Metro RESA K-5 Science Endorsement Observation Form

Candidate: Alana Davis Observer: Terri George Location: Mableton Elementary Date: April 27, 2016 Grade 5 Topic:
STEM Culminating Project Time 9:30-10:00
Observation #2 Fully Operational
Evidence
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.

Active engagement in rigorous and relevant learning

experiences ensures students develop the necessary science
content knowledge. The students are engaged in a STEM
project, which will be the production of a puppet show. The
students are brainstorming ideas of how to make a puppet
stage for their play. The stage will be used for the students
to show the production of their puppet show using science
GPS 5th grade standards.

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. The students use their prior knowledge
from the entire 5th grade year in science to plan, and execute
a puppet show depicting a big idea they have investigated.
During this class the engineering design was to brainstorm
how the puppet stage should look and how they will build the
stage. The teacher will review the designs and the students
will begin to collect the materials for the stage in the make it
room of the media center.

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: Alana Davis Observer: Terri George Location: Mableton Elementary Date: April 27, 2016 Grade 5 Topic:
STEM Culminating Project Time 9:30-10:00
Observation #2 Fully Operational
III. Instruction Fosters and Monitors Student Understanding The teacher monitors students emerging understanding of
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 dont understand about the
intended content.

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. This
class session was focused on the brainstorming and the
design to build a puppet stage for their production to present
their understanding of science concepts to younger students
at the school.

Students make connections between the sciences content in

the current lesson and prior experiences in and out of school.
The stuents are using their science content knowledge to
develop and design their STEM project. The students will
also be using their reading and writing skills to write their
puppet show. The students are also using the engineering
design to make a stage for their puppet show which will
show their understanding of the 5th grade science standards.

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 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

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
students while working on a STEM culminating 5th grade
project, use the standards to produce a puppet show that will
teach younger students in the school about the big ideas in
5th grade science.
The STEM project uses the engineering design as a model to
enable students to explore and show understanding of key
ideas they investigated in 5th grade science and crosses over
to real life where they design and produce a puppet show to
help younger students understand the science concepts.
This lesson focused on the brainstorming and the design of
the stage for the puppet show.

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

Metro RESA K-5 Science Endorsement Observation Form

Candidate: Alana Davis Observer: Terri George Location: Mableton Elementary Date: April 27, 2016 Grade 5 Topic:
STEM Culminating Project Time 9:30-10:00
Observation #2 Fully Operational
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