Metro RESA K-5 Science Endorsement Observation Form

Candidate: __Janice Belcher___ Observer: __Linda Huebener _ Location: _Dowell EL _ Date: _March 17, 2016 Time: 1:15
GPS: S3P1 a,b,c,d Students will investigate how heat is produced and the effects of hearing and cooling, and will understand a change in temperature
indicates a change in heat.
From this observation, the instruction by the teacher was 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.
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
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.
GPS S3P1 Investigating how heat is produced and the effects.
Active engagement in rigorous and relevant learning experiences
ensures students develop the necessary science content knowledge.
Students organized their interactive science notebooks with the title,
Heat.
Students listed all the facts they know about heat.
Individuals shared the facts they know. There was a common
understanding that heat is hot and heat comes from fire. Teacher
gathered an understanding the range of knowledge. A student
connected the rock unit with the heat unit by noting that igneous
rocks forms from heat.
Brain Pop, The Mysteries of Life,

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: 1:15
GPS: S3P1 a,b,c,d Students will investigate how heat is produced and the effects of hearing and cooling, and will understand a change in temperature
indicates a change in heat.
From this observation, the instruction by the teacher was operational. _
II. Science Content is Intellectually Engaging
The teacher actively engages students in science content that is
significant, accurate, and worthwhile.
The teacher actively engages students in science content that is significant, accurate, and
Students added facts to their journals they learned from the, The
worthwhile.
Mysteries of Life, Brain Pop video.represented heat and hands
moving slowly would be cooling.
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.

Safety: When working with hot water the students should observe
and not touch the water.

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.

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.

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.

After each activity the students were given the opportunity to share
additional facts.

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: 1:15
GPS: S3P1 a,b,c,d Students will investigate how heat is produced and the effects of hearing and cooling, and will understand a change in temperature
indicates a change in heat.
From this observation, the instruction by the teacher was operational. _
Students reflect on their own understanding of the science content.
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 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 discuss what they understand and dont understand about the
intended content.

A Smartboard lesson on What is Heat? was used to review the

movement of heat and how particles move. The definition of
temperature was reviewed and how it can be measured. After each
slide the teacher gave more information so the students had a
common understanding of heat, movement of heat, and
temperature.

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 use science language and the language of the standards to

communicate their science thinking and ideas coherently and precisely to
peers, teachers, and others.

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.

The teacher handed out notes that students glued into their
interactive science journal. During the Smart lesson the teacher or
students read from the slides. The teacher differentiated by relating
the concept of heat energy to the students. When students are
outside and they get very hot, How does it feel to jump in a cool
swimming pool on a warm day.

Students investigate science concepts through structured, guided, and/or open inquiry
experiences. Students manipulate and control experimental variables.

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 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.

Discussions are based on scientific evidence and students use evidence to

inform reflection and discussion. Students explain, question, and debate
their own understanding.
Each group was given two cups of water, one for cold water and one for hot
water. Students took the temperature of the water. Students predicted
how the temperature on the thermometer might change in the cold water.
Hot water was added to the other cup and the temperature was taken.
Food dye was added to the water and the students watched the movement
of the molecules in each cup.
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: 1:15
GPS: S3P1 a,b,c,d Students will investigate how heat is produced and the effects of hearing and cooling, and will understand a change in temperature
indicates a change in heat.
From this observation, the instruction by the teacher was operational. _
Why didnt the color travel the same in the hot and in the cold water?
The teacher and students discussed why this happened using the word,
molecules.
Students summarized their finding in the interactive journal.

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