Metro RESA K-5 Science Endorsement Observation Form
Candidate: ___Kimberly McCreary__________ Observer: __Sharryse Henderson_____________ Location: __Pickett’s Mill ES_______ Date: _11/02/2017___
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.
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.
Adapted from: North Olympics Cascades Science Partnership Science Classroom Observation Protocol
Evidence
Kimberly created a fun yet relaxing classroom environment that was
conducive to learning. She knew all of her students by name and
called upon them to engage them in class.
Content covered was grade appropriate and met the GSE for science
(S1P1).
It was obvious by her lesson plan that Kimberly has a strong
understanding of the 3-Dimensions of Learning and the 5E method
of instruction.
There were no safety precautions to consider but Kimberly did place
a teacher’s aid at one of the tables to assist in the more difficult task.
Kimberly started the lesson by reviewing the concepts the students
had been learning earlier in the week and discussing how it relates
to today’s topic.
Kimberly started the new content with a phenomenon in order to
hook the students and get them interested in the topic. She used a
video of “Singing Road” of New Mexico (Rt. 66 sings America the
Beautiful).
Next, Kimberly taught the kids a song and they sang/danced the
Sound Song stressing that sound is produced by vibrations. Covered
Pitch and Volume as well.
By using a phenomenon and getting the students to sing and dance a
song about sound, Kimberly was able to ENGAGE the students.
 Metro RESA K-5 Science Endorsement Observation Form
Candidate: ___Kimberly McCreary__________ Observer: __Sharryse Henderson_____________ Location: __Pickett’s Mill ES_______ Date: _11/02/2017___
III. Instruction Fosters and Monitors Student Understanding The students were encouraged to EXPLORE the principles of sound
Instruction fosters students’ emerging understanding of science content. Higher order by rotating from station to station. 1) Sound Game, 2) Kazoo, 3)
questioning enhances the development of students’ understanding of key concepts Drum with Rice, 4) Box Guitars, 5) Chatterbox, 6) Easter Eggs
connected to the lesson. Mystery, and 7) Big Ears.
The teacher monitors students’ emerging understanding of science content. Student ideas
Ms. McCreary rotated to each station as the children worked and
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
encouraged discussion. She asked them to probing questions to
of the lesson. determine their level of understanding and monitored their
discussions to identify possible misconceptions.

Students used a data sheet at each station that contained a single

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.
Reasoning and evidence are a consistent part of a student’s science experience. Students
experience scientifically productive disequilibrium.
question as a formative assessment. Log sheet helped the children
to think about the principles of sound associated with that station.
Stations were interesting and engaging and encouraged students to
investigate (eggs had different items inside so the type of sound
made was determined by different objects, guitars produced
different sounds with varying thickness and tension on the rubber
bands).
Kimberly encouraged students to use science terminology when
recording their observations on the data sheets. After the rotations,
students were given an opportunity to EXPLAIN what they learned
about sound and how it is influenced by vibration.
Activities at each station were challenging and fun for the students.
At two stations, Kimberly incorporated technology (station #1 and
station #5). Students rotated in groups and were encouraged to
discuss with their classmates.
Kimberly incorporated CER - Claims, Evidence, and Reasoning - at
station #6 where the students were expected to predict what was in
each egg and then test each one to gather data and evidence to
support their claim.

Adapted from: North Olympics Cascades Science Partnership Science Classroom Observation Protocol
 Metro RESA K-5 Science Endorsement Observation Form
Candidate: ___Kimberly McCreary__________ Observer: __Sharryse Henderson_____________ Location: __Pickett’s Mill ES_______ Date: _11/02/2017___
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 Did not have an opportunity to observe an EVALUATE in today’s class
support their understanding. but Kimberly alluded to students completing a journal activity that
could be used as either a formative or summative assessment.
Discussions are based on scientific evidence and students use evidence to inform reflection
and discussion. Students explain, question, and debate their own understanding.

Overall Thoughts: Kimberly did an excellent job engaging and challenging her students. It was obvious from her lesson plan and her class that she
has a strong understanding of the 3-Dimensions of Learning and 5E teaching model. She also incorporated CER in one of the stations and utilized
technology in two of the stations. I was very impressed with her ability to include the techniques we are covering in the MSP workshops into her
class/lesson. BRAVO!!!

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