Metro RESA K-5 Science Endorsement Observation Form

Candidate: _Dunford, Alison (1)__Observer __D Parrinello__ Location: _Timber Ridge Elementary __ Date: _4-272016_ Grade __5___ Topic _Physical Characteristics and Dichotomous Keys__ Time __11:30-12:20________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.

The lesson observed was based on several GPS

standards. In addition to animal and plant
classification, the lesson incorporated Habits of the
Mind and Nature of Science standards.
Students were highly engaged in task of creating their
dichotomous keys. The lesson was well structured to
provide a framework for success and ensure the
students learned the necessary science content.
Students were consistently using evidence in their
discussions and worked collaboratively in their groups
to form observations and discussion.

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.

You consistently brought the students back to the big

ideas of the lesson; using the characteristics of plants
and animals for classification. All the science content
presented was accurate and worthwhile.
You introduced the new found octopod as an example
of how science is continuingly changing based on the
evidence they have. This reinforced the ideas of the
dynamic nature of science.

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: _Dunford, Alison (1)__Observer __D Parrinello__ Location: _Timber Ridge Elementary __ Date: _4-272016_ Grade __5___ Topic _Physical Characteristics and Dichotomous Keys__ Time __11:30-12:20________Fully
Operational
III. Instruction Fosters and Monitors Student Understanding
Instruction fosters students emerging understanding of science content.
In addition to the science content, you put a strong
Higher order questioning enhances the development of students
emphasis on student understanding of the higher order
understanding of key concepts connected to the lesson.
thinking skills emphasized with this lesson. Students
were able to identify the ideas of analysis of
The teacher monitors students emerging understanding of science
characteristics and how scientists use the
content. Student ideas are recognized, even when they are not clearly
characteristics to classify animals and plants.
articulated. Responses to student questions or comments address the
As the students worked in their groups, you circulated
scientific idea expressed in their thinking and relate it to the focus of the
and assisted as needed. You asked probing questions
lesson.
to guide students toward deeper understanding.
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 were working in their cooperative groups to

produce their dichotomous keys. Students were able to
communicate their purpose and explain the science
content.
Students were able to relate the activity to previous
material on how to classify plants and animals.
Students were able to reflect on their on their work
habits through a lab environment self-evaluation.

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 were participating in a Guided Inquiry Lab to

produce a dichotomous key. You structured the activity
in such a way that students were able to work
independently during their work session. The class
period was well organized into an opening, work
session and closing.
Students were given the opportunity to select their own
variables and how to display their keys.
You frequently reinforced science vocabulary and ideas

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

Metro RESA K-5 Science Endorsement Observation Form

Candidate: _Dunford, Alison (1)__Observer __D Parrinello__ Location: _Timber Ridge Elementary __ Date: _4-272016_ Grade __5___ Topic _Physical Characteristics and Dichotomous Keys__ Time __11:30-12:20________Fully
Operational
as the students worked. You have check points to keep
Students use their science understanding to evaluate and debate their
the students on track. You further emphasized the
own science arguments as well as those of others. Students offer
importance of working collaboratively and contributing
evidence based explanations to support their understanding.
to the success of the group. I especially liked that you
talked about how disequilibrium was OK.
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