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Metro RESA K-5 Science Endorsement Observation Form

Candidate: Dunford, Alison (2)_Observer __D Parrinello__ Location: _Timber Ridge Elementary School__ Date: _511-2016_ Grade __5_ Topic _Plant Dissection__ Time _11:30-12:45________Fully Operational_
Evidence
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.

Science content is accessible to every student in your


classroom. All students were able to actively
participate. The content presented was
developmentally appropriate and well organized to
move from previously learned material to the new
information.
The activity was related to the GPS standard S5L1. In
addition to the content standard, you reinforced the
science skills of recording observations, identifying and
comparing physical attributes of plants.
All students were actively engaged during the activity.
The activity was well structured to ensure that students
were developing the necessary science content. Safety
was emphasized at the beginning of the lesson and
reinforced throughout.

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.

Students were actively engaged during the entire class


period. The content was accurate and relevant to the
standards and they were able to make connections to
the world around them.
The big idea of plant classification was emphasized
throughout the lesson. The learning targets were
reviewed and reinforced. You consistently reinforced
the idea that scientists use attributes to classify
organisms.
During the lesson, you continually reflected on the
ideas that they were working as scientists and
encouraged them to use science methods and
vocabulary.

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

Metro RESA K-5 Science Endorsement Observation Form


Candidate: Dunford, Alison (2)_Observer __D Parrinello__ Location: _Timber Ridge Elementary School__ Date: _511-2016_ Grade __5_ Topic _Plant Dissection__ Time _11:30-12:45________Fully Operational_
III. Instruction Fosters and Monitors Student Understanding
Instruction fosters students emerging understanding of science content.
During the instruction, you frequently emphasized the
Higher order questioning enhances the development of students
the higher order skills that were incorporated in the
understanding of key concepts connected to the lesson.
lesson. For the plant dissection you discussed how the
students were applying their previous knowledge and
The teacher monitors students emerging understanding of science
analyzing the parts of the flower.
content. Student ideas are recognized, even when they are not clearly
As they worked through the lab, you frequently asked
articulated. Responses to student questions or comments address the
questions to determine students level of
scientific idea expressed in their thinking and relate it to the focus of the
understanding. You clarified any misconceptions as
lesson.
needed.
IV. Students Organize, Relate, and Apply Their Scientific
Knowledge
Students had the opportunity to communicate their
Students work on answering scientific questions or problems and
observations with their table mates and on their lab
objectively communicate their findings.
sheet. The lab sheet was well organized and guided
the student work. Students could reflect on their
Students reflect on their own understanding of the science content.
observations.
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 were able to investigate, make observations,


and discuss their findings. They were able to make
connections to previously studied plant life.

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.

The students were investigating the parts of an


angiosperm through a guided inquiry activity. Each
student was able to make observations of their flower
and record their information.

Reasoning and evidence are a consistent part of a students science


experience. Students experience scientifically productive disequilibrium.

During their observations, you frequently asked for


students to share their observations. You would guide
their observations back to the science terms and
previously learned information.
Students were able to make the connections and
discuss the information in their groups.

Students use their science understanding to evaluate and debate their

As they students worked, you reminded them to write

Student use observation and evidence to challenge ideas and inferences.

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

Metro RESA K-5 Science Endorsement Observation Form


Candidate: Dunford, Alison (2)_Observer __D Parrinello__ Location: _Timber Ridge Elementary School__ Date: _511-2016_ Grade __5_ Topic _Plant Dissection__ Time _11:30-12:45________Fully Operational_
own science arguments as well as those of others. Students offer
down their observations and to be thorough. The
evidence based explanations to support their understanding.
discussion during the class provided the students with
opportunities to share and reflect on their
Discussions are based on scientific evidence and students use evidence to observations.
inform reflection and discussion. Students explain, question, and debate
their own understanding.

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