Marissa Mizuno 022516 1 3

Mizuno , Marissa C (10068806)
Lawrence, Clifford J JHS
TEACHER OBSERVATION TOOL

Employee
Mizuno , Marissa C
Observation Evidence: What did the educator and students say and do?
Students can identify the watershed for the Colorado River Basin. Students are using a Map Diagram called Streams of Data to label the Locations on the Colorado
River, Elevations, Average Yearly Precipitation and the Average Yearly Temperature. Students use a legend to highlight specific areas on the map. "Be a Watershed
Wizard"- The table shows the average temperature and precipitation (rain and snow) that different places in the watershed receive each year. They are charged with
the following items: 1) On the map, label the elevation at each location. What is the highest place? What is the lowest?; 2) Complete the graph to show how elevation
changes from the headwaters to the delta; 3) What is the difference in average rainfall between Kremmling, Colorado and Riito, Sonora?; 4) Is it generally warmer at
higher elevations or at lower elevations?; 5) Do you know your town's elevation?
Ms. Mizuno has students work with new students in her classroom to assist them in graphing the elevation changes.
Date And Time Spent: What amount of time in minutes did you spend on the observation?
Date of Observation: 2/4/2016
30 minutes.
Subject: What is the subject of this observation?
Watershed and Water Cycle
Observation Notes:
Standard: 3 (Instructional) Indicator: 1 Date Added: 2/4/2016
Note: Ms. Mizuno provides adequate guidance for most students to actively participate in reciprocal and sustained interactions that generally enable them to articulate
their developing understanding in order to deepen and/or consolidate that understanding or to acquire skills. She has students work with new students in her classroom
to assist them in graphing the elevation changes.
Note: Ms. Mizuno provides tasks at a generally appropriate level of challenge for most students, largely enabling most students to advance their learning of subjectmatter content and processes. Students can identify the watershed for the Colorado River Basin. Students are using a Map Diagram called Streams of Data to label the
Locations on the Colorado River, Elevations, Average Yearly Precipitation and the Average Yearly Temperature. Students use a legend to highlight specific areas on the
map. "Be a Watershed Wizard"- The table shows the average temperature and precipitation (rain and snow) that different places in the watershed receive each year.
Note: Ms. Mizuno frequently plans on-going learning opportunities based on adequate evidence of most students' learning status. They are charged with the following
items: 1) On the map, label the elevation at each location. What is the highest place? What is the lowest?; 2) Complete the graph to show how elevation changes from
the headwaters to the delta; 3) What is the difference in average rainfall between Kremmling, Colorado and Riito, Sonora?; 4) Is it generally warmer at higher elevations
or at lower elevations?; 5) Do you know your town's elevation?
Note: Ms. Mizuno ensures that students adequately engage in reflection on their learning status, which is generally related to learning goals and performance criteria,
Teacher Signature ___________________________________________ Date ______________
Observer Signature ___________________________________________ Date ______________

Page 1
during moderately well-structured opportunities for reflection in the lesson. They are charged with the following items: 1) On the map, label the elevation at each
location. What is the highest place? What is the lowest?; 2) Complete the graph to show how elevation changes from the headwaters to the delta; 3) What is the
difference in average rainfall between Kremmling, Colorado and Riito, Sonora?; 4) Is it generally warmer at higher elevations or at lower elevations?; 5) Do you know
your town's elevation?
Note: Ms. Mizuno employs effective and varied strategies, assisting all students in the process of bridging understanding from initial conceptions to targeted learning.
Her students are completing their Bell Ringer on Earth's water cycle is a closed system. Based on their previous knowledge, she asks them the following questions:
What does this mean? Why is water conservation important if the total amount of water on earth never changes?
Note: Ms. Mizuno structures adequate (e.g., several or varied) opportunities to generate evidence of most students' learning during the lesson. She has questions on
the board regarding the following: What is a watershed?; What flows into a main river?; What is the purpose of water restrictions that Las Vegas Residence face?
Students use their Composition Books to display the answer on the back. She had them tape an answer sheet on the back, in order for her to check for their
understanding.
Note: Most students frequently take actions based largely on their own assessment of their learning status, with the purpose of advancing their learning either
independently or with teacher support. They are charged with the following items: 1) On the map, label the elevation at each location. What is the highest place? What
is the lowest?; 2) Complete the graph to show how elevation changes from the headwaters to the delta; 3) What is the difference in average rainfall between
Kremmling, Colorado and Riito, Sonora?; 4) Is it generally warmer at higher elevations or at lower elevations?; 5) Do you know your town's elevation?
Note: Ms. Mizuno models and demonstrates the highest expectations that all children can achieve regardless of race, perceived ability and socioeconomic status. She
demonstrates
regularly, based on her expectations, a deep belief that all students have the capability to complete all of the assignments, labs, performance assessments regardless
of their challenges. Furthermore, she provides numerous opportunities to assist, tutor and motivate all students.
Note: Ms. Mizuno adequately enacts classroom routines and expectations so that most students value each other's contributions and generally support each other's
learning. She often allows students opportunities to share with their neighbor various perspectives on earth science. She asks students to work with their neighbors to
graph their points on their map diagram.
Date of Feedback
2/4/2016
FeedBack to the Teacher/Directions
Great gesture to have students use their compositions books to have them display correct answers on the back as you check for their understanding. Allow tables to
share their answers and scan to see if some answers are wrong and discuss why they may have answered wrong. This is a great opportunity to check students'

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understanding, prior to moving on with the lesson.

Consider moving students around who are chatting and are off-task. Call on some of these students to check their answers.
Do you utilize a system to randomly select students during questioning?
When allowing students to work w/ their neighbor, please ensure that students who are working alone are paired up with one or two students.

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Mizuno , Marissa C (10068806)

Lawrence, Clifford J JHS

TEACHER OBSERVATION TOOL

Watershed and Water Cycle

Observer Signature _____________________________ Date

Mizuno , Marissa C (10068806)

Lawrence, Clifford J JHS

FeedBack to the Teacher/Directions

Observer Signature _____________________________ Date

Mizuno , Marissa C (10068806)

Lawrence, Clifford J JHS

understanding, prior to moving on with the lesson.

Teacher Signature _____________________________ Date

Observer Signature _____________________________ Date

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