Metro RESA K-5 Science Endorsement Observation Form
Candidate: ___Kimberly McCreary_______ Observer: __Sharryse Henderson______ Location: __Pickett’s Mill Elementary_______ Date: _04/09/2017___
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.
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.
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
Evidence
Today’s activity was a STEM Challenge to create a Barrier in Order to
Protect the Plants. Kimberly provided adequate background
information without giving away too much. This encouraged student
discovery and development of their own ideas and critical thinking.
Content covered was grade appropriate and met the GSE for science
(S1L1).
It was obvious by her lesson plan that Kimberly has a strong
understanding of the 3-Dimensions of Learning and the 5E method
of instruction.
There were no safety precautions to consider but she and the
teacher’s aide continually rotated around the class to assist in the
more difficult task.
Kimberly started the lesson by reviewing the parts of the plant and
the needs of a plant. These topics were covered in classes prior to
spring break.
Kimberly started by showing students images to ENGAGE them in
the lesson and to think about the content they covered previously.
Next, Kimberly taught the kids a song and they sang the science
concepts which helped reinforce the content by using their bodies
and brains learn and recall.
Students were then broken into groups and assigned different roles
to help facilitate the challenge (leader, materials manager, scribe,
time keeper, and encourager)
 Metro RESA K-5 Science Endorsement Observation Form
Candidate: ___Kimberly McCreary_______ Observer: __Sharryse Henderson______ Location: __Pickett’s Mill Elementary_______ Date: _04/09/2017___
III. Instruction Fosters and Monitors Student Understanding The students were encouraged to draw their own ideas about what
Instruction fosters students’ emerging understanding of science content. Higher order the barrier should look like. Then they discussed their ideas with
questioning enhances the development of students’ understanding of key concepts each other to determine what group design they preferred.
connected to the lesson.
Kimberly and the teacher’s aide rotated to each station as the
The teacher monitors students’ emerging understanding of science content. Student ideas
children worked and encouraged discussion. They asked them
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
probing questions to determine their level of collaboration and their
of the lesson. ability to work in a group and SYNERGIZE.

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 don’t 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.
Students used a data sheet to draw out their designs and to record
their ideas.
Kimberly encouraged students to use science terminology when
recording their observations on the data sheets and to explain all of
the parts of the plant that needed to be protected by the barrier.
Students were given the opportunity to investigate different designs,
to identify weaknesses in their design, and to recommend changes.
Students built models of flowers and used their engineering
practices by constructing and designing solutions to a defined
problem.

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.
Activities were challenging and fun for the students. They were
super excited about the activity and their energy level was high
throughout the exercise. It was organized chaos but the students
were focused on completing the task.

Student use observation and evidence to challenge ideas and inferences.

Reasoning and evidence are a consistent part of a student’s science experience. Students
experience scientifically productive disequilibrium.
After the building period, students were encouraged to present their
design to the class and describe why they built their barrier as they
did. Then, the students tested their designs and discussed which
design worked best and why. During the next class, the students will
reflect and redesign.

Adapted from: North Olympics Cascades Science Partnership Science Classroom Observation Protocol
 Metro RESA K-5 Science Endorsement Observation Form
Candidate: ___Kimberly McCreary_______ Observer: __Sharryse Henderson______ Location: __Pickett’s Mill Elementary_______ Date: _04/09/2017___
Students use their science understanding to evaluate and debate their own science Students also used their math skills by keeping up with the cost of
arguments as well as those of others. Students offer evidence based explanations to their materials for their design.
support their understanding.
Although I did not have an opportunity to observe an EVALUATE in
Discussions are based on scientific evidence and students use evidence to inform reflection
today’s class, Kimberly’s lesson plan suggested the students would
and discussion. Students explain, question, and debate their own understanding.
complete a journal activity. Furthermore, the data sheet served as
an effective formative assessment.

At the conclusion of the activity, Kimberly showed the students a

career (agricultural engineering) that related to the STEM challenge.

Overall Thoughts: Kimberly did a very good job of incorporating the engineering process in today’s STEM Challenge. It was obvious from her lesson
plan that she understands of the 3-Dimensions of Learning and 5E teaching model and was utilizing it over the course of the unit. She also
incorporated math standards in the lesson and tied in opportunities for technology (iPads) throughout.

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