Metro RESA K-5 Science Endorsement Observation Form

Candidate: Catherine Chaviano__ Observer: _Roneisha Worthy_ Location: _Mt. Bethel_ Date: _4/11/18___ Grade _2_ Topic Life Cycle Time _12:29 pm
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.
Evidence
Science content was made accessible to each student through the use of a
smart board and props. Student groups were each given materials to
construct homes. Content and instruction was based on the GSE standard
S4L1. Obtain, evaluate, and communicate information about the roles of
organisms and the flow of energy within an ecosystem. Content, processes
and crosscutting concepts are interwoven throughout instruction. For
example, students used Science & engineering practices by asking the
question: What comes to mind when you think about the world “cycle”?
They also constructed explanations in groups where they explained what
things have and do not have life cycles. Students were actively engaged in
rigorous and relevant learning experiences through the use of science
investigations.

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.
The teacher actively engaged students in science content that was
significant, accurate, and worthwhile. She asked students: What comes to
mind when they think of the word cycle? Students respond: Recycle, life
cycle, weather cycle, popsicle, icicle, tricycle, unicycle, etc. Student says
“psychopath”. Teacher notes that it does not have “cycle” but encourages
students to make a similar compound word. Student responds, “cycle
path”. Teacher points out the difference between “cycle” and “cicle”,
noting the cycle and circular relationship and the cicle and ice relationship.
Teacher then explains the “on and on” nature of “cycle” and gives
examples: recycle, moon cycle and life cycle. Teacher asks students to turn
to a partner and discuss other things that behave in a cycle. Students share:
lady bug life cycle, space, calendar, etc. When students begin discussing
lady bugs, the teacher picks up the lady bug habitat and asks: Who was
surprised to see that lady bugs start out like this (noting the larva like look).
All students raise hand. Science content was primarily focused on
phenomena supported by relevant core idea associated with physical
science. Explanations and clarifications were engaging, clear, accurate, and
accessible to all students on the smartboard and in their workspaces.
Science content build on students’ prior ideas or experiences from previous
lessons on living things. After the group activity, students reveal their
preconceptions about what living things go through life cycles.

Adapted from: North Olympics Cascades Science Partnership Science Classroom Observation Protocol
 Metro RESA K-5 Science Endorsement Observation Form
Candidate: Catherine Chaviano__ Observer: _Roneisha Worthy_ Location: _Mt. Bethel_ Date: _4/11/18___ Grade _2_ Topic Life Cycle Time _12:29 pm
III. Instruction Fosters and Monitors Student Understanding Instruction fosters students’ emerging understanding of science content
Instruction fosters students’ emerging understanding of science content. Higher through the use of inquiry. Students are asked various questions
order questioning enhances the development of students’ understanding of key throughout instruction like what has life cycles and what does not. Higher
concepts connected to the lesson. order questioning is used to enhance the development of students’
understanding of core ideas connected to the lesson. During the
The teacher monitors students’ emerging understanding of science content.
explanation of the assignment, teacher notes the use of columns in math.
Student ideas are recognized, even when they are not clearly articulated. Responses Students describe columns as “up and down”. Teacher says the items
to student questions or comments address the scientific idea expressed in their should be grouped based on discussion with table mates. Student notes the
thinking and relate it to the focus of the lesson. “icle” and teacher connects state of matter and notes the “icle” term is
connected to “ice” and asks is the word a solid or liquid. Student notes they
begin as a solid but when melted becomes a liquid. The teacher monitors
students’ emerging understanding of science content through the use of
intermittent questions while instruction is occurring. Student ideas are
recognized, even when they are not clearly articulated (see “psychopath”
reference above). 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 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.
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.
Students work on making sense of scientific phenomena or problems and
objectively communicate their findings. Students reflect on their own
understanding of the science content. For example, students move to
tables and begin to sort. Teacher circles classroom inspecting student
columns ensuring group work and collaboration. Students discuss topics on
cards and debate whether items have and do not have life cycles. Teacher
reminds students that if a consensus is not reached, put the card to the
side. Teacher moves around assessing groupings. During review, teacher
addresses items where students disagree and clears up any
misconceptions. Students make connections between the science core
ideas in the current lesson and prior experiences in and out of school (see
ice, solid and liquid reference, above).
Students investigate science concepts through three dimensional learning
strategies. For example SEP includes the use of asking questions and
defining problems; CCC include state of matter and Physical science serves
as the content or Disciplinary core idea. 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. For example,
students discuss how life cycle, states of matter, liquid, solid, state, etc.
Students use observation and evidence to challenge ideas and inferences
throughout the lesson, particularly when looking at the lady bug habitat.

Adapted from: North Olympics Cascades Science Partnership Science Classroom Observation Protocol
 Metro RESA K-5 Science Endorsement Observation Form
Candidate: Catherine Chaviano__ Observer: _Roneisha Worthy_ Location: _Mt. Bethel_ Date: _4/11/18___ Grade _2_ Topic Life Cycle Time _12:29 pm
Reasoning and evidence are a consistent part of a student’s science experience. Some groups finish early. Teacher reviews categories and notes some
Students experience scientifically productive disequilibrium. categories to review. Teacher notes the differing opinions and that students
Students use their science understanding to evaluate and debate their own science are having a difficult time convincing team mates. Teacher notes confusion
arguments as well as those of others. Students offer evidence based explanations about life cycle and metamorphosis. She notes the difference and that
metamorphosis is a part of life cycle. Finally, teacher notes that all of the
to support their understanding.
items are living things and all living things have a cycle.
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