Metro RESA K-5 Science Endorsement Observation Rubric REVISED
Name__ Mr. Tahet__________________ Grade Level __5th_________ Date _11/10/2017_ Time _11:05__Observer_Dr. Roneisha Worthy_
Concept
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.
Evidence
Science content is made accessible to each student through the use of a smart
board. Content and instruction is based on the GSE standard S5L3. Obtain,
evaluate, and communicate information to compare and contrast the parts of
plant and animal cells. b. Develop a model to identify and label parts of a plant
cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell
(membrane, cytoplasm, and nucleus).Science content is developmentally
appropriate and scaffolded appropriately to fit 5th grade. Content (life sciences),
processes and crosscutting concepts are interwoven throughout instruction.
The teacher actively engages students in science content that is significant,
accurate, and worthwhile. Students instructed to pull out a bag previously
made. Students review a book Vampires and cells that was read the day before.
Teacher asks what was the book about? Students respond that the book
discussed cells and how they are the building blocks of life. Teacher says Mr.
Dracula needs our help! Problem: Dr. Vampire, the scientist is at our school for a
cell presentation. However, he forgot his models! Help him build plant and
animal cells to use as models for this presentation. Students are asked to build
cell models. Students count off and teacher instructs even numbers to build
animal cells and odd numbers to build plant cells. Teacher asks: What process
can we use to solve the problem? Students respond the EDP. Teacher reviews
the engineering design process by asking students to recall the steps. They
respond. Ask: What is the problem? Imagine: We know what it looks like from
pictures Plan: Sketch and draw your plan. Create: Make it! 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.
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 Metro RESA K-5 Science Endorsement Observation Rubric REVISED

Name__ Mr. Tahet__________________ Grade Level __5th_________ Date _11/10/2017_ Time _11:05__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, Teacher gives students 10
understanding of key concepts connected to the lesson. minutes to plan their designs by drawing their cells on paper. Students are
The teacher monitors students’ emerging understanding of science instructed to use their notes as resources. Students engage in design working
content. Student ideas are recognized, even when they are not independently. Some students look through the bags to see their materials. The
clearly articulated. Responses to student questions or comments teacher monitors students’ emerging understanding of science content. Teacher
address the scientific idea expressed in their thinking and relate it walks around and notes that drawings are wonderful but there are a few thins
missing. Students review their plans and update drawings to reflect all parts of
to the focus of the lesson.
their assigned cell. 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.
Students work on making sense of scientific phenomena or problems and
objectively communicate their findings After time is up, students are asked to
find a partner and compare models. Instructed to discuss what is included in
their models. I observe students discussing and comparing drawings. Students
begin to discuss what materials they will use for each part of their cells. Teacher
provides differentiation by explaining in detail with various students who do not
have well-developed plans. Some students exchange materials as they make
their plans. Teacher asks if they need more time: Give me a thumbs up if you
are ready. He notes some students need additional time. He instructs students
that they will have 1 additional minute. Teacher says, “My little scientists, get
back to your seats.” Instructs students to pick up card board. Students reflect on
their own understanding of the science content. Students discuss what they
understand and don’t understand about the intended content. Students apply
science concepts to real life situations and explain how science ideas
interconnect and build on one another. For example, the idea that plant and
animal cells have similarities and differences.

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 Metro RESA K-5 Science Endorsement Observation Rubric REVISED

Name__ Mr. Tahet__________________ Grade Level __5th_________ Date _11/10/2017_ Time _11:05__Observer_Dr. Roneisha Worthy_
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 Students investigate science concepts through three dimensional learning
communicate their science thinking and ideas coherently and precisely strategies. There is evidence of the integration of SEP (investigations and
to peers, teachers, and others. inquiry), CCC (patterns), and content (life science). Students use science
Student use observation and evidence to challenge ideas and inferences. language and the language of the standards to communicate their science
Reasoning and evidence are a consistent part of a student’s science thinking and ideas coherently and precisely to peers, teachers, and others. For
experience. Students experience scientifically productive disequilibrium. example, Students discuss and use terms like: Nucleus, cell membrane,
Students use their science understanding to evaluate and debate their mitochondria, vacuole, cytoplasm. Teacher goes around and fosters discussions
own science arguments as well as those of others. Students offer and ensures that each student group is establishing discourse.
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.
Adapted from: North Olympics Cascades Science Partnership Science Classroom Observation Protocol & Georgia DOE Standards Based Rubric