Metro RESA K-5 Science Endorsement Observation Form

Candidate: Catherine Chaviano__ Observer: _Roneisha Worthy_ Location: _Mt. Bethel_ Date: ____ Grade _2_ Topic Native Homes Time _9:15 am
Evidence
I. Classroom Culture is Conducive to Learning Science Science content was made accessible to each student through the use of a
Science content is made accessible to each student. Content and instruction is based smart board and props. Student groups were each given materials to
on the GPS standards Science content is developmentally appropriate and construct homes. Content and instruction was based on the GSE standard
scaffolded appropriately. Content, processes and the nature of science are S2P1. Science content was developmentally appropriate and scaffolded
appropriately through grouping. Content, processes and crosscutting
interwoven throughout instruction.
concepts are interwoven throughout instruction. For example, students
Students are engaged in task(s) related to the GPS that incorporate the use of used Science & engineering practices by asking the question: How can I
discussion and evidence based explanations. Students use evidence to inform demonstrate and explain how structures made from small pieces can e
observation and discussion. disassembled and then rearranged to make new and different structures.
Active engagement in rigorous and relevant learning experiences ensures students They also constructed explanations in groups where they explained why
develop the necessary science content knowledge. they chose to construct their homes in that manner. Students were actively
engaged in rigorous and relevant learning experiences through the use of
the engineering design process.

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 teacher actively engaged students in science content that was
significant, accurate, and worthwhile. She asked students: What is matter?
Students responded with responses like: Something that is weight and takes
up space. Students engaged in discussion where they discussed how to
describe matter. Instructor held up string and asked students describe it.
They responded that it was solid, think, flowy, bendy and it weighed a
certain amount. Students were also asked about whether matter could be
broken up and made into something else. Science content was primarily
focused on phenomena supported by relevant core idea associated with
physical science. Explanations and clarifications were engaging, clear,
accurate, and accessible to all students on the smartboard and in their
workspaces. Science content build on students’ prior ideas or experiences
from previous lessons on matter. Students revealed their preconceptions
whether matter could be broken up and made into something else. Many
students discussed trees and how they were broken up into pieces to make
things like furniture and paper.

Adapted from: North Olympics Cascades Science Partnership Science Classroom Observation Protocol
 Metro RESA K-5 Science Endorsement Observation Form
Candidate: Catherine Chaviano__ Observer: _Roneisha Worthy_ Location: _Mt. Bethel_ Date: ____ Grade _2_ Topic Native Homes Time _9:15 am
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.
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.
Adapted from: North Olympics Cascades Science Partnership Science Classroom Observation Protocol
Instruction fosters students’ emerging understanding of science content
through the use of inquiry. Students are asked various questions throughout
instruction like what native Americans could make out of trees. Higher
order questioning is used to enhance the development of students’
understanding of core ideas connected to the lesson. For example, students
are subsequently asked whether the trees could be broken down into
smaller pieces to construct something else. Students respond, yes and
begin to suggest things like clothing. The teacher monitors students’
emerging understanding of science content through the use of intermittent
questions while instruction is occurring. Student ideas are recognized, even
when they are not clearly articulated. For example, students discuss how a
cookie can be broken into pieces. When the student can’t come up with an
idea about what the cookie crumbles can be used for, the teacher suggests
a pie crust. Responses to student questions or comments address the
scientific idea expressed in their thinking and relate it to the focus of the
lesson.
Students work on making sense of scientific phenomena or problems and
objectively communicate their findings. Students reflect on their own
understanding of the science content. For example, students use various
objects from nature to construct a house. Teacher reviews various houses
from the time period and students discuss how materials can be broken up
to replicate some of the homes from the previous period. Students discuss
what they understand and don’t understand about the intended content.
For example, students discuss with their group members about what type
of home would better protect the native Americans. After discussing with
their partners, students share with the teacher, ultimately getting approval
to begin building their model. Students make connections between the
science core ideas in the current lesson and prior experiences in and out of
school. For example, students relate how the native Americans broke
matter into pieces to construct a new object.
Students investigate science concepts through three dimensional learning
strategies. For example SEP includes the use of asking questions and
defining problems; CCC include the STEM Process and Structure and
Function and Physical science serves as the content or Disciplinary core
idea. 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. For example, students discuss how a whole
tree can be chopped into small pieces then used to construct a completely
 Metro RESA K-5 Science Endorsement Observation Form
Candidate: Catherine Chaviano__ Observer: _Roneisha Worthy_ Location: _Mt. Bethel_ Date: ____ Grade _2_ Topic Native Homes Time _9:15 am
Reasoning and evidence are a consistent part of a student’s science experience. different item. Student use observation and evidence to challenge ideas and
Students experience scientifically productive disequilibrium. inferences throughout the lesson, particularly when trying to build their
Students use their science understanding to evaluate and debate their own science homes. Many students debated on the best design during the planning
arguments as well as those of others. Students offer evidence based explanations to phase. Reasoning and evidence were used to determine the designs and
was a continuous part of the student’s science experience. Ultimately, the
support their understanding.
students used their science understanding to evaluate and debate their own
Discussions are based on scientific evidence and students use evidence to inform arguments concerning the house design, which included convincing team
reflection and discussion. Students explain, question, and debate their own members why their designs were better. Specifically, many groups debated
understanding. on the use of mud houses versus the use of wooden houses. Some groups
reached compromises and built both types of homes.

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