Metro RESA K-5 Science Endorsement Observation Form

Candidate: _Allen, Chinta_Observer: D Parrinello_ Location: _Chalker ES____ Date: _4-19-2016___ Grade _4___ Topic
_Characteristics of Bird Beaks __ Time _12:45-1:45________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.

The lesson observed related to the GPS standards of

S42A, S4C3, and S4C8a. These standards not only
include specific content, but also scientific method
skills and literacy.

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.

Students were divided into heterogeneous groups and

each student had a job. This helped keep the students
on task and highly engaged. It also placed the focus
on learning experience, observations and discussions.

Active engagement in rigorous and relevant learning experiences ensures

students develop the necessary science content knowledge.

Students were able to focus on the lesson because the

work space and materials were well organized.
Safety was emphasized in the use of the various
materials. You even reassured students about the
peanuts in the activity and how you checked on allergy
issues.

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.

You activated the students knowledge about birds by

recalling their bird walk on the nature trail. You
reviewed the characteristics that they had observed.
You transitioned into the lesson by engaging the
students in a discussion of various birds and the shape
of their beaks. You asked for their opinions as to why
bird had different shapes of beaks. Students shared
their ideas and experiences.

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: _Allen, Chinta_Observer: D Parrinello_ Location: _Chalker ES____ Date: _4-19-2016___ Grade _4___ Topic
_Characteristics of Bird Beaks __ Time _12:45-1:45________Fully Operational_
III. Instruction Fosters and Monitors Student Understanding
Instruction fosters students emerging understanding of science content.
During your opening, asked questions to clarify student
Higher order questioning enhances the development of students
understanding of the birds beaks. You brainstormed
understanding of key concepts connected to the lesson.
ideas about birds nad their characteristics. Through
questioning, you guided the conversation toward the
The teacher monitors students emerging understanding of science
topic of the day which was bird beaks.
content. Student ideas are recognized, even when they are not clearly
As the students worked on their investigation, you
articulated. Responses to student questions or comments address the
circulated and answered questions. You asked higher
scientific idea expressed in their thinking and relate it to the focus of the
order questions which focused their work on the task at
lesson.
hand.
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.
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.

You set the purpose for the activity, reviewed the

steps, and emphasized the importance of reading the
directions if they had a question.
Your activity had a strong emphasis on making
observations, collecting data, and drawing conclusions.
During the activity, the students were having great
conversations about the various tools and how they
worked on the different types of food.
During the closing, students were able to share their
real world experiences and connect it to the inquiry
activity.
During the activity, students wanted reassurance that
they had the right answer. You asked open ended
questions to guide them to their data and what it
showed.
You gave them opportunities to solve problems and
figure out answers without your intervention. This
promotes independent thinking and working.
You consistently reinforced the idea of using evidence

from their data and observations to back up their

Reasoning and evidence are a consistent part of a students science
Adapted from: North Olympics Cascades Science Partnership Science Classroom Observation Protocol

Metro RESA K-5 Science Endorsement Observation Form

Candidate: _Allen, Chinta_Observer: D Parrinello_ Location: _Chalker ES____ Date: _4-19-2016___ Grade _4___ Topic
_Characteristics of Bird Beaks __ Time _12:45-1:45________Fully Operational_
experience. Students experience scientifically productive disequilibrium.
opinions and ideas.
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.

Students were required to draw a conclusion based on

their data. You gave them a guided statement to help
them with the correct format. You also related it to
their writing skills of always giving evidence for their
statements. Good practice for writing constructed
responses.

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