Metro RESA K-5 Science Endorsement Observation Form

Candidate: Tida Bruce-Banfield Observer: Terri George Location: Mableton Elementary Date: April 27, 2016 Grade 1 Topic: STEM Time 12:20-1:00
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.

Evidence
Science content is made accessible to each student. Active
engagement in rigorous and relevant learning experiences ensures
students develop the necessary science content knowledge. The
students are using the engineering design to discover which rotor
blade prototype of a helicopter that will shave the slowest landing.

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.

The teacher actively engages students in science content that is

significant, accurate, and worthwhile. The students are beginning
to learn about engineers and how engineers work in teams to
discuss problems, ask questions, and come up with solutions to the
question.
The students are focused on relevant concepts as well as building on
prior ideas and experiences. The students understood that
engineers work in teams to solve problems.

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: Tida Bruce-Banfield Observer: Terri George Location: Mableton Elementary Date: April 27, 2016 Grade 1 Topic: STEM Time 12:20-1:00
Observation #1 Fully Operational
III. Instruction Fosters and Monitors Student Understanding
The teacher monitors students emerging understanding of science
Instruction fosters students emerging understanding of science content. Higher order
content. Student ideas are recognized, even when they are not
questioning enhances the development of students understanding of key concepts
clearly articulated. Responses to student questions or comments
connected to the lesson.
address the scientific idea expressed in their thinking and relate it to
the focus of the lesson. As the students are working as engineers to
The teacher monitors students emerging understanding of science content. Student ideas
determine which rotor blade design of a helicopter will land the
are recognized, even when they are not clearly articulated. Responses to student questions
slowest, the teacher is constantly walking around to the groups to
or comments address the scientific idea expressed in their thinking and relate it to the focus
check progress and ask guiding questions.
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.

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.
Discussions are based on scientific evidence and students use evidence to inform reflection
and discussion. Students explain, question, and debate their own understanding.

Students work on answering scientific questions or problems and

objectively communicate their findings. The students are working to
answer a design question as to which rotor blade type will make a
helicopter that will fall slower.
The teacher actively engages students in science content that is
significant, accurate, and worthwhile. The teacher began the
session with a reading selection about wings and flight. The
students discussed why it was a important feature of a helicopter to
land with a slow landing. The students discussed that there in the
engineering challenge is an emergency helicopter and would need to
have a soft, safe landing.
Students investigate science concepts through the engineering
design. The question is which rotator blade will make the helicopter
land more slowly. The students use the language of science to make
observations about the size and type of rotor blade that will be
explored to understand the way in which blades affect the way a
helicopter lands.

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