Metro RESA K-5 Science Endorsement Observation Form

Candidate: _Janice Belcher _ Observer: __Linda Huebener _ Location: Dowell EL Date: __March 17, 2016 Time: 12:40
GPS: SKL1 c, SKL2 b Students will sort living organisms and non living materials into groups by observable physical attributes. Students will compare the
similarities and differences in groups of organisms
From this observation, the instruction by the teacher is operational.
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.

Evidence
Science content is made accessible to each student. Content and
instruction is based on the GPS standards Science content is
developmentally appropriate and scaffold appropriately. Content,
processes and the nature of science are interwoven throughout instruction.
GPS: SKL 1 and SKL 2 : The kdg, GPS standard on physical attributes of living
organisms

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.

The book The Tiny Seed was read to students.

Active engagement in rigorous and relevant learning experiences ensures students develop
the necessary science content knowledge.

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.
Students were given 4 different types of plants to observe through site and
smell.

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.

The teacher actively engages students in science content that is

significant, accurate, and worthwhile.
A pocket chart titled, What Plants Need was used to review the
information from the text.
Students placed their answers on the chart to review the basic needs
of plants air, sun, soil, and water.

Science is portrayed as a dynamic body of knowledge that changes based on the best
available evidence.

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 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.

Safety rule #1: Never put anything in your mouth unless it is food.

The students were all engaged in the discussion. Teacher, What do

plants need to grow?

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

Metro RESA K-5 Science Endorsement Observation Form

Candidate: _Janice Belcher _ Observer: __Linda Huebener _ Location: Dowell EL Date: __March 17, 2016 Time: 12:40
GPS: SKL1 c, SKL2 b Students will sort living organisms and non living materials into groups by observable physical attributes. Students will compare the
similarities and differences in groups of organisms
From this observation, the instruction by the teacher is operational.
Instruction fosters students emerging understanding of science content.
III. Instruction Fosters and Monitors Student Understanding
Instruction fosters students emerging understanding of science content. Higher order
questioning enhances the development of students understanding of key concepts
connected to the lesson.

The teacher monitors students emerging understanding of science content. Student ideas
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

their findings.

Higher order questioning enhances the development of students

understanding of key concepts connected to the lesson.

Teacher distributed seeds to groups of varying sizes, colors, and

physical attributes. Holding a bulb, the teacher asked if this was a
seed. A student said it was a bob, another said it was an onion.
Teacher acknowledged their ideas and helped students to say,
bulb.
Students apply science concepts to real life situations and explain how
science ideas interconnect and build on one another.
The teacher connected the plants that students are familiar with and where
the plants grow.

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 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 investigate science concepts through structured, guided, and/or

open inquiry experiences. Students manipulate and control experimental
variables.
Students rotated to different plants and different seeds to see the physical
attributes of the plant or seed, and compared them.
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.

Water, sun, soil, air are basic needs of a plant was reviewed again.
A child continued to say each time that plants need patience.
Teacher agreed with the student.

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

Metro RESA K-5 Science Endorsement Observation Form

Candidate: _Janice Belcher _ Observer: __Linda Huebener _ Location: Dowell EL Date: __March 17, 2016 Time: 12:40
GPS: SKL1 c, SKL2 b Students will sort living organisms and non living materials into groups by observable physical attributes. Students will compare the
similarities and differences in groups of organisms
From this observation, the instruction by the teacher is operational.
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