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Scientific Observations Worksheets and Choice Board

Help students learn how to apply the scientific method and develop their observation skills with this choice board of hands-on science experiments and activities.

Perfect for general science lessons, early-finisher and extension activities, or take-home tasks. Choose from 9 activities that can be completed around the school grounds or in the classroom, and easily adapted to try at home. For each activity, students have a printable recording sheet template for their observations, and for making predictions and inferences.

Looking for more ideas to support teaching elementary science? Check out these 10 Easy Science Experiments for Kids , or browse our full collection of educational resources for science to discover lesson plans, graphic organizers, and printables to support teaching earth science, life science, general science, and more.

What’s Included?

• Science observation worksheets - templates for recording observations, predictions, findings, and inferences
• Clear step-by-step instructions for students
• Choice of 9 hands-on science activities.

Choose From Science Activities Like:

Leaf Transpiration - Set up your leaf transpiration experiment. It works best in the sunshine!

OBSERVE: Write down and draw your observations. INFER: Write down why you think this happened. PREDICT: What do you think would happen if the bag was left for longer?

Moon Watch - Watch the moon for seven days. Before you start, predict what you think it will look like.

OBSERVE: Write down and draw your observations. INFER: Write down why you think this happened. PREDICT: At the end, predict what you think the moon will look like for the next seven days.

OBSERVE: Describe the surfaces the magnet attaches to. INFER: Why does the magnet attach better to some surfaces than others? PREDICT: Make a prediction about five other surfaces around the classroom. Test and record the results!

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Scientific Observation Worksheet Templates

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If you're assigning this to your students, copy the worksheet to your account and save. When creating an assignment, just select it as a template!

What are Science Observation Worksheets?

Science observation worksheets are educational resources that provide a structured framework for students to document what they observe during scientific investigations or experiments. They typically include sections for recording qualitative and quantitative findings, as well as any relevant background information or data analysis. They serve as a tool for students to systematically record their observations, organize data, and draw conclusions based on their findings. They help develop critical thinking skills, enhance scientific literacy, and promote a deeper understanding of the scientific method. They can be designed for various grade levels and cover a wide range of scientific topics and concepts. Science observation worksheets allow students to record their experiment question, hypothesis, materials, sketches, and more. They can be placed into a binder, pasted into a notebook, or put in a folder so students can reference them at any time!

What is an Observation in Science?

They involve complex processes that encompass the careful collection, analysis, and interpretation of data using rigorous methodologies and tools. It recognizes that scientific observations require attention to detail, objectivity, and systematic recording of qualitative and quantitative information. Moreover, they acknowledge the influence of background knowledge, experimental conditions, and the limitations of human perception, encouraging scientists to apply critical thinking and rigorous analysis to extract meaningful insights from the observed data. It requires the use of our senses or specialized tools to gather information and record it systematically. This can be done through written notes, sketches, or photographs. An example is observing the boiling point of water. By heating water in a controlled experiment and carefully monitoring the temperature using a thermometer, scientists can make the observation that water boils at 100 degrees Celsius at sea level. This observation is based on the visual change of water transitioning from a liquid state to a gaseous state, accompanied by the formation of bubbles and the release of steam.

Printable science observation worksheets provide a structured format for students or researchers to observe and document their observations, ensuring that no details are missed and facilitating the organization and analysis of data.

Why Are They Important and How Are They Best Used?

Making observations during science experiments is very important. During a lesson, students learn to become more deeply involved in the process of the experiment from start to finish, and gives them the opportunity to make predictions and analyze outcomes. Observation worksheets are important for students to keep track of all of the stages of the experiment and their thought process throughout.

Incorporating Science Worksheets in the Classroom

For preschool and early elementary.

Introduce young learners to the concept of observation by providing simple worksheets with clear visuals and prompts. Encourage them to use their five senses and write down what they observe in a structured manner. Worksheets and science journals can focus on basic concepts such as colors, shapes, textures, and changes in states of matter.

For Upper Elementary and Middle School

As students progress, provide more complex worksheets that allow them to engage in hands-on experiments. These worksheets should include sections for recording initial observations, documenting the steps followed, recording data, and drawing conclusions. This process helps students develop analytical thinking skills and understand the importance of accurate data collection.

For High School and Beyond

At this level, science observation worksheets can be tailored to specific scientific disciplines. Students can be challenged to design and conduct their experiments while using observation sheets to record and analyze their data. This approach promotes independent thinking, scientific literacy, and advanced data analysis skills.

Tips for Planning a Science Observation Worksheet

Making an observation sheet for science experiments involves designing a structured document that allows for the systematic recording of qualitative and quantitative observations, providing a framework for students to document their findings, analyze data, and draw meaningful conclusions.

• Determine the Purpose: Clearly define the purpose of the observation worksheet, such as using a science observation sheet template to record data during a specific experiment or explore a particular scientific concept.
• Outline the Sections: Divide the worksheet into sections, including "Title," "Objective," "Materials," "Procedure," "Observations," "Data," "Analysis," and "Conclusion." These sections help structure the worksheet and guide students in recording their observations.
• Design Layout and Format: Create a visually appealing layout for the science observation template that is easy to read and understand. Use clear headings, subheadings, bullet points, and consider incorporating tables, charts, or graphs to present data effectively.
• Include Prompts and Instructions: Provide clear prompts and instructions within each section of the observation sheet to guide students' observations and data collection. Encourage them to make qualitative and quantitative findings and utilize their background knowledge.
• Incorporate Visual Elements: Enhance the worksheet's visual appeal by including relevant images, diagrams, or illustrations that support students' understanding of the experiment or concept being observed.
• Consider Differentiation: If the science observation sheet is intended for students of different grade levels or abilities, consider including varying levels of complexity or optional extensions to cater to diverse learners' needs and interests.
• Provide Clear Instructions for Completion: Include explicit instructions on how students should complete the worksheet, whether individually or in groups. Specify additional requirements, such as writing in complete sentences or using specific units of measurement, to ensure consistency.
• Make it Accessible: Consider the accessibility needs of students and provide the science observation worksheet in various formats, such as printable versions and digital formats, to accommodate different learning environments.
• Share and Distribute: Once the worksheet is finalized, share it with students and fellow educators or make it available for free download on a website or learning management system. Clearly communicate how and when to use the observation sheet to maximize its benefits in the classroom.

How to Make a Science Observation Worksheet

Choose one of the premade templates.

We have lots of templates to choose from. Take a look at our example for inspiration!

Click on “Copy Template”

Once you do this, you will be directed to the storyboard creator.

Give Your Worksheet a Name!

Be sure to call it something related to the topic so that you can easily find it in the future.

Edit Your Worksheet

This is where you will include directions, specific images, and make any aesthetic changes that you would like. The options are endless!

Click "Save and Exit"

When you are finished, click this button in the lower right hand corner to exit your storyboard.

From here you can print, download as a PDF, attach it to an assignment and use it digitally, and more!

Even More Storyboard That Resources and Free Printables

• Science Lab Worksheet Templates
• Digital Worksheets
• Scientific Method Steps
• Discussion Worksheets

Happy Creating!

Frequently Asked Questions About Science Observation Worksheets

What is the difference between qualitative and quantitative observations on science observation worksheets.

Qualitative observations are descriptive in nature and involve the characteristics, qualities, or properties of an object, organism, or phenomenon. These observations are typically recorded using descriptive language rather than numerical measurements. Qualitative observations focus on the qualities, appearances, textures, colors, smells, tastes, sounds, or other subjective attributes of the subject being observed. They provide subjective information and are often made using the senses.

How do science observation worksheets contribute to students' learning?

They contribute by encouraging active participation in scientific inquiry, fostering critical thinking skills, promoting data analysis, and reinforcing the understanding of the scientific method. They provide a structured framework for students to develop scientific literacy and engage in hands-on learning experiences.

Are there specific guidelines for using science observation worksheets in the classroom?

When it comes to encouraging students to make an observation, educators have flexibility in their approach. They can provide explicit guidelines for completing the worksheets, ensuring that they align with curriculum standards. Furthermore, educators can foster collaboration and discussion among students, allowing them to reflect on and discuss the results of their observations. By incorporating these strategies, educators can create an environment that promotes active engagement and meaningful learning through the process of making observations.

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Teaching Commons > Teaching Guides > Reflective Practice > Teaching Observations

This page is for faculty who observe others’ courses, faculty whose courses are observed, and administrators hoping to develop or revise a peer observation process for faculty in their departments.

Benefits and Limitations

When done well, teaching observations build community among colleagues and encourage both the observed teacher and the observer to reflect on their teaching, helping them to continuously develop and improve their practice. Observations can also provide faculty with feedback on aspects of their teaching that students are not as qualified as peers to evaluate, such as the instructor’s content expertise or their implementation of specific teaching methods.

However, observations have their limitations and challenges. First, they require a significant investment of faculty and administrator time in order to be worthwhile. Second, lack of consensus around what constitutes effective teaching can create a communication barrier between the observer and instructor. Finally, data collected through teaching observations is frequently unreliable, and if used for personnel decisions , it should be considered as just one of multiple measures. Students, for example, are better positioned than one-time peer observers to assess fairness in grading practices and the clarity of instructor explanations and expectations.

For Observers

• Be open to alternative viewpoints. It’s unlikely that you and the teacher share the same assumptions about learning, use the same teaching methods, or have the same level of comfort with new technologies. Consider that there are multiple effective approaches to teaching, and think of the observation as an opportunity to learn from your colleague.
• Work with the teacher to decide on the focus of the observation. When the instructor has agency, she will be more open to feedback and more likely to try out the strategies you suggest. Ask the instructor what his goals and areas of concern are and use them to guide your feedback. Letting the teacher take the lead is particularly important when the observation is intended to be formative.
• Be as unobtrusive as possible when visiting face-to-face classes to put both the students and the instructor at ease. Avoid arriving or leaving midway through the class, and refrain from participating in class discussion and group activities.
• Balance constructive criticism with genuine, specific praise. Helping instructors identify their strengths is just as important as pointing out areas for improvement. For praise to be meaningful, it should be deserved and specific rather than gratuitous and vague. Focus your summary remarks and follow-up discussion on only one or two areas for improvement. Pair each opportunity with possible strategies and ideas that the instructor can try that same quarter.

For Observed Teachers

• Be open to alternative viewpoints. It’s unlikely that you and the observer share the same assumptions about learning, use the same teaching methods, or have the same level of comfort with new technologies. Consider that there are multiple effective approaches to teaching, and think of the observation as an opportunity to examine your teaching from a new perspective.
• If you’re looking for direction during the post-observation discussion but are not getting the constructive criticism you were hoping for, invite specific, honest feedback by asking “What’s one thing you see me doing, or failing to do, that’s getting in my own way?” ( Stone & Heen, 2014 ).
• Put aside some time to reflect on the observation and follow-up discussion. It might be helpful to list out in writing which suggestions you do and don’t want to take. Once you decide which feedback to act upon, create a plan for when and how you will implement the observer's suggestions.
• Save any observation documentation and your notes in a secure place so that you’ll have a record of the experience for future reference. You might choose to include the documentation in your teaching portfolio .

For Administrators

• Involve faculty. Inviting faculty input on all of the considerations below will help ensure that the observation system addresses their expectations, concerns, and goals.
• Identify the purpose of the observation and decide how you will use the results. See the section below for an overview of some common stumbling blocks and possible solutions. 
• Decide who will observe courses. Will observers be administrators such as chairs or program directors, senior faculty, or teachers at all levels who are paired to observe one another's courses? Will the responsibility of observing be voluntary or mandatory? Will the faculty who do formative observations be the same as those who do summative observations?
• Develop a tool to focus the observation. The tool could be a rubric, a checklist of faculty and student behaviors to look for, or a list of generative questions to consider.
• Provide training for observers to help ensure that the process is helpful for the observed teachers and that any data collected for summative purposes are meaningful.
• Build a pre and post observation discussion into the process.
• Integrate professional development opportunities. Observers should be able to point instructors to university programs and support services that can help them to develop and improve their teaching skills.

What Purpose Will the Observation Serve?

One point of contention in the scholarship on college teaching observations is how departments and programs use the observation record, be it in the form of a rubric score or written narrative. Is the purpose of the observation to help faculty improve and innovate (formative) or to make personnel decisions (summative)? Can a single teaching observation serve both functions well?

Those who have studied teaching observations tend to agree that incorporating a formative aspect to the observation process is essential. Departments and programs that only use observations for summative evaluation may create discomfort and anxiety among both faculty observers and instructors. The high-stakes of summative assessment may not encourage observed teachers to seek constructive criticism for fear that it would negatively impact their chances of contract renewal, tenure, or promotion. Observers may not be fully honest with their feedback knowing that their comments could damage their relationship with a colleague. Many of the benefits of observations--fostering continuous improvement, sparking generative discussions about teaching and learning, creating a deeper sense of connection and shared purpose among faculty--are lost when formative opportunities are not intentionally integrated into the process.

When it comes to using observation records for summative purposes--such as promotion, contract renewal, and tenure--most also agree that observations’ susceptibility to reliability issues make them a problematic measure of teaching quality. Observations can therefore only serve as reliable sources of evidence in summative decisions if observers are well-trained and apply a consistent set of criteria.

However, experts are divided over how best to combine the formative and summative purposes of observations. Some believe that summative and formative observations should be completely separate processes to ensure credibility and fairness ( Cavanagh, 1996 ), while others believe that maintaining two distinct systems is impractical and unnecessary ( Chism, 2007 , pp. 5-7).

There are a few documented approaches to combining formative and summative review. Bernstein (1996) offers a case study of one academic departments’ multi-year review process that has alternating periods of development and evaluation. Mager et al. (2014) describe how they implemented a peer mentor system with nursing faculty. Seldin, Miller, and Seldin (2010) propose that when teaching portfolios are used in summative evaluation, individuals can choose whether or not to include observation documentation in the portfolio that will be reviewed by their colleagues. In other words, observations would remain formative, and the individual faculty member would have the option of using the documentation for summative purposes.

Practical Materials

• Pre-Observation Conference Form ( Chism, 2007 , p. 105). This form gives you an idea of what information an observer might gather from the instructor before visiting the class.
• Classroom Observation Checklist for face-to-face courses from Austin Community College. This checklist provides one example of how you might organize an observation rubric. You can change the categories to fit the university-wide criteria outlined in the Faculty Handbook and tailor the questions under each category to reflect your department’s unique values and assumptions.
• DePaul Guidelines for Online Course Reviews , a rubric developed for the review of online courses at DePaul.​ ​This is the rubric participants use in the DePa​ ul Online Teaching Series (DOTS).

Further Resources

• Peer Review of Teaching: A Sourcebook (2007) by Nancy Chism. This accessible, research-based guide dedicates an entire chapter to classroom observation that includes many sample forms and other materials that you can use or adapt.
• “ Five Steps to Becoming a Better Peer Reviewer ” (2008) by Vicki Carter. This three-page article is packed with helpful advice for faculty observers.
• “ Peer Review of Teaching ” from Vanderbilt University’s Center for Teaching. This practical online guide offers an introduction to peer review more broadly, including the purposes of peer review, its challenges, and common practices.

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Teacher observation checklist, what is a teacher observation checklist.

A teacher observation is an assessment of a teacher's performance. It is used to determine whether or not the teacher is meeting the requirements of their position, and it may also be used to identify areas for improvement.

Teachers are observed and evaluated by their administrators and other teachers in their schools, as well as by students and parents. Teachers can also receive feedback from students through surveys, classroom visits, or assignments that require students to write about their experience with the teacher.

Teacher observation checklists are tools that allow teachers to record observations on a daily basis so that they can reflect on them later. The checklists are usually organized by categories like behavior management, teaching methods, classroom management, lesson planning, etc.

Who Use a Teacher Observation Checklist?

A teacher observation checklist can be used by a variety of stakeholders in the education field, including:

• School Administrators: School administrators can use teacher observation checklists as part of their teacher evaluation process. The checklist can help them identify areas where teachers excel and areas where they may need improvement.
• Instructional Coaches: Instructional coaches can use teacher observation checklists to provide targeted support and feedback to teachers. The checklist can help coaches identify areas where teachers are struggling and provide suggestions for improvement.
• Teachers: Teachers can use observation checklists to self-evaluate their own teaching practices. The checklist can help them identify areas where they excel and areas where they may need to improve.
• Teacher Educators: Teacher educators can use teacher observation checklists as part of their teacher preparation programs. The checklist can help them prepare future teachers for the classroom and identify areas where they may need additional training.
• Researchers: Researchers can use teacher observation checklists to gather data on teaching practices and identify trends in education. The checklist can help researchers identify effective teaching practices and areas where more research is needed.

A teacher observation checklist can be a valuable tool for anyone interested in improving teaching and learning in the classroom.

Why is it Important to Use a Teacher Observation Checklist?

A teacher observation checklist is important to a number of stakeholders, including teachers, students, parents, and administrators.

• For teachers: A teacher observation checklist can help teachers identify areas where they may need to improve their performance in the classroom. This can lead to targeted professional development that can help them improve their teaching skills.
• For students: A teacher observation checklist can help ensure that students are receiving a high-quality education. By identifying areas where a teacher may need improvement, the school can take steps to ensure that the teacher is providing the best possible education to their students.
• For parents: A teacher observation checklist can help parents feel confident that their children are receiving a high-quality education. By identifying areas where a teacher may need improvement, the school can take steps to ensure that their child's education is not negatively impacted.
• For administrators: A teacher observation checklist can help administrators evaluate the performance of teachers and identify areas where improvement is needed. This can help ensure that the school is providing the best possible education to its students.

How to Implement a Teacher Observation Checklist?

Implementing a teacher observation checklist can be broken down into several steps:

• Determine the purpose: The first step in implementing a teacher observation checklist is to determine its purpose. Will it be used for teacher evaluations, professional development, or mentoring? This will help determine the criteria that will be used on the checklist.
• Develop the checklist: The checklist should include specific criteria that will be used to evaluate the teacher's performance in the classroom. These criteria may include classroom management, student engagement, lesson planning, and content knowledge.
• Train observers: The individuals who will be conducting the observations should be trained on how to properly use the checklist and how to provide feedback to the teacher.
• Conduct the observations: The observations should be conducted according to a predetermined schedule. Observers should use the checklist to evaluate the teacher's performance in the classroom.
• Provide feedback: After the observation is completed, the observer should provide feedback to the teacher based on the checklist. This feedback should be specific and actionable, with suggestions for improvement.
• Develop an action plan: Based on the feedback provided, the teacher and the observer should develop an action plan for improvement. This may include targeted professional development or mentoring.
• Repeat the process: The teacher observation process should be repeated on a regular basis to ensure that the teacher is continuing to improve their performance and to track progress over time. The frequency of the observations may depend on the purpose of the checklist and the specific needs of the teacher. For example, if the checklist is being used for evaluations, the observations may be conducted once or twice per year. If the checklist is being used for mentoring, the observations may be conducted more frequently.
• Evaluate the effectiveness: It is important to periodically evaluate the effectiveness of the teacher observation checklist to ensure that it is achieving its intended purpose. This evaluation may include feedback from teachers and observers, analysis of the data collected, and an assessment of the impact on student learning.
• Make adjustments: Based on the evaluation, adjustments may need to be made to the checklist, observation process, or training for observers.

Implementing a teacher observation checklist can be a valuable tool for improving teacher performance and ultimately, student learning. By following these steps and regularly evaluating its effectiveness, schools can ensure that they are using the checklist in a way that benefits both teachers and students.

Xenia is a powerful and flexible tool that can be used to manage teacher observation checklists. There are several reasons why Xenia is an excellent choice for this purpose:

• Customizable checklists: Xenia allows you to create customized checklists that align with your specific criteria and goals. This means you can tailor your checklists to the specific needs of your school or district, ensuring that you are evaluating the aspects of teaching that are most important to you.
• Easy to use: Xenia's intuitive interface makes it easy to use, even for those who are not tech-savvy. This means that teachers and observers can quickly and easily navigate the platform, without wasting valuable time on training or technical support.
• Data analysis: Xenia allows you to collect and analyze data from teacher observations, giving you insights into teacher performance and areas for improvement. This data can be used to inform professional development plans and to track progress over time.
• Collaboration: Xenia enables collaboration between teachers, observers, and administrators, allowing for a more integrated and collaborative approach to teacher observation. This means that feedback and action plans can be shared and refined, leading to more effective teacher development.
• Secure and confidential: Xenia is a secure platform that ensures the confidentiality of teacher observation data. This means that teachers can feel confident that their evaluations are being handled in a professional and confidential manner.

At Xenia, we're committed to helping businesses like yours succeed. That's why we're offering a free 30-day trial of our software, giving you full access to all our features, including form templates, task management, scheduling, messaging, and analytics.

During the trial, you'll have the opportunity to see if Xenia is the right fit for your business and get guidance from our customer support team throughout the trial. Our team is always here to help you get the most out of our software and answer any questions you may have.

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Peer observation.

Peer Observation of Teaching

Teaching is not a “one-size-fits-all” activity, and thus the peer observation and feedback process must accommodate such variability to be most useful to departments and colleges.   The experience should be viewed as a formative, collegial dialogue, tailored to both the approach of the discipline and the needs of the teacher being observed.

Peer observation can be either formative or summative.   Formative observations are designed to provide guidance and advice to help an instructor improve.   To be most effective, formative evaluations should be confidential and should remain the property of the instructor being observed.   Formative peer observations give the instructor opportunities to reexamine their teaching with an observer who is a colleague.   Summative evaluations are not confidential and usually performed for use in personnel decisions such as promotions and for comparison in relation to other colleagues in the department ( ISU CELT ).

Peer observations generally consist of pre-observation, observation, and post-observation, and may include a reflective summary.

• Pre-Observation:  Two-part process consisting of 1) examining the course materials, and 2) having an intentional conversation with the instructor about class expectations and context to provide necessary background for the observation.
• Observation:  Includes observing both individual and group behaviors in a specific class to help instructor and observer “see” teaching and learning from a different perspective.
• Post-Observation:  Post-observation is a follow-up meeting of the observer and instructor to discuss observations and have a conversation about teaching and learning.

The following tools and templates are being offered for use by departments or schools who wish to use a pre-existing peer observation tool.   Use of these materials is not required by the university but are recommended as examples of best practices in teaching.   Departments may use them as written, or edit to add, reword, or remove criteria.

• Classroom Teaching Peer Observation Protocol [pdf] – from the U niversity of Southern California  Center for Excellence in Teaching, modified with permission (see resources below).
• Peer Observation of Teaching Form [docx] – from the College of Education at the University of South Carolina, modified with permission.
• Online Teaching Peer Observation Form [docx] - from the Center for Teaching Excellence  at the University of South Carolina

Additional Resources:  

• "Adapting the Faculty Peer Review Process to Your Context."   (2019). Northeastern Center for Advancing Teaching and Learning Through Research. 
• "Faculty Peer Observation and Feedback."  (2019). Northeastern Center for Advancing Teaching and Learning Through Research. 
• "Peer Observation of Teaching."  (2019). The University of Texas at Austin Faculty Innovation Center.   
• "Peer Observation of Teaching: Best Practices."  Iowa State University Center for Excellence in Learning and Teaching.   
• "Peer Review & Evaluation."   University of Southern California Center for Excellence in Teaching.  
• "Faculty Peer Review of Online Teaching."  Penn State University College of Earth and Mineral Sciences.

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