Metro RESA K-5 Science Endorsement Observation Form
Candidate: ___Maggie Elmore__________ Observer: __Sharryse Henderson_____________ Location: __Frey Elementary_______ Date: _10/27/2017___
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.
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
Today’s lesson was appropriate for first grade class (S1P2).
Maggie knows each of her students be name and was careful to interact
with each of them. She created a fun yet organized learning environment
that was conducive to learning. She is very animated and was able to keep
the student’s engaged.
When the students became a little loud or began to lose focus, Maggie was
able to quickly regain their attention by saying: “1-2-3. Attract to Me”
which was perfect for the magnet lesson.
To also ensure the environment and classroom culture was safe, Maggie
warned the students of the sharp objects they might encounter during the
activity and gave the students special instructions on how to behave or use
them safely.
In order to ensure access to all, Maggie used different types of activities
and games so that even one of her students without arms was able to
participate easily.
Maggie started the lesson with a magnet song (rap type, catchy).
Intergalactic Beastie Boys! This immediately hooked the students and got
them excited and engaged in the lesson.
Showed a slide show with magnetic images and asked the students to think
about what they were wondering about each object. She allowed students
to self-identify by raising their hands in order to share their thoughts.
The activities Maggie chose during the active-learning experience
encouraged students to make predictions based on prior knowledge and
then test their predictions. With the evidence they collected the students
were able to determine the accuracy of their predictions.
 Metro RESA K-5 Science Endorsement Observation Form
Candidate: ___Maggie Elmore__________ Observer: __Sharryse Henderson_____________ Location: __Frey Elementary_______ Date: _10/27/2017___
III. Instruction Fosters and Monitors Student Understanding Maggie gave very clear and concise instructions about each station used
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.
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
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 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.
Adapted from: North Olympics Cascades Science Partnership Science Classroom Observation Protocol
during the active-learning experience. Students were well organized and
knew exactly what was expected of them as they rotated from station to
station.
Maggie rotated through the stations assisting the students and guiding
them in the exercises. Even though she monitored their activities, she was
careful to allow them to discover and figure things out for themselves. As
she encountered students with misconceptions about magnets, she was
able to quickly address the issue and provide accurate information.
Maggie created stations that encourage student curiosity and gave them
the opportunity to explore magnets. Furthermore, she incorporated math
elements where possible to reinforce other standards being learned.
By having the students make predictions prior to using their magnets (what
is magnetic, how many paperclips, etc.), students were encouraged to use
and apply the scientific process.
Maggie also used examples that related to real-life situations so students
could see how characteristics and properties of magnets is used in everyday
situations.
After the activity, students were reconvened on the carpet to share out
what they learned and articulate science concepts using the language of
science (attract, repel, north poles, south poles, etc.). The students
reflected on what surprised them about the activity and what new things
they learned from doing the different stations.
Maggie used Study Jams to practice definitions. Used hand clapping to
engage them in the terminology. Both of these, plus the prediction
worksheets, were good formative assessments that also utilized claims,
evidence, and reasoning.
Although I did no observe a summative assessment, the unit lesson plan
suggested those were planned further in the unit.
 Metro RESA K-5 Science Endorsement Observation Form
Candidate: ___Maggie Elmore__________ Observer: __Sharryse Henderson_____________ Location: __Frey Elementary_______ Date: _10/27/2017___
Discussions are based on scientific evidence and students use evidence to inform reflection
and discussion. Students explain, question, and debate their own understanding.

OVERALL THOUGHTS: This was an excellent, well-thought out lesson! I was thrilled to see the enthusiasm that Maggie had for teaching science and the students seemed to be
inspired by that enthusiasm. They did not appear intimidated by the lesson and appeared comfortable in the way the activity was structured. This suggests that this type of
lesson is typical of her instruction style. Finally, Maggie demonstrated a clear understanding of the 5Es and 3-D Learning Model as it was used throughout the lesson. BRAVO!

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