Metro RESA K-5 Science Endorsement Observation Form
Candidate: __Lauren Ross_______________ Observer: ___Sharryse Henderson____________ Location: __Frey Elementary_____ Date: _03/23/2018__
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
The lesson was standard specific and appropriate for a 5th grade class
(S5P2): Obtain, evaluate, and communicate information to investigate
electricity.
Lauren started the lesson by reviewing terminology and concepts covered
in earlier lessons. As she asked probing questions, she was able to correct
errors in student understanding and encouraged other students to explain
the error in their understanding rather than simply telling them the correct
answers.
Like in the previous class I observed, Lauren established an environment
conducive to learning. She referred to students as scientists and used
technology (smart board and video) to ensure the content was accessible to
all the students. Students were actively engaged in the science process
throughout.
Lauren then had the students consider a Paige Keeley Probe on electricity
and circuits. Students discussed in groups of two or three what they
predicted the answer would be to the question. Lauren and the teaching
aid circulated around the room to help monitor student discussions.
Both Lauren and the teaching aid asked questions to see why the students
predicted what they did. Lauren had the students post a sticky note on the
board of each of their predictions. She then pulled one sticky for each of
the six possible answers and had the student come up to EXPLAIN their
thinking. She then had them consider the importance of “What do
scientists do with these predictions?”….THEY TEST THEM!
 Metro RESA K-5 Science Endorsement Observation Form
Candidate: __Lauren Ross_______________ Observer: ___Sharryse Henderson____________ Location: __Frey Elementary_____ Date: _03/23/2018__
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.
Reasoning and evidence are a consistent part of a student’s science experience. Students
experience scientifically productive disequilibrium.
Adapted from: North Olympics Cascades Science Partnership Science Classroom Observation Protocol
Lauren then had the student conduct a test of their prediction: Okay
scientists…see if you can make that light bulb turn on with just one wire. As
the students were investigating, Lauren and the teaching aid circulated
around the room again. After the activity, students who were able to
successfully complete the circuit were called to the front of the room to
explain how they were able to achieve lighting the bulb.
The students who were unsuccessful in completing the task the first time,
were then allowed to revise their technique after the successful students
explained how they accomplished the task. Frequently, students from
successful groups would come over and assist the students in finding the
error in their design.
Lauren next showed a brief video that defined electricity. ELECTRICITY IS
THE MOVEMENT OF ELECTRONS FROM ONE ATOM TO ANOTHER! She had
the students stand and act out the movement and they repeated the
statement as a group while doing the body movements (kinesthetic
learning activity). She then required they recite the definition to their elbow
partner. Finally, Lauren called on individuals to define electricity to the
class. She encouraged students to use scientific terminology throughout
the activity and correct minor misconceptions and accuracy in their
definitions.
The last activity incorporated a PATH FINDERS activity sheet that the
students were allowed to work with a partner to determine which system
would cause the light bulb to light up. Students then tested each system to
determine which of their predictions was accurate. The groups then shared
their results with the class. Lauren confirmed the correct results and
students were encouraged to correct each other’s errors and communicate
their understanding to their classmates.
At the end of the class, Lauren revisited the original probe to see if students
changed their thinking after doing the activity. Students reflected on their
original predictions and explained why the evidence they gained in the
activity helped to support or disprove their earlier guesses.
 Metro RESA K-5 Science Endorsement Observation Form
Candidate: __Lauren Ross_______________ Observer: ___Sharryse Henderson____________ Location: __Frey Elementary_____ Date: _03/23/2018__
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.

OVERALL THOUGHTS: As with the first observation, Lauren accurately conveyed scientific information in a fun and engaging manner. Although her second lesson plan did not
specifically demonstrate her understanding of the 3 Dimensions of Learning nor the 5E Teaching Model, it was obvious in her instruction that she was able to incorporate these
elements in a seamlessly fashion. She incorporated formative assessments that allowed her to gauge student understanding and misconceptions. Furthermore, Lauren was able
to demonstrate the dynamic nature of the scientific process and by revisiting the original probe, was able to show how knowledge gained should cause students to reevaluate
their earlier predictions and either support/not support those predictions with the evidence collected during the activity. EXCELLENT!

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