Criteria

EXCELLENT

GOOD

NEEDS IMPROVEMENT

1. Planning Phase:

1a. Lesson Plan:

• Well-developed, organized, and creative lesson plan based on the learning cycle:
• BOTH Inquiry and Content Objectives
• Materials, safety considerations
• Smooth transitions, logical sequence
• Alternatives/extensions provided
• Flexible to meet students needs
• Uses class time effectively/efficiently
• Includes accurate science content

• Lesson is complete as in EXCELLENT category but is too brief for someone else to follow

• Lesson plan is missing important details
• Lesson plan is vague or is just an activity and/or procedure.
• Lesson plan is confusing or poorly written
• Lesson plan is focused only on the average ability student with minimal variation

• Was the final lesson plan submitted prior to teaching (Friday, April 16) __________

Comments

1b. Nature of Activities:

Hands-on Activities are:

Hands-on Activities are:

Hands-on Activities are:

Comments

2. Interactive Phase:

2a. General Professionalism.

• Professional appearance/behavior
• Arrive at class early for necessary preparations.
• Have all necessary materials for activity and extras for emergencies.
• Well-organized, cooperative, flexible team with equal responsibilities.
• Excellent collaboration with teacher.
• Knowledgeable about lesson topic.

• Somewhat professional appearance/behavior.
• Team members' roles are not always clear or not evenly distributed.
• Team members aren't very flexible or prepared for the unexpected to happen.
• Somewhat knowledgeable about the topic

• Unprofessional in appearance/behavior.
• Arrive on time but without time to prepare.
• Missing some material or unorganized.
• Little teamwork, not flexible.
• Poor communication with teacher.
• Stumbles through the topic content.

Comments

2b. Inter-personal

communications and teacher

attitude/behavior.

• Projects enthusiastic voice, body language, and facial expressions.
• Interacts directly with all students, listens, moves around the room.
• Uses age appropriate language, gives clear instructions, checks for understanding, respectful of students.
• Promotes a positive attitude about science and learning.

• Generally enthusiastic and positive.
• Somewhat confident, shy or quiet.
• Sometimes interacts with students.
• Sometimes speaks too softly.
• Instructions are vague.
• Interacts with only a few students.

• Not confident enough or overly nervous.
• Very shy, quiet, or indifferent.
• Rarely talks to students, stays in front.
• Doesn't promote a positive attitude about science and learning.
• Instructions are confusing to students.

Comments

2c. Questioning Practice.

Formative assessment

Prior knowledge

• Asks open-ended, thought provoking but answerable age appropriate questions throughout the lesson with all students and uses wait time.
• Questions intended to find out student's prior knowledge and assess possible misconceptions
• Encourages student questions.

• Only asks directive recall questions that assess factual memory or simple yes/no answers.
• Sometimes encourages student questions.
• Includes only a few students in discussions.
• Needs better wait time.

• Questions are too hard or confusing for students to successfully answer.
• Discourages student questioning.
• Difficult questions create intimidating atmosphere.

Comments

2d. Student involvement and

engagement

• Students are enthusiastically engaged in the learning process and interested in the learning outcome.
• Students are encouraged to give input into the lesson.

• Students are generally engaged in activity and somewhat interested.
• Some disruptions from students due to lack of participation in the lesson.
• Some student input.

• Students only intermittenly engaged in the activity or students engaged without interest or enthusiasm.
• Students are not involved in learning, bored or create disruptions.

Comments

Final Comments