015:

It’s time for another Design Challenge! This week, our class learned about Aiden, a 10- year-old boy who was born with one arm not fully formed. He designed several prosthesis devices so he could do the things he wanted to, such as play the violin and video games. This week, we are challenging ourselves to design a device to accomplish a task we like: eat our morning snack! The class learned about the task and then had a hearty class discussion to set out our own guidelines for the challenge. Designs will be unveiled during our regular snack time next Tuesday, Nov. 17th, 10:45 am, in the Tech Room. Come and join us if you’d like to gallery-walk our designs. We’ll post photos of the event next week!


  1. Read the Super Science article “SuperHero Hand“. You can read it online with this code “Bluefish56”. There are also some games, slide shows, and videos to watch.
  2. Answer the questions about the article on the handout you received in class. If you lost it, you can print it again with this link: Super Hand Project Question Sheet.
  3. Use the yellow column on page 7 of the Super Science issue, and our Project Guidelines, to build your own hand extender. Challenge yourself to go beyond an easy snack and solution to something you really have to think about and experiment with!
  4. Points categories: Design, Creativity, Use of Materials. (Note: if it works, hurray! But bring it even if it doesn’t work yet – you will still get all the points and we can brainstorm as thinkers what you might try next!)

October 20th, 2015:

Pumpkin boat challenge! Congratulations to all who participated in designing a boat with the 10″ by 10″ piece of foil. The class decided that the goal was to hold as many pennies as possible before the water spilled over the edges. There were some high numbers – 222! What made the difference? Thinking about the design is this week’s homework.


1. Use the data we collected in class and Pumpkin Boat Penny Lab Write Up Use another piece of paper, and use full sentences. Typing or handwriting are equally fine. Most important – try to figure out what made the designs hold more pennies! 2. Bring in a small plastic bottle filled with one kind of item for our density labs. It needs to be all of one kind of item, rather than a mixture. You will take this back home in a few weeks. (here is an example from MiddleSchool Science which is supplying the lab idea.) bottle_mass_5

October 13th, 2015:

Today was all about measuring in mass and volume. We learned how to measure on a Triple Beam Balance scale and how to measure in grams. We also shared about our Mars kits, and made sure that they were the correct dimensions and the correct weight.

Homework: Super Pumpkin Boat Challenges!

We are exploring The Properties of Matter. It’s the first part of studying chemistry.

  1. Read the article “The Great Pumpkin Race” in the October SuperScience. Did you know you can read it online? Click here, and enter the access code in the blue box on the right. (bluefish56)
  2. After you read the article, fill out the Main Idea page and the Think it Through pages.
  3. Buoyant Barges: follow the directions to build a foil boat. See how many pennies your boat can hold. Bring your boat to class for a “Boat Floating” Competition!

September 29, 2015:

Students worked on a measurement lab today, using the metric system. This hands on practice was revealing – how easy it was to fall back into using inches to measure when the directions were for centimeters. We will practice using the Triple Beam Balance next class, which is why everyone needs to try the following tutorial:

Homework: Triple Beam Balance How – To!

  1. Click on the link above. Try to work your way through the tutorial so you can see how a Triple Beam Balance works, and then use your recording sheet to practice reading the scale.
  2. Create a NASA “Personal Preference Kit.” Astronauts are allowed to bring a small kit of personal items on missions. The limitations of these vary by mission. Sometimes the items are auctioned off for many thousand dollars when they return to Earth. What would you bring? Here are your restrictions:
    1. No more than 10 items
    2. Total weight = 454 grams (what’s that in pounds?)
    3. no bigger than 8cm X 5cm X 10cm. (Tricky: the bag Mrs. Schutte gave you is probably too big. Better measure. and maybe use a different bag.)

If you don’t have a scale at home, bring your items to school and you can weigh it before class. Or maybe you know of a business that uses scales and you could ask their permission to weigh something. (post offices, mailing companies, stores with produce, produce stands on farms). Be resourceful! You can do it!!

September 22, 2015:

Our first measuring accurately lab was a huge success! Students handled test tubes and graduated cylinders carefully and were able to compare their data with each other as they measured and combined colored water – with a surprising result! Ask your student what happened!


  1. Watch this Brainpop video on Measuring Matter.
  2. Fill out the vocabulary sheet that goes with the video. If you lost yours, email me to get another one, or click “Activities” under the video.
  3. Complete the “Measuring Liquid volume” Practice Sheet. Please try both sides. If the level is in between lines, you can round to the nearest line. (when rounding, if an amount is half-way, always round up.)


September 15, 2015:

Super presentations! I’ll post some here when I figure out how over the weekend! Homework: Watch this video about how to: Measure Accurately! Make a second presentation on “I can measure accurately.” Use the handout and this presentation if you need help remembering the content to include. Did you notice something that someone else included that made their presentation interesting or funny or easy to remember? Maybe you could try to add it to your own presentation to bring the quality up. I’m looking forward to getting out the chemicals and trying something new this week!

September 8, 2015:

Want to see a really cool non-newtonian fluid? Here’s a great movie from Science Friday at PBS Learning Media: Today we focused on safety standards in a science lab while we mixed up another polymer. Students did an excellent job of following directions and handling science equipment with care. Homework: Make a Safety presentation or poster that helps us all remember how to gather and return materials during science lab. It can be in the form of a poster, movie, song, sculpture, poem, artwork, powerpoint, etc. Please use the rubric handed out in class (email Mrs. Schutte if you lost it!). Remember, no longer than 60 seconds, and you will be presenting yours to your table teams.


May 26th: Many students built a spinning coil magnet! so cool to see it spinning automatically. We will have one more session of building next week. Homework: Watch the Brainpop movie Electromagnetic induction. User name: cebrainpop  Password: tiger1 Watch the movie again, and fill out the vocabulary words from the movie on the yellow paper. Pause the movie as much as you need to in order to write down the words. Turn the paper over and read the article. Look for a transformer in our community. Bring the paper back! Important: bring back all the magnet tools and materials you have borrowed from school to turn in! Thank you!! May 19th: Our last official day of testing was today! If you missed one of these tests, then please schedule a make up with Ms. Stephanie. Today in class we used our materials to create a motor. We will continue this work next week in class. Homework:

  1. Read the Super Science for May/June – pick the articles most interesting to you.
  2. remember the access code is on your magazine – but if you forgot your magazine, here’s the code:  Zeusrocks56
  3. Fill out the Bubble Questions on page 16 (the back cover).  Bring it back to class next week.
  4. Bring back any magnet materials you have at home so we can use them in class.

May 12th: Don’t forget!! 5th and 8th graders have one more test – the Science MSP. It will happen next Tuesday, May 19th, at 9:15 am. 6th graders will play math games while they’re waiting; classes will resume after testing is finished and go on normally for the rest of the day. Math Smarter Balance Testing today! After testing:

  1. We created a circuit using a battery, light bulb, and switch.
  2. We tested a short circuit and reviewed safety procedures.


  1. Use the Super Duper Electromagnet Box and directions to construct an Electromagnet.
  2. Log in to Brain pop.
  3. When you first open the Brainpop site, choose “Enter Code” first.Enter the code – Zeusrocks56Then make an account, which will be attached to our class.Please don’t worry if it doesn’t work. I would like you to watch the movies, and try the quiz, which I know you will do anyway.Mrs. Schutte
  4. Watch the Electromagnet movie.
  5. Enter the code to take a quiz.
  6. (choose enter code again, then type in “Science56Electromagnet” or click on this link for the Electromagnet quiz.
  7. Bring back your Super Duper Electromagnet Box and everything in it, plus the handout, to class next week!
  8. If you have questions or get stuck, check with me on Thursday, or email me.!!

May 5th: Today, after testing, we tried to set up all of our compasses. It was a little hard to get them all to work! Actually, some were working fine, but being influenced by force fields – maybe in the floor?!? Anyway, we will try again next week! If you want to rebuild your compass, you can get more materials and try again. Don’t forget – There will be testing next week on both Tuesday and Thursday morning. Classes will go on after testing as usual for the rest of the day. Homework: Please log in to Brain Pop and watch these two videos, so we can all have some common background information. Note: this log in only works from 7:00 am to 5:30 pm. Watch Magnetism & Compass

  1. Email Mrs. Schutte if you need the password!
  2. Choose Science
  3. Choose “Motion, Forces, & Time”
  4. Choose “Magnetism”
  5. Choose “Compass”

Or you can search for each of these movies on the Brainpop site. April 28th: So sorry to those who checked earlier! I had updated the blog last week and the changes didn’t stick!! Here’s the Homework: Please construct a compass following the Instructions for building a compass handed out in class. Use the materials handed out and bring them all back tomorrow!! April 21st: Welcome to Magnets & Motors, our new unit for 4th Quarter! Today, students experiments with items to determine the attributes of magnetic materials. We also got to watch the 7th & 8th graders launch their rockets! Homework: Use the directions passed out in class, and the magnet checked out to you, to create a Mystery Box. Bring your box back to class next week for exchanging and testing with classmates. April 6th: We are testing all week – please come to class as usual on Tuesday and Thursday morning at 9:15!! The Science Expo is this week! Bring your finished board by Thursday! If you need help finishing your Science Expo board in any way, please email Mrs. Schutte. You can come in earlier in the week to get help, materials, etc. Or you can email some of your writing to Mrs. Schutte and she can email comments back to you. No homework during Spring Break – yippee! March 24th: Great work, everyone! We are in the thick of investigations and writing up our results. Students who turned in work last week received their rough drafts back with suggestions for improvement. This week, finish up your experiments! Then record your results in a data table and try to choose the correct graph to display your results. We used Create a graph a lot in class. Give this a try, or use a graphing function in excel. Parents are allowed to help more than usual here – it’s a hard concept to understand. Attached you will find a document I gave out in class. How to write up the rest of your results, conclusions, etc. There are several links in the document that will give good explanations and demonstrations about how to finish up the rest of the experiment. Don’t worry if yours isn’t perfect – for most of us, this is our first try at a real full experiment, and just finishing is something to be proud of! Homework: Use this How to report your results April 2015 to help you!

  1. Finish your experiment
  2. write the results in a data table
  3. Write a results paragraph. Three sentences describing the results you received.
  4. Write a conclusion. Did you find your hypothesis correct? What would you change? Ideas for next time?
  5. Bring anything and everything to class next week. We will start to put it all on our boards!

March 17th: We’re getting ready for the Science Expo on April 9th!! (and students are on target with high quality work!) Super working morning, everyone! Today students typed and turned in rough drafts of: Background Research Materials List Procedures Mrs. Schutte will look them over and add comments to consider for the final drafts. Homework:

  1. Did you turn in the Background research, Materials List, and Procedures? Sample Materials and Procedures Yes? Whew! No? Do it now!
  3. Here’s a good link from Science Buddies about how to do an experiment.
  4. Bring in your data to class next week if you can;
  5. If you can’t start your experiment yet, bring in an empty data table that you’ve drawn on paper  – we will use it in class.
  6. Try practicing a Math Smarter Balanced problem with your parents to see if they can help you with a problem-solving strategy.

March 10th: Today we looked at some Science Expo Boards from past events so students could see the overall picture of what they are getting ready for our Expo on April 9th. We also looked at examples of “Background Research” which we will print out and place on our display boards. Each week, we will type up a part of our investigations to place on our boards. We will begin assembly of the boards on the last day of March. Homework:  Here’s a sample of what to do: How to Write Background Research 2015 5th & 6th

  1. Read the research you found about your experiment. Look for three pieces of information you can share on your board that will help your audience understand more about your investigation.
  2. Write a paragraph ( or two or three if you want to) about what is already known about your investigation. (The Past) This helps us “get our mind in gear” to look at the work you are doing in your investigation.
  3. Write a sentence or two about what you want to find out, and why.
  4. Write your prediction or your hypothesis.
  5. Type all of this in a Word Document. Bring it to school next week, on a USB drive if possible.
  6. Bring a list of your materials and procedures. We will spend time typing these up in class next week.

March 3rd: Students brought in their proposals for the BIG experiment – and then took them back home!! Mrs. Schutte didn’t get to see them because she was at a training, so please bring them back for her to see! :0 This week, we are learning about how to do background research, and find three good sources to learn about our investigations. Homework:

  1. Fill out the Background Research plan that you started in class. This will help you find some good sources to learn about your subject.
  2. Locate 3 sources of information about your subject that you can understand when you read them. This could be a video on the Discovery Education page, a book from the library, or even some background information from Science Buddies that you found with your experiment.
  3. Read them!
  4. Take notes or highlight some important information that you will share on your Science Expo board.
  5. If you can, fill out the Bibliography Worksheet about each of your sources.
  6. Bring all of this back to class so we can use it to write a short essay in class to introduce our investigations.

Also, did you all take home the Math Academic Vocabulary games to practice? Practice them and bring them back!! February 24th: We reviewed our Scientific Method Experiment #2 today. The methods sections are improving!! Homework:

  1. Fill out the Science Proposal Form. You will be working on this experiment for an entire month, and will present it to the public at our Science Expo on April 9th, from 5 to 7 pm. Choose carefully, and have your Parent Sign The Form. You received these in class – they are blue.
  2. Practice the Math Academic Vocabulary Words. Play Concentration, “Cranium – Pictionary” (sketching like we did in class.)
  3. Bring back the Proposal, the Parent Signature Form, and the baggie of Math Vocabulary Words back next week on March 3rd.

February 10th: Students performed a quick experiment to learn about how to control the measurements in setting up their procedures for their experiments. Most shared their experiment with their table partner and with me to receive feedback about how to improve the procedure. We also played the “Place Value Dice Game”! Homework: Perform your chosen experiment, and write it up on the Science Reporting Form for grades 4 -5. This is a Word Document, so you can download it and type right in the form if you would rather type. Also, you can include a graph of your data, but don’t skip the data table. Attach more sheets of paper if you need them to tell everything. Bring back to class: the Reporting form Optional: Bring in pictures, samples, poster, etc. If you have questions, email me and Mr. Schutte and I will brainstorm for you. Remember, no school next Tuesday, so this is due on Feb. 24th. February 3rd, 2015: Students shared their first experiment using the scientific method. We reviewed the parts, and practiced identifying them in class. Our goal is to get our students thinking critically about the process, so we discussed how to look at an experiment to try and find ways to control the variables through measuring more exactly. Please practice identifying which variable is the manipulated one and which is the responding or measured variable. (if you aren’t sure, email me your question and I’ll help you. 🙂 Homework:

  • Super Science; read the article Shipwreck Sleuths, and answer questions about the scientific method using details from the text. Remember the password is : Zeusrocks56
  • Scientific Method: Plan experiment #2. Fill out the front page of the scientific method reporting form grades 4 – 5, but don’t do the experiment yet! Students will get it critiqued and approved, and perform the experiment next week. Students can repeat their first experiment, or choose something entirely new to try.

Questions? Email me! Mrs. Schutte   January 13th: Homework Update January 13, 2015: Today we launched our Quarter 3 topic of study: The Scientific Method! Students were introduced to the Science Buddies website, and asked to choose a simple, short, almost free experiment on which to practice the scientific method. This will be the first of five or six experiments they will go through, as I have found that repeating the process is the best way to teach the process of thinking through an experiment. The homework this week is to choose their first project, which they will do at home during conference week. Next week in class, we will go through each project to see how it fits the scientific method, and give approval to start. Please do not go out and buy expensive materials (or any materials if you can help it!) for this project. Instead, choose one with every day materials that meets these requirements:

  1. An experiment that answers a question, not a design process
  2. Short in duration – less than one week
  3. Repeatable – 3 times
  4. Measurable
  5. Little or no cost

We will go through the process several times, and then end the quarter with a Science Expo (non judged event) at the end of 3rd quarter in April. Our Physics semester is finishing up – please send back the blue Science books to check in.   January 6th, 2015: Welcome back! What a funny start due to flooding! We missed you if you weren’t able to make it, and expect everyone and everything to be back to normal next week! Homework:

  1. Use your SuperScience – January (with the Lemur on the cover) to read the article, “China’s Colossal Caves.” You can read the article online with your access code “Zeusrocks56” at Super Science.
  2. Use the Main Idea Organizer to find details to support your main idea. We did the first section in class. Bring back the worksheet and your issue of Super Science to class.

December 9th, 2014: Our new challenges have to with potential and kinetic energy. Students spent time using rubber bands in class with their vehicles, and learning how to use these terms when describing their work. Homework: Make a “Come Back Can” Homework questions can be found on this review sheet:  The Come Back Can and energy review. Please try using what you learned in class about potential and kinetic energy to make a come-back can. You can make it exactly like the directions say, OR you can come up with your own design with whatever materials you have around your house. There are some material substitutions listed on the directions that we discussed in class. Bring your model, working or not. We will examine the design process we all went through together at the beginning of class. Mrs. Schutte December 2nd, 2014: Students applied their knowledge of the Design process to The Lunar Challenge – see the front page of the blog to read more! We continue to explore our understanding by using specific academic vocabulary to describe what’s happening as we design – as we explain to you, don’t let us get away with using words such as, “thing” or “stuff”. Words to know and use:  Gravity, Force, Motion, Inertia, Friction, Mass, Weight, Variable, Control Homework: If you are missing last week’s homework, you can still bring it in. Please do so the next time you come on campus. This week’s homework is a “Math Pre-Test”. I want to know which types of rounding and decimal problems students can and can’t do, so I would like them to try several problems to help me see where to start. After I look at the results, I will teach the missing concepts to those who need it, and try to challenge each person at their just right level. Please:

  • Just do the page with the circles – we’ll do the rest in class
  • Limit yourself to 30 minutes
  • No help – this is what you can do all by yourself
  • Show as much work as possible.

Thank you!! November 25th, 2014: Today, we examined The Design Process – and then tested the motion of our standardized vehicles carrying a load of blocks. Homework:

  1. Super Science: Reread the article on concussions. Use the information to answer the comprehension questions on the yellow handout. Bring both back to class next week.
  2. Read Chapter 2, section 2 in your textbook on Friction & Gravity, pages 42-50. Answer the questions on the white handout on a separate piece of notebook paper. Bring the homework back to class – you don’t have to bring your book. (Hint: Try finding the “10 most important words” in each section, and a “Most important phrase” for each section. It will help you figure out what’s important and what to leave out as you read.

October 28, 2014: Can you define and use the following terms in a real way? Try it! Force, Gravity, Motion, Mass, Inertia, Friction, Unbalanced Force Today in class, we explained, discussed, and rechecked our understanding of each of these terms so that we can use them fluently in our Lab Notebooks as we describe our designs. Use this academic vocabulary when you are writing about your homework this week! Homework: Our next class session isn’t until November 18th!! Design Challenge: Design a vehicle that can travel 1.5 meters without a push from your hand. It must travel along the ground, a wire, a track, or in water in a relatively straight line. Bring your vehicle (and whatever you need to demonstrate it) back to class on November 18th. There is a project description on the first page of Chapter 2 of your book. Students spent one whole hour of class time deciding and changing the parameters of this engineering project for our class, and Mrs. Schutte took notes, and made a copy of the Vehicle Design Challenge for everyone.  It’s messy because it was a note taking paper of our class conversation. This is a pretty big project, so you will need to start it next week during our conference week. Step 1: Sketch out a design, using labels, colors, and two views like we have been doing in class. Step 2: Create a materials list and go over it with your parent. Remember, don’t expect to go buy materials; instead, use materials from your recycling, your bedroom, etc to reuse for this project. Do this by next week, November 7th. Don’t forget to find a way to measure 1.5 meters. Step 3: Begin building your design. You will probably have to try it, and then tweak, tweak, tweak. Try changing one part at a time, and record your changes in your lab notebook so you can refer back to your notes. Step 4: Bring your design to class on November 18th for a demonstration. Designs aren’t always finished, so bring what you have, and be ready to describe how you changed your design as you worked. Do you have questions? Email Mrs. Schutte to ask right away so you can keep working! October 21, 2014: Today, we examined jellyfish and climate change. You can read the rest of the Super Science for October and watch videos here:  code = Zeusrocks56 Today, we set up a test situation to measure how much force it would take to move a vehicle. We discussed changing only one part of the test at a time in order to be able to use our results to refine our vehicle.  Homework: Part 1: Read pages 36-39. Fill out the The Nature of Force reading guide that goes with it. Part 2: Watch the video. Give a definition, and look for examples of three vocabulary words. Choose from: mass, newtons, force, inertia, gravity, friction, unbalanced force, motion.  Here’s the Bill Nye video we started in class: October 14, 2014: Students worked in teams to create a standardized vehicle from a blueprint, and then describe how having two views made the process easier. We will use these standardized vehicles to set up design experiments, encouraging students to problem solve as well as use the scientific method to test their hypotheses. In Math, students used a place value chart to compare two decimals to the thousandth place. We watched a Learnzillion explanation video about comparing two decimals on a number line. You can watch the same one, and try explaining it to your parent. See if they know the common misconception of thinking that when there’s more digits in the number, it is always a bigger number. No homework this week – but you could log into Brainpop again and learn a little bit more about Force and Motion. October 7, 2014: Motion and Design with vehicles – we have begun our unit to apply our physics learning to real vehicle design. Students tested their 100 cm vehicles (the first of our designs).   We also used tape measures to get a benchmark of how big 100 cm looks like compared to our own bodies. We set up Science Lab books to keep track of our observations. Students practiced calculating rate for their home index card measurements and we tried to decide who had the fastest and slowest objects. Homework:

  • Go to Brainpop and type in the username and password:
  • Email Mrs. Schutte if you need the password!
  • Watch the Force video.
  • Use the information or a dictionary to define the words on the vocabulary sheet.
  • Watch any of the other videos you want!
  • Note: this password only works from 7:00 am to 5:30 pm daily.

September 30, 2014: Today, it’s MAP Math! Good job, everyone! Motion and Design of Vehicles – all groups tried the 100 cm challenge in 10 minutes. We will test our vehicles next week in class. Homework: No official homework this week. 🙂 Try designing your own vehicle at home. How can you get it to roll faster? September 23, 2014:

Today we participated in the full Evacuation Drill in which all three schools (RLC, Carnation Elementary, and Tolt Middle School) walked a full 3 mile round trip hike to an evacuation site high above the valley. This was a good practice for our students, as most had never completed this drill before. Because of this drill, our time in class together was short. We collected/checked in object in motion index cards. A few students need to collect some more data. We did NOT compare our data yet because we didn’t have enough time. We will do this together next week.
Homework: Next week – complete the “Deadly Glow” questions & bring back the SuperScience. Also bring back your finished data cards with: a good sketch & 3 times for each object. (not much homework as we didn’t have much time to process together as a class due to the drill.)
Also – Next week – we will be taking the MAP online test for math (Tuesday, 1st block) and Reading (Thursday, 2nd block).

September 16, 2014: Are you faster than an ostrich? Today we used a common formula to help us compare the velocity (rate) of several different creatures, including ourselves. Homework: Use the Show Some Motion Homework to help you pick three different objects to measure. Choose a distance to travel, and a method to accurately measure the time it takes them to travel this distance. Create an index card for each object, and record your data on it. You can calculate the velocity for each if you want, but we can also do this together in class. Bring back your SuperScience to class so we can use it next week. Don’t forget – it’s the Dam Evacuation Drill next Tuesday morning, September 23rd. Wear good walking shoes and bring a jacket, water bottle if you want, and a snack in your pocket if you’d like one. We will also have time for drinks & snacks in our room when the drill is finished. Mrs. Schutte September 9, 2014: Students learned several routines for Science and Math – and wondered if they would be faster than an ostrich. We will find out next week. Wear shoes you can go outside and sprint in! Homework:

  • 1. Use your SuperScience to answer questions about the Koala article. Reread the article closely, and use this to answer the questions on your handout, “Collecting Evidence”. Try to use full sentences whenever you can. If you misplaced your handout, email Mrs. Schutte for another one.
  • Want to read the SuperScience online? Go to Superscience
  • Use the code “Zeusrocks56”
  • 2. Read pages 6 to 13 in your science book. Everyone received a science book in class today.
  • Use the notebook paper that we created together in class to describe three vocabulary words. If you lost yours, you can look at mine, and make a new one at home. Homework ch 1 sec 1
  • You might find the formula a bit different than the one we worked with today. Why is that?

2013 – 2014:

May 27th: Biome presentations (two groups left); Fabulous Fractals and food for fun! Bring food to share if you want. May 13th: Get Ready for the Frog Dissection!! Next week during class we will be dissecting frogs. To prepare: 1. Watch this video to see how it’s done. Virtual Frog Dissection 2. Finish your Biome project if you can. Bring it to school when you are finished. We will have each person or team present what they learned about biomes and display them in our room. 3. Not finished with the Biome project? Final due date will be May 27th. Note: if you are uncomfortable with the frog dissection, let Mrs. Schutte know. You can find a place to read or do homework during the first block, and rejoin class after recess.   Math MSP for 5th, 6th, 7th, 8th. This usually takes most of the morning. You can bring your biome projects to check in, but may not have any class time due to testing. May 6th: – Science MSP for 5th & 8th grade. 6th & 7th will attend science class with Mrs. Teachout for special science activity. April 29th: Testing for MSP Reading happened on this morning. If you missed it, there are several scheduled make up days. Please contact the front office to arrange a make-up session. Students also had class time to work on their biome projects. Homework: Because of our three week period of MSP testing, we have a long term Biome projects for homework. Please look at the hand-out so you really work on all the parts of the project. Lost your Biome hand-out? email Mrs. Schutte. You might have 30 minutes to work on this at school on Tuesday. Please come with something that you can work on for your project during this time. April 22nd: Today we examined Biomes of the world. Here is the link to Blue Planet’s list of biomes>. During our three weeks of testing, we will be working on a Biome project both at home and at school. Directions were handed out today. Homework:

  1. Choose the specific location /biome you would like to study. You can work with a partner or by yourself.
  2. Bring materials to work on your project with you next week.

A good goal would be to have a plan of attack – how are you going to split up the research & work so that you have one side thought through by next Tuesday, April 29th. Remember, next week on Tuesday is MSP Reading, beginning at 9:15. We hope to have science for a block after recess. April 15th: Welcome to the Biome quarter!! Homework: Did you do your Robin 60 second report? If not, be ready this week. Read the SuperScience “Fenced in” and “Better than Gold”. Fill out the worksheets and bring them back. Next big animal project this coming week, so get all caught up!! March 25, 2014: Next week – no classes – Spring Break! The following week, April 7-11th: optional conference week. No classes. Please do the following for homework: Homework:

  1. Robin study: Keep looking for robins and try to observe how their behavior is changing.
  2. Robin study: Choose one of the topics on this resources page. Prepare a 60-second teaching for our class on what you have learned. Be ready to present when we meet again on April 15th. You can use a slide or two to highlight your teaching. Choose any of these topics, but it should be one we have not studied together in class.
  3. Read Super Science March! Especially read the last article, “Tracking Tiny Primates”. Then read the article given out in class, and write a short essay on keeping wild pets. If you lost your article, you can download it persuade Wild Pets.

March 18, 2014: Don’t forget!!! NO CLASS ON MARCH 18TH due to the field trip! Homework: We continue to monitor the migration behavior of robins. Keep watching for the next phases:

  • robins separating into small groups
  • robins singing the dawn song (be sure you know what it sounds like!!)
  • robins singing the territorial song (be sure you know what it sounds like!!)
  • robins in pairs (a male and a female) looking for nesting material

Fill out your personal log when you notice these behaviors. During the week of March 17-19, some of our class will be attending the Marine Biology/Washington State History Field trip. No Class this week! March 11, 2014: Homework: Keep up with your checklist! Mark the date that you hear the first robin singing! Finish the “Will a Robin Choose your neighborhood?” photos & words.   March 4, 2014: First, our robin study through Journey North. Today: Is our habitat ready? Homework: 1. Here’s the link to study worms! Fill out the book! (five each) 2. please fill out the chain of connections from the sun. (three chains) 3. Fill out the robin needs observation form. Here’s a link to weather underground to check the temperatures and amount of daylight. Coming up soon! We are studying the world’s biomes and how animals adapt to their ecosystem. Here is a link from Missouri Botanical Garden on Biomes. First, we are studying the marine biome and the habitats it contains. Major habitats of Puget Sound can be found here.   February 25, 2014: Today we presented our animal dioramas to each other. Most of them are now on display in the front office glass case! Homework: 1. Continue to keep a robin observation chart. Does the time of day matter? Does the steady rain keep the robins from migrating? 2. Look for signs of spring – signs that the sun is affecting our area with its increasing light and warmth. To be more clear: Make a list of the signs of spring you observe yourself this week. Try for a list of 10 items. February 11th, 2014:

First – No school next Tuesday – so this is two weeks of homework!
1. Make a diorama of an animal that lives in the Pacific Northwest. See Animal Dioramas. Due next time we have class: February 25th.
2. Go to Journey North. Make a table like the one on the robin sounds page. Record at least three attempts to listen for robins.  Bring your table back to school. Take pictures if you see a wave of robins. Write down where and when you observe them.
Happy observing!

February 4, 2014:

You might have heard about our fish lab? We compared the fins of our one living betta to those of a fresh herring. After students identified fins on both fish, they cut the herring along the ventral surface to look for internal organs. All students used great lab behavior, and handled the dissection kits with care. A great and smelly morning!!
Homework:  we are going to observe bird and mammal behavior using a site called “Journey North” The main bird of our study will be the robin, because we can observe the whole cycle here in our community. Please help your student spend time looking for robins, and to note when, where, and HOW MANY robins they saw at a time. You can learn more about this here.
I saw 14 robins in my leaf covered woodlawn this morning – 17 degrees – but they were definitely a wave of male robins.Here is an observation checklist we will use at school and at home over the next few months.RobinPhenology
Bring back your observations in detail next week!
Mrs. Schutte

January 21st, 2014:

Greetings! We have made it to the end of one semester. Congratulations! This week, students shared their Amphibian and Fish posters, sorting them by geographic region and also by size. I noticed that many students could not practically figure out how many inches compared to centimeters, or the other way around. For example, it was hard for them to decide if 3 cm was larger or smaller than 7 inches. We got out rulers with both sets of measurements to help them compare. If you have chances to practice this at home, using measurements of practical things in your home, I think it would be good for their number sense.Students had the chance to examine Daphnia, a small crustacean. They used hand lenses and microscopes to find the body systems.
  • Turn in your Animal books, because we are sharing them with the 7th & 8th grade classes. Our animal study of reptiles, birds, and mammals will continue in the second semester. After this, we will turn our attention to the Plant Kingdom.
  • Come to the conference next week with your parent if it’s possible (i.e. not taking care of younger siblings, attending an alternate class).
  • Talk to your parents about the biology field trip, March 17-19th.
Looking forward to seeing you all next week!
Mrs. Schutte

January 14th, 2014 Homework: Due Jan. 21st We are happily studying Fishes with some creative and informative “Wanted” Posters. You may have heard that we have two new class pets: two bettas. The naming process will culminate next week with a vote. To Do: Read chapter 3, section 3, pages 94-98. Next, choose an amphibian to make an informational poster about. Here are the directions: Make a wanted poster Amphibian January 7, 2014 Our new chapter and focus: Fishes, Amphibians, and Reptiles. On Tuesday, we reviewed metamorphosis as we discussed our mealworms, pupa, and darkling beetles. Good job to everyone who still has some alive at home. If you want a few to bring home, I still have some pupae in the classroom. Homework:  Due Jan. 14th Read section 1, pages 86 to 92, about fishes. Next, choose a fish and make an informational poster about it. See these directions: Make a fish wanted poster December 10th: Homework update 12-10-12 On Tuesday, students completed their first lab dissection with stellar results! They learned how use most of the tools in the dissection kit, and used the tools to observe and display an arthropod (a large shrimp). I was impressed with their lab behavior so will schedule another dissection in January. Homework:  Use the book, sources on the internet, to complete Arthropod characteristics Bring it back to school. The students have worked hard this fall, and I would like to celebrate their hard work by having a short party at the end of the morning. We will watch cool math/science videos, and eat yummy treats. If you would like to send a small snack, you are welcome to. For those of you who have students on Tuesday and Thursday morning, please pick just one morning to send something – there will be more than enough if just a few people bring something each morning. Please send 15 small servings. No worries if this isn’t  something you can do – there’s always another opportunity coming up. December 2nd: Great Powerpoint presentations, everyone! It gave us a good overview of Mollusks, Arthropods, and Echinoderms. Homework: 1. Continue to take care of your mealworms. Remember, the goal is to get them to the stage of a pupae. 2. Arthropods – Go to Discovery Education and log in with your user name and password. Complete the assignment on Arthropods. User name: the number 1 plus your last name and first initial    example:  1peltont Password: the same one it always is! email me if you need help. Next week is lab week, so do your homework to be ready!! November 19th:

Mealworms! If your parent does not want this in your home, you can release these in an outside location with moisture and shade. For this reason, I am keeping some mealworms in the classroom for students to follow.
Note: mealworms cannot crawl up smooth sided containers, so these are the best type of container to keep them in. Glass jars, clean margarine tubs, and clean bread tins will all work great.
Homework this week:
  • Did you finish last week’s Discovery Education homework on mollusks??
  • Remember we are working on our Powerpoint presentations – do you need more research?
  • Mealworms: Set up an experiment to test with your mealworms.  Use one variable, such as temperature, light, type of food, to see which helps the mealworms grow faster. Keep track of your data on the sheet. Bring your data sheet in to show and use in class this Tuesday, November 26th.
If the mealworms have died, no worries! Sometimes that happens in science experiments. I will have a new set to try again on Tuesday. If you want to go to a pet store and buy your own, that’s fine. They are cheap – $3.00 bought 100 worms. What a deal!
Thank you for going along with this experiment!
Please email me if you have questions.
Mrs. Schutte

November 5th: We are diving into a new chapter on Mollusks, Arthropods, and Echinoderms. Homework:

  1. Go to Discovery Education and log in as yourself. Most of you have a user name in this pattern: 1 plus your last name and first initial. Choose the assignment for our 5 6 Science class, watch the movie, and take the quiz. You will also need to read in Chapter 2, section 1 to find some of the answers for the quiz.
  2. Use the handouts from class to research an animal. You can choose any animal in the phylum you were given. Bring your notes back to class on November 14th to combine into a Powerpoint. You can bring your notes written out, but it might be faster to bring them on a USB drive so you can copy and paste them during class.

October 29th: Wow! great work on using the Scientific Method to learn about Earthworm behavior. Homework for November 7th: Next week during class we will be taking a test on Chapter 1. To prepare: 1. Review the chapter 1 Study Guide on page 34. Talk over each part with someone in your house. Try to tell what each of the key words mean, or at least find the word in the book and read it over. 2. Try the Practice Test online at    Use web code: cea-2010 3. You can take the Practice Test over a couple of times; when I practiced, it gave me new questions each time.   October 22nd: Get ready for the Earthworm lab!! Learn about the three main Phyla of worms by reading about them in your book, pages 26-32. Use Earthworm worksheets to help you pay attention to the reading. Fill them out as you read and bring them back to class.   October 15th: Our class completed their first lab with flying colors on Tuesday! Congratulations on handling science equipment safely, focusing on method carefully, and accurately calculating volume and mass. Homework this week: please use the Coral Reef homework to prepare for our debate about tourist use and Coral Reefs. Prepared means:

  • Reading the book (directions on flyer)
  • Finding a minimum of three facts to support your side ( for or against)
  • Bringing those facts written down, and also the source (place) you found your facts.

Good luck preparing! Mrs. Schutte October 8th:

What an amazing animal habitat day it was! Thank you to all who participated. Students presented to their classmates, to the 7th & 8th graders, and wrote reflections about the habitat and collection process. It was lively, educational, and FUN!
Homework this week:
*read pages 12 -17 in your book
*Answer the questions on the handout. Use a piece of paper. Use full sentences.
*Complete the handout about sponges
*Extra credit – go to the website  on the handout, and try the interactive videos about sponges. Write 3 sentences about what you learn. enter this webcode: cep-2013
In class next week: Sponge lab! read your pages so you’re ready!
Mrs. Schutte

October 1st: Students brought in some really thoughtful animal research and habitat designs. Now, it’s time to collect the animal and observe, using the observation logs we created in class.

*Create the habitat
*Catch the animal
*Use the observation log we created in class to observe
Bring to class & take home the same day if possible:
*the animal in it’s habitat
*your observation log
photos /video of the places you looked for an animal (but couldn’t find it!!)
photos /video of you, your animal, habitat (because it’s too hard to transport)
If you’re having questions or difficulties, please email me and we will work out a new plan.
Mrs. Schutte

September 24th:

Due on October 1st:
Bring 4 completed pieces of paper to class for homework. Please do not bring animals this week.
*Animal’s Needs Worksheet 1
*Sketch of animal
*Habitat Design Worksheet 2
*Sketch of habitat
If you haven’t chosen a small animal yet, spiders are quite active now and would make a good choice that’s easy to catch.
You will be observing this animal all week, and then bringing your animal to school next Tuesday.
If it were me, I would pick an animal that could fit in a cleaned out 2-liter pop bottle laying on its side. Small and easy to transport!)
Questions? please email me,
Mrs. Schutte

September 17th! Students brought in Amazing Atypical Animal posters today. Mrs. Teachout’s class will really enjoy using them for research on animals. Homework this week:

  • Read Chapter 1, section 1 in the Animals Science Explorer book.
  • Read and answer the questions on the “Classifying Organism” worksheet. Bring this back to class.
  • Read the Super Science magazine, especially the “Cute Factor” and Homemade Lava articles.
  • Answer the questions on the worksheet (both sides). Use full sentences. Bring it back to class.

September 10th! Welcome back! Today in class we began our examination of the Animal Classification System. For homework, please research the animal classification you chose in class.

  • Choose one animal.
  • Follow the directions of the handout for information needed.
  • Did you lose your handout? for copyright reasons, I can’t post the handout I gave you, but I can email a copy directly if you have lost yours.
  • Bring back your finished display next week on Sept. 17th.
  • Here is an explanation of the classification, including the answer to “What is a domain?” Window to the Universe

June 3rd for June 4th Class: We will be looking at the watershed model again to see how to prevent run off. We will see which organization wins for $1,000? and time to play “Jeopardy review!” Please bring any science books you have (and other other chapter books, etc.) to turn in tomorrow! Snacks welcome! May 20th for May 21st class: Please complete the “Leaky faucet Experiment & wordsearch at your house. Bring the results to class on Tuesday. Complete the whole packet and bring it to turn in. Remember, Tuesday, May 21st, is the RLC Arts Day, so our classes will be filled with the Arts of all kinds! Due May 7th:

Just a heads up about what to expect when you arrive on Tuesday, May 7th.
5th and 8th graders are participating in MSP Science Testing. 6th and 7th graders are participating in a walking field trip to do some water testing. All students will be finished by 11:40, and getting to participate in a large group photo for the PARADE yearbook! In the afternoon, 4th and 7th graders are participating in PART TWO of the MSP writing assessment. 5th, 6th, and 8th graders will attend class as normal. Our PARADE classes will continue, and we expect students will attend when they are finished with testing for the day.
If you have questions, please let me know,
Mrs. Schutte

Due April 30: We are taking the MSP Math assessment on this day. Please arrive as normal, and bring a snack. We will supply pencils.  Review what you have learned this year in math by going over your math curriculum at home. Try some practice problems from past tests: We will share our Environmental Powerpoints on May 14th, when we are back together in class. Due April 23:

  • Handouts:  Water Use paper.  $1000 project
  • Bring back your Earth Science Book!
  • Fill out the water use/ carbon use paper for your family.
  • Research one non-profit organization. Answer the questions on the paper. Bring your answers back so you can work with a small group to make a presentation. You will make the presentation here at school.
  • Optional: Find an activity to do for Earth Day, April 20th!
  • Optional: Make a poster, art object, expression to decorate the Riverview Learning Center this week for Earth Week!

For April 16th: Welcome back from Spring Break and Conference Week! Please bring in your Earth Science Books to turn in, and any past homework that you’d like to turn in. We are starting a new set of studies in Environmental Science for 4th Quarter. Due March 26th: Try this online game for collecting and identifying minerals. It is accessed through Brain pop or this link for Mindmap Jason Project. Print out your collected minerals page (go to settings, choose print). See more instructions on the homework march 19. Due March 17th: Minerals—Try the crystal growing activity at home for enrichment. It is not required, but would be a lot of fun!! Rocks—Read Chapter 5, section 1: pages 142 to 147. It’s all about types of rocks. Look around your house and yard. See if you can find an example of each of these kinds of rocks to bring in.

  • Igneous
  • Sedimentary
  • Metamorphic
  • Answer questions 1 and 2 on page 147. Bring your rocks and answers in to class to compare.

Due March 12th: Homework:

  1. Bring your Earthquake Safe house for testing if you haven’t tested yet.
  2. In your Earth Science Book, read Section 2, page 124 to page 129.
  3. Answer the Questions on page 127. All of the parts of questions 1 and 2. Use a piece of notebook paper, and write in full sentences.
  4. Also, Try the “Go Online” on page 129. Use the web code cfh-1040. 
    1. Study the map so that you can talk about it in class.
  5. Bring any interesting rocks or minerals that you’d like to share with the class.

Due March 5th: Read in your text pages 114 to 122. Answer the questions on this worksheet. Minerals Due February 26th: Homework:

  • Work on your Earthquake Safe House.
  • Use these guidelines we came up with in class Guidelines for building an earthquake safe house
  • Try to build a house that is typical, using materials that mimic typical building conditions so we can really see how it withstands earthquake type conditions.
  • Mrs. Schutte and her family will work on building the “Earthquake Shaker!!”
  • No reading required. You can always read the volcano chapter if you want to – it’s pretty interesting!!

February 5th: Homework: 

January 15th: During class this week, we learned about Primary and Secondary waves, and how these are used to locate the epicenter of an earthquake. Students had a quick review on using a compass, and then plotted real earthquake data to try to locate the epicenter of an actual earthquake. We also reviewed the Results & Conclusion portions of our Science Fair projects. Science Boards and backing papers were passed out for students to use at home. No regular homework this week so that everyone can finish up their Science Fair writing and work on constructing their boards. We are still looking for Science Fair judges – call or email Mrs. Schutte if you might be interested!! January 8th: Welcome back to Science & Math in 2013!

On Tuesday, we spent a lot of time in class examining parts of the Science Fair project. Students spent some group time learning the difference between a data table and a graph, and also examining the parts of a well designed Science Fair board. We worked on a coordinate geometry activity using earthquake data, but didn’t finish it. I kept this assignment, and we will finish it next week in class. For homework, students have two parts:
a) finish their Science fair experiment ( or get started!!) Put the data in a table, try to graph the data, and write some sentences about the results. Please use theHow to report your results handout  for examples.
b) reading and background knowledge about earthquakes from their books. Read Chapter 2, section 1 (pages 44-50) and answer the questions on the Forces in Earth’s Crust 1 ; Forces in Earth’s Crust 2
Also, please email me at any time about your Science Fair project. It’s the best way to ask an individual question, because I can give you  my whole attention. It won’t bother me, and you don’t have to wait until you come to class to move ahead on a project.
Happy Science Fair!
Mrs. Schutte

January 6th: Hope everyone is actively working on the experimentation phase of your Science Fair project. If you have questions, please post them here, or email me directly at So you’ve finished your experiment – what do you do now? Here’s a set of steps with links to examples to get your work ready for the Science Fair. Our fair is on February 5th in the Multi-Purpose Room at the Riverview Learning Center. How to report your results For January 8th: please bring your data in a table. If you have already put your data in a graph, bring that, too! December 11th: During class today we investigated Pangaea, the super-continent. You can watch an overview here at Brainpop There are lots of animations of this if you search the internet! Homework: Put together the Pangaea puzzle. Be careful. The ones I saw at the end of class didn’t match up completely! START YOUR SCIENCE FAIR TESTING!!!  There will be less homework in Science in order to give you time to work on your Science Fair project. Remember, you can email me even after school is out, and I will email you back so you can work on it during the break.   December 4th: It was really clear during class that students had read the text – Earth Science chapter 1  – as questions and answers were clear during our class discussion. We discussed the three types of heat transfer: radiation, conduction, and convection. For Homework: Please complete the EarthFoldable with labels – Due Dec. 11th. Here’s a photo of a finished model.. Also, bring a good, specific list of the materials you will use in your science fair experiment. Please use the handout from class to guide you. The list can be typed or handwritten. – Due Dec. 11th. If you forgot to bring in your introduction paragraph last week for Science Fair, bring it this week! November 27th: Click here for the homework papers! Homework 11 27 12           Sample Introductory Paragraph         Earth’s Interior Homework area 1: Science Fair!

  • Thank you to everyone who had their bibliography done! If you didn’t bring yours to show, please bring it for this week.
  • Write a short introduction to your project. This is a rough draft. In general, 5th graders—one paragraph; 6th graders—two paragraphs; some 6th graders who have done Science Fair before—three paragraphs. See the attachment for examples.

Homework area 2: Earth Science Þ Read the Chapter 1 in your new Earth Science book, pages 6 to 13. Þ Fill out the worksheets “Earth’s Interior” that review the information. Bring these to class on December 4th.     November 20th: Time to figure out your science fair question! The topic this week is Variables. In class, we went over three different variables: 

  • controlled variables – the parts you keep the same in every trial
  • manipulated variable – the one part you are changing in your experiment
  • responding variable – the outcome or response, which you will want to measure.
Please fill out the Variables Sheet as best you can and bring it back to class next Tuesday, November 27th.
Questions? email Mrs. Schutte

November 13th: Dear Families,

It was super exciting to see all the Solar System models come in today. As each student explained their model, and which scale they used, it was easy to see the big truth – the Sun is LARGE compared to all the other planets, no matter what scale you use. The other point that emerged: the inner planets really are clustered closely together. Many of the models are up in the hallways for all to examine.
If your student was not able to present today, they should plan on presenting at the beginning of class next Tuesday.
Next up: research for the Science Fair. I would recommend the Discovery Education site, Science Fair Central, for a good explanation of the difference between an investigation and an invention. The main goal of this week is to learn about the topic that your student wants to experiment on, so please have them investigate and research three separate sources of information to learn some background. Their experiment will be so much better if they know something about the topic of choice.
See the attached homework pages.  Homework 11 13 12  project_bibliography_worksheet
Send back the Astronomy book!
Thank you,
Mrs. Schutte

November 12, 2012: Last minute update! I have heard from lots of you by email. Here are a few of the common questions:

  • Do the planet size and distance from the sun scales need to be the same?  No, you can use a different scale for each one.
  • Can I display my model in the hallway? Yes, or outside or in the MPR if needed.
  • Will I take my model right back home? If you want to, you can, but I have a class of 3rd & 4th graders who are anxiously waiting to see them!!
  • Do the models have to be 3-D? No. It might be more fun that way, but what I really want you to be thinking about is the “relative size” and “relative distance.” These are the BIG IDEAS!!!
  • What if I don’t get done by Tuesday, the 13th? Bring a note from you and your parent saying when you will be bringing it. How about the following week?
  • Am I supposed to be working on my Science Fair project already?  Are you kidding?? Isn’t this solar system model enough?? The answer is No, not yet.

See you tomorrow!  Mrs. Schutte     October 23, 2012: The Solar System – Culminating Project Dear Families,

Our end of the quarter project is to create a model of the Solar System. The Big Idea or Goal is to help your student understand the relative size of the planets and the relative distances between the planets. After talking to several students yesterday, I have realized that many will need Possible Solar System Scales to Use instead of doing the math themselves. During November, I will teach some lessons on how to scale large numbers, but for now, let’s focus on understanding the idea of relative size by using the numbers attached.
This week:
*examine the possible scales for distances and sizes of planets.
*get out a metric ruler and pace off some distances to help your student understand the sizes involved. Discuss what kind of objects could be used to model these distances.
*Decide on a possible scale and plot it out to see how it might work.
*Bring your possible scale to class so we can compare them to each others. Here is the Handout given in class: Solar System Scale
Next week:
*conferences! During this week, spend time constructing your models.
*also, brainstorm and explore your Science Fair ideas – we will be delving into this deeply when we return to class in November.
November 13th: Bring in your Solar System model for us to examine and display.
Enjoy the bigness of how this project makes us think!
and continue to have your students bring in or email their specific questions so I can help them at their level.
Mrs. Schutte

October 16, 2012: Science Fair! We are looking ahead to our 3rd annual PARADE Science Fair, to be held on February 5th, 2013. It sounds like a long ways away, but the key to quality experiments is thoughtful planning and developing a good, testable question. We started on this endeavor today in class with an exploration of Science Buddies. It’s not the only place to help dream up an experiment, but it is a good site to start with. Of particular use is the Topic Wizard, which suggests projects to go along with your interests after surveying your likes and dislikes. Our only goal today is to begin to think about what might be a good question to study. Students received a letter to introduce the process. We will continue our step by step work next week with a specific page to explore the question to study. We continue our exploration of the Solar System, and today’s homework has to do with Sun Spots. This is a math/graphing activity. Please use a ruler to draw your lines, and bring this back next week!! If you lost yours, you can find it Sunspots. October 9, 2012: The word of the day is “SYSTEMS!” We examined the concept of a system, using the human body. Students applied these concepts to another system of their choice. Next week we will see how this fits in to our Solar System. Homework: Read pages 78 to 82 in your Science Book. Answer the questions on the handouts you received in class. If you have lost your copy, you can find it The Sun. October 2, 2012 It was great to meet all of you this week! The discussion we had about mass, inertia, and why planets stay in their orbit was fascinating! Your explanations were sophisticated and your comments showed understanding of the concept that the set of planets really are a system that is delicately balanced. This is likely to be the only week all year where your homework is not going to be something you turn in!! Homework: Ask your parents these questions and then ask them to explain more (just like we did in class)  to see if you understand their answer. Open the book and use the pictures to help with your discussion.

  • Why does the earth or any planet stay in it’s orbit? page 19
  • Is liquid water a requirement for a planet to be habitable? What are the key factors in having liquid water on a planet?
  • Would it be possible to transport liquid water into a planet that didn’t have it already? what would be involved?
Also, try to get outside in the early morning this week to see Venus and Jupiter. They are easy to see if you are up just before sunrise – currently between 6:00 and 6:30 am. Venus is the brightest object to be seen in the Eastern hemisphere, just above the horizon. To see Jupiter, look up and find the moon. In the early morning today, October 5th, Friday, I saw Jupiter just to the east of the moon. To me, it’s really mind boggling that I can see something with my own eyes that is so far away!!

September 25, 2012:  We are off on our Astro-Adventure! This is a well-designed simulation from NASA that will lead us through determining whether our planet is the only one that will support life. Home work for this week: Fill out the rest of your Astro-adventure journal #2 if you can. Please compare what you found out about Earth to another planet. You may need the “Planetary Comparison Chart” for this, which you might not have a copy of at home. If you are having trouble filling out your journal entry, just wait until class next week and we can do it together. Homework part 2: Read Chapter 1, section 2. Answer questions 1 and 2 on page 19. Use full sentences. Homework is due October 2nd, at the beginning of class, in your black folder!! See you then! Mrs. Schutte September 18, 2012:  Dear families, I want to welcome you to science 56. During this school year we will be looking at Earth sciences, beginning with astronomy. Although I am not there, I am talking with my substitute every day. I thank you for your patience as we bring everything up to speed. I hope to return next week. First thing: homework. There will be homework most weeks from this class. I will try to send you an email by Thursday, and also post the homework on my blog. (however, this is a little harder to pull off until I am back at school, so be patient.)  I also give the homework to students in class. It is always due at the beginning of class on Tuesday. This is to make sure they have background for the lesson we are doing in class. Here is this week’s Homework 9 17 A Day on Earth on the Earth’s revolution around the Sun. Second thing: expand your learning at home! Your student will learn so much more if you expand on what we do in class! Right now is an awesome time to go out and look for planets. Saturn and Mars are low in the horizon right after sunset. Venus and Jupiter rise in the early morning. Venus is easily the brightest object in the sky in the early morning. Here is a link to learn more about it. Earth has lots of interesting information and fun facts. Enjoy this clear sky weather and go out and find the real planets! It will make the book reading stick in your child’s brain.

Mrs. Schutte
3 comments on “Science 5 & 6
    • Hi!
      Yes, you can arrange it as you like, but usually, they read “left to right” just as typical English based languages. Did you look at the samples on the handout and the Google Images link?
      Mrs. Schutte

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