Metro RESA K-5 Science Endorsement Observation Form

Candidate: K. Muller Observer: B. Callahan Location: Shallowford Falls ES Date: 10/4/17 Grade: 5th Topic: Weathering Time: 8:45

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
Lesson was appropriate for the age group of the class, and aligned to
the GSE standards for weathering.
Guided inquiry – students used hypothesis and data collection to
support claims about weathering.
Teacher used the CER framework to structure discussion / argument

Active engagement in rigorous and relevant learning experiences ensures students develop
the necessary science content knowledge.

II. Science Content is Intellectually Engaging

Introductory activity – candy crush (using sandpaper and Skittles) is
The teacher actively engages students in science content that is significant, accurate, and an appropriate way to model weathering.
worthwhile.
Activity connected to the phenomenon of weathering. Students
Science content is primarily focused on big ideas supported by relevant concepts, facts, and
were asked to formulate a hypothesis. Teacher encouraged them
terms. Explanations and clarifications are engaging, clear, accurate, and accessible to all
students.
that hypothesis is tentative, “It’s OK to be wrong.”

Science is portrayed as a dynamic body of knowledge that changes based on the best Teacher discussed the need for replicating procedures – multiple
available evidence. trials lead to more reliable data.

Science content builds on students’ prior ideas or experiences. Students reveal their Teacher connected to students’ prior knowledge – talked about wind
preconceptions about the science content, the underlying related concepts, or the nature of across a field and how the dust gets in the eyes when the wind
science. blows.

Adapted from: North Olympics Cascades Science Partnership Science Classroom Observation Protocol
 Metro RESA K-5 Science Endorsement Observation Form
Candidate: K. Muller Observer: B. Callahan Location: Shallowford Falls ES Date: 10/4/17 Grade: 5th Topic: Weathering Time: 8:45
III. Instruction Fosters and Monitors Student Understanding Connected model to concepts – weathering vs. erosion. She had
Instruction fosters students’ emerging understanding of science content. Higher order students explain the concepts to each other.
questioning enhances the development of students’ understanding of key concepts
connected to the lesson. Teacher allows students to share ideas throughout lesson – teacher
facilitates discussion by asking clarifying and HOT questions.
The teacher monitors students’ emerging understanding of science 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 Students engaged in a data analysis discussion where they were
their findings. evaluating and making claims from evidence – teacher asked
questions about the activity and how it relates to scientific concepts.
Students reflect on their own understanding of the science content. Students discuss what Students were able to connect data and observations to the
they understand and don’t understand about the intended content.
scientific concepts being considered.
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 Guided inquiry lesson – students made predictions and hypotheses
experiences. Students manipulate and control experimental variables. but students were given the variables to study.

Students use science language and the language of the standards to communicate their Students made qualitative observations of color change based on
science thinking and ideas coherently and precisely to peers, teachers, and others.
friction with sandpaper.
Student use observation and evidence to challenge ideas and inferences.
Students evaluated the evidence and claims of other students.
Reasoning and evidence are a consistent part of a student’s 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.

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
 Metro RESA K-5 Science Endorsement Observation Form
Candidate: K. Muller Observer: B. Callahan Location: Shallowford Falls ES Date: 10/4/17 Grade: 5th Topic: Weathering Time: 8:45

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