Metro RESA K-5 Science Endorsement Observation Form

Candidate: Sean Splawski Observer: Terri George Location: Mableton Elementary Date: April 28, 2016 Grade K
Topic: Plant Seeds Time 9:05-9:55
Observation #1 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.
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.

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. All students move through the 4 stations to
investigate plants and seeds. All the stations use
technology and focus on student understanding of the
science concepts.
The class session began with an engage video and
ended with the students being able to view their Pic
Collage of their seeds on the white board.

The teacher actively engages students in science

content that is significant, accurate, and worthwhile.
Each of the plant and seed stations is an opportunity
for the students to investigate and at some stations
they are recording their findings by making a collage
on the iPad. They can save the collage to use later or
show on the white board.
At the end of the class session, the teacher showed the
students the Pic Collages that were posted while the
students were at the Pic Collage Seed! Station.

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 K
Topic: Plant Seeds Time 9:05-9:55
Observation #1 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. The teacher checks each
content. Student ideas are recognized, even when they are not clearly
station to be sure the students are completing the
articulated. Responses to student questions or comments address the
tasks and checking for understanding.
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 teacher is
using real fruits and bean seeds for the students to
explore where and what type of seed is located in
plants.

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.
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.

Students investigate science concepts through

structured, guided, and/or open inquiry experiences.
The students move through 4 plant and seed stations.
The stations include Bee Bot Dangerous Plants, Pic
Collage Seeds!, Flower Seed Mania, and Student Choice
(three choices of discovering seeds).
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. The students are discussing what the seeds
look like, where they are and documenting the real fruit
with iPad photos and collages.

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 K
Topic: Plant Seeds Time 9:05-9:55
Observation #1 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