Metro RESA K-5 Science Endorsement Observation Rubric REVISED

Name__ Mr. Tahet__________________ Grade Level __5th_________ Date _03/30/2018_ 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 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 S5P1.c. Obtain,
instruction is based on the GPS standards Science content is
evaluate, and communicate information to explain the differences between a
developmentally appropriate and scaffolded appropriately. Content,
physical change and a chemical change. Plan and carry out an investigation to
processes and the nature of science are interwoven throughout
determine if a chemical change occurred based on observable evidence (color,
instruction.
gas, temperature change, odor, new substance produced). Science content is
Students are engaged in task(s) related to the GPS that incorporate the
developmentally appropriate and scaffolded appropriately to fit 5th grade.
use of discussion and evidence based explanations. Students use
Content (physical sciences), processes and crosscutting concepts (cause and
evidence to inform observation and discussion.
effect) 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 The teacher actively engages students in science content that is significant,
significant, accurate, and worthwhile.
accurate, and worthwhile. Students are asked: What is matter? Students
Science content is primarily focused on big ideas supported by relevant
respond: Solid, liquid, gas; something that takes up space. Teacher lets students
concepts, facts, and terms. Explanations and clarifications are engaging,
know they will do an investigation. Teacher notes that they will be using the
clear, accurate, and accessible to all students.
Engineering Design Process and asks: What will we do first? Students say we
Science is portrayed as a dynamic body of knowledge that changes based
define a problem. Teacher notes that the problem is related to physical and
on the best available evidence. chemical change. Teacher moves through the classroom and reads literature
Science content builds on students’ prior ideas or experiences. Students
discussing M&Ms. During the reading, teacher addresses the class and asks
reveal their preconceptions about the science content, the underlying what happens if I crush an M&M? Students respond: it breaks into pieces.
related concepts, or the nature of science. Teacher then asks: Is it still an M&M? Students debate amongst each other.
Teacher moves on and asks: What if I dissolve it into water? What will it be?
Teacher instructs students to think about their responses and notes their
investigation will answer the question. 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 _03/30/2018_ 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, Teacher presents the overall
understanding of key concepts connected to the lesson. problem: What will happen to an M&M if it’s placed in water? Teacher notes
The teacher monitors students’ emerging understanding of science that scientists must have the proper materials. Teacher gives each student
content. Student ideas are recognized, even when they are not goggles and a tray. STEAM Coordinator gives cups of water to each table.
clearly articulated. Responses to student questions or comments Teacher encourages students to create “I wonder” questions: What will happen
address the scientific idea expressed in their thinking and relate it if the M&M breaks in the water? I wonder if the M&M will change colors and
break down into smaller pieces? How long will it take for it to…? I wonder will it
to the focus of the lesson.
feel different or have a different texture? I wonder what it will look like?
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, particularly
when considering whether the M&Ms are undergoing a chemical or physical
change.

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. For example, the teacher notes that the
interesting thing about a phenomenon is that you can’t explain it. Teacher uses
Smart board to show phenomenon and asks: What is the phenomenon?
Students respond: ice burning. The teacher recalls that students told him that if
he burned something, it would be a chemical change but when you burn ice, is it
a physical or chemical change? Some students say it’s a physical change and
some say it’s a chemical change. Teacher responds that it is a physical change
because it changes states, not matter. Students discover that the M&Ms cause
the water to change colors. STEAM coordinator asks students what they think
will happen if the temperature of the water will affect how fast the color
dissolves in the water. Students discover that once the M&Ms. Teacher asks if it
is a chemical or physical change? Student responds chemical because the color
can’t go back. Teacher asks what is color? Student responds it is a physical
property. Another student rebuts and say that since color is a physical property,
if the color goes away, it is still an M&M. Student rebuts and references Study
Gems (Jams). Why does the M&M itself not dissolving? Student responds that
the water temperature will melt the color but not the chocolate. If the water
was hotter, it would melt the chocolate.

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 Metro RESA K-5 Science Endorsement Observation Rubric REVISED

Name__ Mr. Tahet__________________ Grade Level __5th_________ Date _03/30/2018_ Time _11:00__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 (cause and effect), and content (physical science). Students use
Student use observation and evidence to challenge ideas and inferences. science language and the language of the standards to communicate their
Reasoning and evidence are a consistent part of a student’s science science thinking and ideas coherently and precisely to peers, teachers, and
experience. Students experience scientifically productive disequilibrium. others. For example, Students discuss and use terms like: chemical change,
Students use their science understanding to evaluate and debate their physical change, melting, temperature, etc. Teacher goes around and fosters
own science arguments as well as those of others. Students offer discussions 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