Metro RESA K-5 Science Endorsement Observation Form

Candidate: Jodi Wilder Observer: B. Callahan Location: Big Shanty ES Date: 10/30/17 Grade 5 Topic Watershed/Runoff Time 12:00 -1:00

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.
Active engagement in rigorous and relevant learning experiences ensures students develop
the necessary science content knowledge.
Evidence
Science content is made accessible to each student. Content and
instruction is based on the GPS standards for ecology, particularly
changes in landscape and watersheds.
Opening question “What is runoff?” Connecting to the local
environment – school – asked what is the highest point on the
school grounds? Teacher extended student questions – compared
two areas of school grounds.
Students develop a model of the school location – will test runoff by
using Saran wrap to cover model and then spray with water.

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 actively engages students in science content that is
significant, accurate, and worthwhile. Discussion of watersheds is
important to functional scientific literacy.
Teacher focused lesson on the relevance of the watershed on the
local community.

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: Jodi Wilder Observer: B. Callahan Location: Big Shanty ES Date: 10/30/17 Grade 5 Topic Watershed/Runoff Time 12:00 -1:00
III. Instruction Fosters and Monitors Student Understanding
Instruction fosters students’ emerging understanding of science content. Higher order Application of concepts taught led students to better understanding
questioning enhances the development of students’ understanding of key concepts of the area around them.
connected to the lesson.
Students express ideas frequently. Teacher does a good job of
The teacher monitors students’ emerging understanding of science content. Student ideas
relating student examples to big ideas about science.
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
of the lesson.
IV. Students Organize, Relate, and Apply Their Scientific Knowledge
Students work on answering scientific questions or problems and objectively communicate Students asked/answered questions about runoff. Students went
their findings. outside and found examples of runoff. This enables students to
connect science concepts to their outside world.
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 Students created a model to represent elevation at school.
experiences. Students manipulate and control experimental variables.
Students tested the model by spraying it with water. Discussed
Students use science language and the language of the standards to communicate their results with other students and teacher.
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 student’s 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.
Adapted from: North Olympics Cascades Science Partnership Science Classroom Observation Protocol
 Metro RESA K-5 Science Endorsement Observation Form
Candidate: Jodi Wilder Observer: B. Callahan Location: Big Shanty ES Date: 10/30/17 Grade 5 Topic Watershed/Runoff Time 12:00 -1:00

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