Metro RESA K-5 Science Endorsement Observation Form

Candidate: Sean Splawski Observer: Terri George Location: Mableton Elementary Date: April 28, 2016 Grade 2
Topic: Plant Life Cycle Time 10:00-10:50
Observation #2 Fully Operational
I. Classroom Culture is Conducive to Learning Science
Science content is made accessible to each student. Content and
instruction is based on the GPS standards Science content is
developmentally appropriate and scaffolded appropriately. Content,
processes and the nature of science are interwoven throughout
instruction.
Students are engaged in task(s) related to the GPS that incorporate the
use of discussion and evidence based explanations. Students use
evidence to inform observation and discussion.

Evidence
Science content is made accessible to each student.
Content and instruction is based on the GPS standards
Science content is developmentally appropriate and
scaffolded appropriately. Content, processes and the
nature of science are interwoven throughout
instruction. The class began with a video from the
school garden to show the details of their work for
planting seeds.
Active engagement in rigorous and relevant learning
experiences ensures students develop the necessary
science content knowledge.

Active engagement in rigorous and relevant learning experiences ensures

students develop the necessary science content knowledge.

II. Science Content is Intellectually Engaging

The teacher actively engages students in science content that is
significant, accurate, and worthwhile.
Science content is primarily focused on big ideas supported by relevant
concepts, facts, and terms. Explanations and clarifications are engaging,
clear, accurate, and accessible to all students.

The teacher actively engages students in science

content that is significant, accurate, and worthwhile.
The students are fully involved in making seed tapes
that will be planted in the garden. At the end of class
the students went outside to plant seed tapes made by
another class. The garden will be used by the school to
understand the real world of planting, tending and
harvesting a garden.

Science is portrayed as a dynamic body of knowledge that changes based

on the best available evidence.
Science content builds on students prior ideas or experiences. Students
reveal their preconceptions about the science content, the underlying
related concepts, or the nature of science.

Adapted from: North Olympics Cascades Science Partnership Science Classroom Observation Protocol

Metro RESA K-5 Science Endorsement Observation Form

Candidate: Sean Splawski Observer: Terri George Location: Mableton Elementary Date: April 28, 2016 Grade 2
Topic: Plant Life Cycle Time 10:00-10:50
Observation #2 Fully Operational
III. Instruction Fosters and Monitors Student Understanding The teacher monitors students emerging
Instruction fosters students emerging understanding of science content.
understanding of science content. Student ideas are
Higher order questioning enhances the development of students
recognized, even when they are not clearly articulated.
understanding of key concepts connected to the lesson.
Responses to student questions or comments address
the scientific idea expressed in their thinking and relate
The teacher monitors students emerging understanding of science
it to the focus of the lesson.
content. Student ideas are recognized, even when they are not clearly
articulated. Responses to student questions or comments address the
scientific idea expressed in their thinking and relate it to the focus of the
lesson.

IV. Students Organize, Relate, and Apply Their Scientific

Knowledge
Students work on answering scientific questions or problems and
objectively communicate their findings.
Students reflect on their own understanding of the science content.
Students discuss what they understand and dont understand about the
intended content.

Students make connections between the science

content in the current lesson and prior experiences in
and out of school. Students apply science concepts to
real life situations and explain how science ideas
interconnect and build on one another. The students
are making seed tapes and then planting them in the
school garden. They will watch the growth over the
next few weeks.

Students make connections between the science content in the current

lesson and prior experiences in and out of school.
Students apply science concepts to real life situations and explain how
science ideas interconnect and build on one another.

V. Students are involved in scientific inquiry

Students investigate science concepts through structured, guided, and/or
open inquiry experiences. Students manipulate and control experimental
variables.
Students use science language and the language of the standards to
communicate their science thinking and ideas coherently and precisely to
peers, teachers, and others.

Students investigate science concepts through

structured, guided, and/or open inquiry experiences.
Students are making seed tapes to plant in the school
garden. They will use these to increase the
understanding of plant growth and life cycles of a
plant. As the garden grows, they will see evidence of
how different plants grow and understand the life
cycles of plants.

Student use observation and evidence to challenge ideas and inferences.

Reasoning and evidence are a consistent part of a students science
experience. Students experience scientifically productive disequilibrium.
Students use their science understanding to evaluate and debate their
own science arguments as well as those of others. Students offer
evidence based explanations to support their understanding.
Adapted from: North Olympics Cascades Science Partnership Science Classroom Observation Protocol

Metro RESA K-5 Science Endorsement Observation Form

Candidate: Sean Splawski Observer: Terri George Location: Mableton Elementary Date: April 28, 2016 Grade 2
Topic: Plant Life Cycle Time 10:00-10:50
Observation #2 Fully Operational
Discussions are based on scientific evidence and students use evidence to
inform reflection and discussion. Students explain, question, and debate
their own understanding.

Adapted from: North Olympics Cascades Science Partnership Science Classroom Observation Protocol