Metro RESA K-5 Science Endorsement Observation Rubric REVISED
Name__ Sharon Williams________________ Grade Level __5th_________ Date _02/01/2018_ Time _11:00__Observer_Dr. Roneisha Worthy_
Concept Evidence
I. Classroom Culture is Conducive to Learning Science
Science content is made accessible to each student. Content and Science content is made accessible to each student through the use of a smart
instruction is based on the GPS standards Science content is board. Content and instruction is based on the GSE standard S5L3. Obtain,
developmentally appropriate and scaffolded appropriately. Content, evaluate, and communicate information to compare and contrast the parts of
processes and the nature of science are interwoven throughout plant and animal cells. b. Develop a model to identify and label parts of a plant
instruction. cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell
Students are engaged in task(s) related to the GPS that incorporate the (membrane, cytoplasm, and nucleus).Science content is developmentally
use of discussion and evidence based explanations. Students use appropriate and scaffolded appropriately to fit 5th grade. Content (life sciences),
evidence to inform observation and discussion. processes and crosscutting concepts are interwoven throughout instruction.
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, The teacher actively engages students in science content that is significant,
clear, accurate, and accessible to all students. accurate, and worthwhile. Students use cell models to explore animal and
Science is portrayed as a dynamic body of knowledge that changes based plant cells. Teacher prompts students with questions using vocabulary. Students
on the best available evidence. are asked if both cells have ER (Endoplasmic Reticular)? They respond animals
Science content builds on students’ prior ideas or experiences. Students have cell membrane and plants have cell membranes and cell walls? They also
reveal their preconceptions about the science content, the underlying respond that plant cells have vacuoles. Plant cells have chloroplast. Models are
related concepts, or the nature of science. passed around from student to student to compare the cells. Students are able
to tangibly review the models. Students encouraged to share ideas regardless of
whether they think their answer is right. Students use their notes and handouts
to continue finding differences. Students review vocabulary by reading from
text. Students begin discussing similarities.
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Metro RESA K-5 Science Endorsement Observation Rubric REVISED
Name__ Sharon Williams________________ Grade Level __5th_________ Date _02/01/2018_ Time _11:00__Observer_Dr. Roneisha Worthy_
III. Instruction Fosters and Monitors Student Understanding Instruction fosters students’ emerging understanding of science content. Higher
Instruction fosters students’ emerging understanding of science content. order questioning enhances the development of students’ understanding of
Higher order questioning enhances the development of students’ core ideas connected to the lesson. For example, Students use online resources
understanding of key concepts connected to the lesson. to answer questions in scavenger hunt. Online content is used to search and
The teacher monitors students’ emerging understanding of science answer various questions. Students explore vocabulary. Students work through
content. Student ideas are recognized, even when they are not various online content reviewing what they have learned. The answers to the
clearly articulated. Responses to student questions or comments scavenger hunt are used as assessment. Students share their findings and work
address the scientific idea expressed in their thinking and relate it as a team to find answers. When one student is stuck, students help each other
to answer questions. Student asks what are two parts or organelles found in a
to the focus of the lesson.
plant and not in an animal. Teacher prompt students to respond. Teacher works
through questions with students and when students have a misconception,
teacher follow-ups with additional questions to correct the misconception.
IV. Students Organize, Relate, and Apply Their Scientific Knowledge
Students work on making sense of scientific phenomena or problems and
Students work on answering scientific questions or problems and
objectively communicate their findings. Teacher prompts students to begin
objectively communicate their findings.
reading and compare the reading to the model. Students are instructed to
Students reflect on their own understanding of the science content.
underline similarities from the text. Some students take additional notes in their
Students discuss what they understand and don’t understand about the
notebooks. Students discuss various similar parts like cell membrane. Teacher
intended content.
asks students to compare cell membrane to a door. Student responds it keeps
Students make connections between the science content in the current
things that the cell needs in and things that the cell does not need out. Student
lesson and prior experiences in and out of school.
refers to notes to confirm student’s response. Teacher then instructs students
Students apply science concepts to real life situations and explain how
to write in their own words a definition of cell membrane.
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 Students investigate science concepts through three dimensional learning
experimental variables. strategies. There is evidence of the integration of SEP (investigations and
Students use science language and the language of the standards to inquiry), CCC (patterns), and content (life science). Students use science
communicate their science thinking and ideas coherently and precisely language and the language of the standards to communicate their science
to peers, teachers, and others. thinking and ideas coherently and precisely to peers, teachers, and others. For
Student use observation and evidence to challenge ideas and inferences. example, Students discuss and use terms like: Nucleus, cell membrane,
Reasoning and evidence are a consistent part of a student’s science mitochondria, vacuole, cytoplasm, endoplasmic reticular, etc. Teacher circles
experience. Students experience scientifically productive disequilibrium. around classroom to ensure that each student is on task and encourages
Students use their science understanding to evaluate and debate their discourse.
own science arguments as well as those of others. Students offer
evidence based explanations to support their understanding.
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Metro RESA K-5 Science Endorsement Observation Rubric REVISED
Name__ Sharon Williams________________ Grade Level __5th_________ Date _02/01/2018_ Time _11:00__Observer_Dr. Roneisha Worthy_
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 & Georgia DOE Standards Based Rubric
