Metro RESA K-5 Science Endorsement Observation Form
Candidate: Alison Friend__ Observer: _Roneisha Worthy_ Location: _Tritt Elementary_ Date: _09/18/17_ Grade _1_ Topic _Seasons_ Time _10:45 am
I. Classroom Culture is Conducive to Learning Science Science content was made accessible to each student through the use of a
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.
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.
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
Evidence
SMART board visible to all students. Content and instruction was based on
the GPS standard: S1E1. Obtain, evaluate and communicate weather data to
identify weather patterns. (d) Analyze to identify seasonal patterns of
change. (Clarification statement: Examples could include temperature,
rainfall/snowfall, and changes to the environment.) Science content was
developmentally appropriate and scaffolded appropriately by first allowing
students to review the “Seasons” video on ABCmouse.com with teacher
prompting throughout to evaluate understanding and clarify concepts.
Allusion to the precipitation types and patterns provided interwoven science
concepts throughout the instruction. Students demonstrated engagement
and understanding of the content presented by answering verbal assessment
prompts provided by the teacher, such as what is Autumn? Students respond
with Fall. In addition, students engaged in a discussion concerning the
Martin Family which is connected to Problem Based Learning Assignment
introduced at the start of the lesson. Not only were students provided with
an opportunity to work independently and explore the content
independently, but they also engaged in group discussions and shared
discussion outcomes with the rest of the class.
The teacher actively engages students in the science content related to the
seasons by introducing the What season are you? Activity. Students are given
a picture card and students have to use. Students move around and sort
themselves by season. Cards are faced down on student tables. Teacher
references the “Martin” family to refer back to the problem/task the
students are trying to solve or help out with. Students walk and engage in
group work discussing what is on their pictures. Some students work
together. Many students are engaged in dialogue and helping each other.
When the task is complete, students instructed to stay with their cards
because they will be asked to answer questions. Students called on to
discuss their picture and are able to present their evidence and reasoning.
Teacher prompts for evidence. To show student’s picture, teacher uses
document reader. Teacher leads a discussion about some of the evidence
(e.g., snow). Teacher refers to past lesson about precipitation and the fact
that snow precipitation falls in the winter. Evidence given for spring and fall.
Students instructed to become “scientists” and sort by collaborating and
communicating with peers.
 Metro RESA K-5 Science Endorsement Observation Form
Candidate: Alison Friend__ Observer: _Roneisha Worthy_ Location: _Tritt Elementary_ Date: _09/18/17_ Grade _1_ Topic _Seasons_ Time _10:45 am
III. Instruction Fosters and Monitors Student Understanding I witness students working well together, discussing what they know and the
Instruction fosters students’ emerging understanding of science content. Higher order evidence that they see as well as why they feel the evidence helps them to
questioning enhances the development of students’ understanding of key concepts determine which season the pictures belong to. Students seem to complete
connected to the lesson. task quickly. Teacher instructs students to each pick a poster and glue the
pictures down. Assessment given through Mystery Science and is
The teacher monitors students’ emerging understanding of science content. Student ideas independent.
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 Teacher walks around to confirm pictures are in the correct group. For
Students work on answering scientific questions or problems and objectively communicate groups where students have placed the wrong picture in groups, teacher
their findings. uses prompts to help students understand where the misconceptions have
Students reflect on their own understanding of the science content. Students discuss what caused them to make the wrong choice. Students use evidence and
they understand and don’t understand about the intended content. reasoning to make the correct selection.
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 During the ABCmouse.com video, teacher Instructs students to pay attention
Students investigate science concepts through structured, guided, and/or open inquiry to changing of the seasons in the video. Student misconceptions are voiced
experiences. Students manipulate and control experimental variables. and teacher responds that students will go through a [guided] experience to
answer their questions. Students are asked what is the first month of the
Students use science language and the language of the standards to communicate their year? Students respond with January. Students then asked what season is
science thinking and ideas coherently and precisely to peers, teachers, and others. that? Students respond with Winter. Students are then reminded of scientific
Student use observation and evidence to challenge ideas and inferences. inquiry terminology like what are claims, evidence and reasoning.
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