Metro RESA K-5 Science Endorsement Observation Form

Candidate: K. Muller Observer: B. Callahan Location: Shallowford Falls ES Date: 11/3/17 Grade: 5th Topic: P/C changes Time: 9:00

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.
Evidence
Teacher provided a good introductory lesson to physical and
chemical changes. Lesson is aligned to GSE standards. Teacher
provided conceptually correct information throughout lesson.
Students spent much of the lesson providing examples and
discussing physical and chemical changes.

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.
Teacher engages the students by doing an activity in a bag. Students
were engaged through movement in the classroom related to their
agreement of changes being chemical or physical.
Teacher provided the uncertainty of some changes as physical or
chemical.

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 gave examples of both types of changes.
Reaction in a bag – students tended to think that the bag was
heavier after the reaction than before. Be sure to emphasize the Law
of Conservation of Mass – the mass would stay the same
during/after the reaction.

Adapted from: North Olympics Cascades Science Partnership Science Classroom Observation Protocol
 Metro RESA K-5 Science Endorsement Observation Form
Candidate: K. Muller Observer: B. Callahan Location: Shallowford Falls ES Date: 11/3/17 Grade: 5th Topic: P/C changes Time: 9:00
III. Instruction Fosters and Monitors Student Understanding
Instruction fosters students’ emerging understanding of science content. Higher order Teacher provided the students with opportunities to apply concepts
questioning enhances the development of students’ understanding of key concepts discussed in class to new situations.
connected to the lesson.
Assessment was formative – during whole group instruction the
The teacher monitors students’ emerging understanding of science content. Student ideas
students “voted with their feet” to indicate agreement that a change
are recognized, even when they are not clearly articulated. Responses to student questions
or comments address the scientific idea expressed in their thinking and relate it to the focus
was physical or chemical. Teacher also used a ticket out the door as
of the lesson. formative assessment.
IV. Students Organize, Relate, and Apply Their Scientific Knowledge
Students work on answering scientific questions or problems and objectively communicate Students recorded observations and shared their findings with
their findings. others.

Students reflect on their own understanding of the science content. Students discuss what Students were given examples of physical and chemical changes, the
they understand and don’t understand about the intended content.
students then discussed the uncertainty, and defended why their
Students make connections between the science content in the current lesson and prior
stance was correct using evidence.
experiences in and out of school.
Examples presented were real life examples.
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 Students used observations – Alka Seltzer in water was one activity.
experiences. Students manipulate and control experimental variables.
This was a beginning activity, so academic language was minimized.
Students use science language and the language of the standards to communicate their Teacher will build on experiences to introduce vocabulary.
science thinking and ideas coherently and precisely to peers, teachers, and others.

Student use observation and evidence to challenge ideas and inferences.

Students engaged in conversations about a variety of physical and
chemical changes. They provided evidence to support their idea that
Reasoning and evidence are a consistent part of a student’s science experience. Students a phenomenon was physical or chemical.
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.
Adapted from: North Olympics Cascades Science Partnership Science Classroom Observation Protocol
 Metro RESA K-5 Science Endorsement Observation Form
Candidate: K. Muller Observer: B. Callahan Location: Shallowford Falls ES Date: 11/3/17 Grade: 5th Topic: P/C changes Time: 9:00

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