Metro RESA K-5 Science Endorsement Observation Rubric REVISED

Name__ Alison Friend________________ Grade Level __1st______ Date _01/30/2018_ Time _10:12__Observer_Dr. Roneisha Worthy_
Concept Evidence
I. Classroom Culture is Conducive to Learning Science
Science content is made accessible to each student. Content and
Science content is made accessible to each student through the use of a smart
instruction is based on the GPS standards Science content is
board. Content and instruction is based on the GSE S1P1. Obtain, evaluate, and
developmentally appropriate and scaffolded appropriately. Content,
communicate information to investigate light and sound. b. Ask questions to
processes and the nature of science are interwoven throughout
identify and compare sources of light. Science content is developmentally
instruction.
appropriate and scaffolded appropriately to fit 1st Grade. Content (physical
Students are engaged in task(s) related to the GPS that incorporate the
sciences), processes (scientific inquiry) and crosscutting concepts (patterns,
use of discussion and evidence based explanations. Students use
cause and effect) are interwoven throughout instruction.
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, The teacher actively engages students in science content that is significant,
clear, accurate, and accessible to all students. accurate, and worthwhile. Teacher explains that students will learn something
Science is portrayed as a dynamic body of knowledge that changes based new in science. Teacher shows clip of a groundhog and explains that Friday is
on the best available evidence. ground hog day. Teacher instructs students to turn and tell a friend what the
Science content builds on students’ prior ideas or experiences. Students ground hog is going to do on Friday. Student is called on to share. Students
reveal their preconceptions about the science content, the underlying agree that he is coming out to look for his shadow. Teacher then presents a
related concepts, or the nature of science. misconception: Only a sun can create a shadow. Students instructed to return to
their seats and answer yes or no if they agree with the statement. Students
equally answer yes and no. Teacher then reads book Blackout by John Rocco.
Students listen as teacher reads book. Teacher allows students to read along
with her

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 Metro RESA K-5 Science Endorsement Observation Rubric REVISED

Name__ Alison Friend________________ Grade Level __1st______ Date _01/30/2018_ Time _10:12__Observer_Dr. Roneisha Worthy_
III. Instruction Fosters and Monitors Student Understanding Instruction fosters students’ emerging understanding of science content. Higher
Instruction fosters students’ emerging understanding of science content. order questioning enhances the development of students’ understanding of
Higher order questioning enhances the development of students’ core ideas connected to the lesson. For example, During the book reading,
understanding of key concepts connected to the lesson. teacher continuously asking is there a sun in the blackout, even though there
The teacher monitors students’ emerging understanding of science are shadows. Teacher probes and asks throughout the reading how they are
content. Student ideas are recognized, even when they are not creating the shadows. Students respond, flashlight, candle, fireflies, batman
clearly articulated. Responses to student questions or comments light. Some students end the story with applause. Teacher asks if some students
address the scientific idea expressed in their thinking and relate it want to move their sticky notes. One student puts his in the middle to indicate
he would like to explore the question more. 19/22 students respond No after
to the focus of the lesson.
story (12/22 prior to story). Teacher then explain that the flashlight, candle,
fireflies, etc are all “light sources”.
IV. Students Organize, Relate, and Apply Their Scientific Knowledge Students work on making sense of scientific phenomena or problems and
Students work on answering scientific questions or problems and objectively communicate their findings. Students then asked for 1 minute to
objectively communicate their findings. observe around the classroom what makes a light source. Student walk and look
Students reflect on their own understanding of the science content. (observe) various light sources. Students instructed to work in groups to take
Students discuss what they understand and don’t understand about the pictures of sources of light. Students select their own partners. Student groups
intended content. move around the classroom with their partners and take pictures. One student
Students make connections between the science content in the current notices a shadow and recognizes that the sun is a light source. Teacher places
lesson and prior experiences in and out of school. various light sources around the classroom to prompt students. These light
Students apply science concepts to real life situations and explain how sources include: battery operated candle, lamp, lantern, night light, laser light,
science ideas interconnect and build on one another. thermostat, fire alarm, wireless router. Teacher uses airplay from ipad to screen
mirror one of the ipad results on the smart board. Teacher models the use of
the picwall app to create a collage of the light sources. Students then put their
work in Seesaw.
V. Students are involved in scientific inquiry
Students investigate science concepts through structured, guided,
and/or open inquiry experiences. Students manipulate and control Students investigate science concepts through three dimensional learning
experimental variables. strategies. There is evidence of the integration of SEP Content (scientific inquiry),
Students use science language and the language of the standards to CCC (patterns, cause and effect), and content (physical science). Students offer
communicate their science thinking and ideas coherently and precisely evidence based explanations to support their understanding through the use of
to peers, teachers, and others. seesaw Ipad portfolio activities and picwall applications. In addition, students
Student use observation and evidence to challenge ideas and inferences. play the interactive website game as a whole group.
Reasoning and evidence are a consistent part of a student’s science
experience. Students experience scientifically productive disequilibrium.

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 Metro RESA K-5 Science Endorsement Observation Rubric REVISED

Name__ Alison Friend________________ Grade Level __1st______ Date _01/30/2018_ Time _10:12__Observer_Dr. Roneisha Worthy_
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 & Georgia DOE Standards Based Rubric