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Metro RESA K-5 Science Endorsement Observation Form

Candidate: Amy Dillon Observer: Terri George Location: MCAA Elementary Date: March 21, 2016 Grade 3rd
Topic: Rocks and Minerals Time 12:15-1:00
Observation #1 Fully Observational
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.
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.

Science content is made accessible to each student. Content


and instruction is based on the GPS standards. The 3rd grade
rocks and mineral standards Science content is
developmentally appropriate and scaffolded appropriately.
The students were reviewing the properties and attributes of
minerals. The students were given a real world task of
making a container with all the descriptions for a particular
mineral.
Active engagement in rigorous and relevant learning
experiences ensures students develop the necessary science
content knowledge. All student were actively engaged during
the entire class session.

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.

The teacher actively engages students in science content


that is significant, accurate, and worthwhile. The students
were reviewing the standards with rocks and minerals by
doing an engineering design for a mineral display case that
would be used by the Tellus Science Museum.
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. The students were all engaged in the
engineering activity while using their understanding of
minerals and their attributes.

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: Amy Dillon Observer: Terri George Location: MCAA Elementary Date: March 21, 2016 Grade 3rd
Topic: Rocks and Minerals Time 12:15-1:00
Observation #1 Fully Observational
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.
Students make connections between the science content in the current
lesson and prior experiences in and out of school.

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. As
the students worked in teams on their engineering design to
make a container for a specific mineral, the teacher rotated
from team to team eliciting student ideas and giving
prompts to help them with their engineering design.
Students make connections between the science content in
the current lesson and prior experiences in and out of school.
At the first of class the students used knowledge from
lessons on minerals to discuss different types of candy. The
candy had some of the same attributes as minerals. They
then discussed scientifically the attributes of minerals before
beginning their experimental design.
Students work on answering scientific questions or problems
and objectively communicate their findings. During the class
discussion, the students actively answered scientific
questions related to the attributes of minerals. The teacher
used candy as a model for looking again at attributes.

Students apply science concepts to real life situations and explain how
science ideas interconnect and build on one another.

The class ended with a whole class discussion of ideas


from their work.

V. Students are involved in scientific inquiry

Students investigate science concepts through engineering


design and open inquiry experiences. The students were
solving a real world problem of making a mineral display
case.
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. The students were involved in
research, sharing ideas, and designs to prepare their design
prototype for the teacher to approve. The students were
using texts, internet sites and each other for background
research about their design and what should be included.
The students in their design had to have 6 compartments, be
transparent, explain physical attributes, and calculate the
area of the display case.

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
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: Amy Dillon Observer: Terri George Location: MCAA Elementary Date: March 21, 2016 Grade 3rd
Topic: Rocks and Minerals Time 12:15-1:00
Observation #1 Fully Observational
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

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