Metro RESA K-5 Science Endorsement Observation Rubric REVISED
Name__ Sharon Williams________________ Grade Level __5th_________ Date _04/19/2018_ Time _12:53__Observer_Dr. Roneisha Worthy_
Concept Evidence
I. Classroom Culture is Conducive to Learning Science
Science content is made accessible to each student through the use of a smart
Science content is made accessible to each student. Content and
board. Content and instruction is based on the GSE standard S5L1. Obtain,
instruction is based on the GPS standards Science content is
evaluate, and communicate information to group organisms using scientific
developmentally appropriate and scaffolded appropriately. Content,
classification procedures. a. Develop a model that illustrates how animals are
processes and the nature of science are interwoven throughout
sorted into groups (vertebrate and invertebrate) and how vertebrates are
instruction.
sorted into groups (fish, amphibian, reptile, bird, and mammal) using data from
Students are engaged in task(s) related to the GPS that incorporate the
multiple sources. Science content is developmentally appropriate and
use of discussion and evidence based explanations. Students use
scaffolded appropriately to fit 5th grade. Content (life sciences), processes and
evidence to inform observation and discussion.
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. Class is split into 2 groups. One group works on a
Science is portrayed as a dynamic body of knowledge that changes based scavenger hunt that involves an animal sort while the other group discusses
on the best available evidence. categorization of species. The discussion group uses Howard Hughes Medical
Science content builds on students’ prior ideas or experiences. Students Institute produced activity to explore. The activity provides multiple choice
reveal their preconceptions about the science content, the underlying questions related to categorization of animals. For example, one question asks:
related concepts, or the nature of science. What do all birds have in common? Students write facts about birds. The
interactive interface gives students options to select. Students debate amongst
each other which answer is the best choice. Once students agree on a response,
they write down the various facts in their journals to later help in studying for
assessments.
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Metro RESA K-5 Science Endorsement Observation Rubric REVISED
Name__ Sharon Williams________________ Grade Level __5th_________ Date _04/19/2018_ Time _12:53__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 question whether all
understanding of key concepts connected to the lesson. fish lay eggs. Students begin to debate whether the term “all” disqualifies the
The teacher monitors students’ emerging understanding of science answer as correct. One student notes that if “all” fish laid eggs then why do
content. Student ideas are recognized, even when they are not males not lay eggs. Students continue to debate and teacher instructs students
clearly articulated. Responses to student questions or comments to put a question mark by this and they will research this question. Teacher
address the scientific idea expressed in their thinking and relate it works through questions with students and when students have a
misconception, teacher follow-ups with additional questions to correct the
to the focus of the lesson.
misconception.
IV. Students Organize, Relate, and Apply Their Scientific Knowledge
Students work on answering scientific questions or problems and
Students work on making sense of scientific phenomena or problems and
objectively communicate their findings.
objectively communicate their findings. Students convince each other using
Students reflect on their own understanding of the science content.
terminology related to reptiles that turtles and snakes are in the same family. At
Students discuss what they understand and don’t understand about the
the end of the interactive session, students are instructed to retrieve their
intended content.
chrome books and research the two animals they could not come to a
Students make connections between the science content in the current
consensus on. Students note reptiles are cold-blooded. Students note research
lesson and prior experiences in and out of school.
says fish lay eggs but not all fish have scales.
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 investigate science concepts through three dimensional learning
Students use science language and the language of the standards to
strategies. There is evidence of the integration of SEP (investigations and
communicate their science thinking and ideas coherently and precisely
inquiry), CCC (patterns), and content (life science). Students use science
to peers, teachers, and others.
language and the language of the standards to communicate their science
Student use observation and evidence to challenge ideas and inferences.
thinking and ideas coherently and precisely to peers, teachers, and others. For
Reasoning and evidence are a consistent part of a student’s science
example, Students discuss and use terms like: genus, species, invertebrates,
experience. Students experience scientifically productive disequilibrium.
amphibians, reptiles, etc. Teacher circles around classroom to ensure that each
Students use their science understanding to evaluate and debate their
student is on task and encourages discourse.
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
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Metro RESA K-5 Science Endorsement Observation Rubric REVISED
Name__ Sharon Williams________________ Grade Level __5th_________ Date _04/19/2018_ Time _12:53__Observer_Dr. Roneisha Worthy_
debate their own understanding.
Adapted from: North Olympics Cascades Science Partnership Science Classroom Observation Protocol & Georgia DOE Standards Based Rubric
