Metro RESA K-5 Science Endorsement Observation Form

Candidate: Jodi Wilder Observer: B. Callahan Location: Big Shanty ES Date: 12/4/17 Grade 5 Topic Static Electricity Time 12:00 -1:00

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
Science content is made accessible to each student. Content and
instruction is based on the GPS standards for electricity. Engage with
a video – 9 amazing tricks with static electricity (5 minutes)
Phenomenon-based: static electricity / activated prior knowledge by
finding out what students know and what they question. Students
actively discussed this among themselves and then responded to
teacher questions.
“Would you like to make lightning?”

II. Science Content is Intellectually Engaging

Q: How can I make lightning? Students develop hypothesis on how
The teacher actively engages students in science content that is significant, accurate, and this might be possible.
worthwhile.
Phenomenon-based inquiry
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.
Teacher reminded students that scientists think before doing work.
They develop ideas and make a plan.
Science is portrayed as a dynamic body of knowledge that changes based on the best
available evidence. Students provided a large number of answers – they were familiar
with the concept of static electricity.
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
 Metro RESA K-5 Science Endorsement Observation Form
Candidate: Jodi Wilder Observer: B. Callahan Location: Big Shanty ES Date: 12/4/17 Grade 5 Topic Static Electricity Time 12:00 -1:00
III. Instruction Fosters and Monitors Student Understanding
Instruction fosters students’ emerging understanding of science content. Higher order Creative – students were given a variety of materials to possibly
questioning enhances the development of students’ understanding of key concepts make lightning.
connected to the lesson.
Students participated in a K-W-L. Teacher facilitated discussion at
The teacher monitors students’ emerging understanding of science content. Student ideas
beginning about what students knew and what they wanted to
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
know.
of the lesson.
IV. Students Organize, Relate, and Apply Their Scientific Knowledge
Students work on answering scientific questions or problems and objectively communicate Students actively worked on answering scientific questions and
their findings. communicating 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 were able to reflect on their own understanding of content
– teacher provided think time prior to answering questions.
Students discussed phenomenon and examples.

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 Students investigated science concepts through inquiry. They had
experiences. Students manipulate and control experimental variables. the opportunity to develop their own procedures and materials. The
students developed a procedure to test electricity.
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.
Teacher asked students to share procedures with other groups.
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.

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
 Metro RESA K-5 Science Endorsement Observation Form
Candidate: Jodi Wilder Observer: B. Callahan Location: Big Shanty ES Date: 12/4/17 Grade 5 Topic Static Electricity Time 12:00 -1:00

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