KISD Secondary Science Newsletter

Hello, Science Team!

I love the month of March—it brings the promise of new opportunities! Spring Break is just around the corner, offering a well-deserved chance to recharge and embrace the warmer days ahead.

Spring is a season of renewal, growth, and fresh starts. As we step into this new season, let's embrace the opportunities ahead—whether it’s setting new goals, trying something different in the classroom, or even taking that short trip you've been considering. Give yourself grace, celebrate your hard work, and remember that every day is a chance to make a difference. Enjoy the season and all the possibilities it brings!

Sandra

Middle School Science Changes:

• Grade 6:
  • Cell theory moved from Grade 7 to Grade 6
  • Students now learn about the historical development of cell theory
  • Added emphasis on cells coming from pre-existing cells as the basic unit of structure and function
• Grade 7:
  • Students are now required to model the functions of human body systems, not just identify them
  • Excretory system renamed to more specifically focus on the urinary system
  • Immune system added to the list of body systems studied
• Grade 8:
  • Concept of variations influencing population survival moved to Grade 8 (previously in Grade 7)
  • Study of cell organelle functions moved to Grade 8 (previously in Grade 7)
  • New emphasis on how variations lead to structural, behavioral, and physiological adaptations over generations

High School Biology Changes:

• Increased rigor and specificity in student expectations
• Enhanced focus on analyzing and explaining interactions between body systems rather than just describing them
• Added requirement to relate biomolecule functions to cell structure and function
• New emphasis on models and chemical equations when explaining photosynthesis and cellular respiration
• More explicit focus on matter conservation and energy transfer in biological processes
• Investigation of homeostasis specifically through cellular transport mechanisms
• Expanded investigation of enzymes to explain their role in facilitating cellular processes

TEA's STAAR Science Resources is where you can find what could be assessed on the Bridge Assessment for the 2024-2025 school year as illustrated in the previous table.

Follow the steps to access these documents:

1. Go to TEA's STAAR Science Resources

2. Scroll down to "Assessed Curriculum" and click on the arrow to expand.

3. Find "2024-2025 Transition Year" and select one you are interested in.

Use the following links for direct access to these documents:

Grade 8

Biology

Caution: You will notice assessment documents for school year 2025-2026. Let's not worry about those just yet. 😉

A mini-professional development session will be offered each quarter to support science teaching and learning in the classroom. Click on image below to watch the video.

Highlights from "Powerful Practices for the Differentiated Science Classroom"

Are you looking for practical ways to reach all your science students? In their engaging article, Brooke A. Whitworth and Amy Sneed offer an approach that works with—not against—the natural diversity in your classroom!

The Heart of Science Differentiation

Students arrive with different backgrounds, interests, and strengths. Instead of seeing this as a challenge, what if we saw it as an opportunity? The authors show how differentiation can be built on five teacher-friendly practices:

1. Create a positive science community where students feel safe to try, fail, and collaborate—just like real scientists do!
2. Design curriculum that connects with students using clear goals and phenomena that spark curiosity
3. Develop meaningful tasks that challenge all students to apply their thinking, not just memorize facts
4. Provide growth-focused feedback that helps students see their progress and next steps
5. Stay flexible in your teaching approaches by responding to student readiness, interests, and preferences

What Makes This Approach Special

This isn't about creating 30 different lesson plans! The authors debunk common myths and offer practical ways to honor both scientific rigor and student differences. You'll find specific examples of what these practices look like in real classrooms.

Try This in Your Classroom!

The beauty of this approach is that you can start small. Perhaps begin with building a stronger learning community or experiment with more flexible teaching approaches. The authors emphasize that teaching is always evolving—we're all continually learning and growing.

As science teachers, we know that failure and persistence are part of the scientific process. The same applies to our teaching! This article provides encouraging, evidence-based guidance that will help you and your students thrive.

Ready to transform your science classroom? Check out Whitworth and Sneed's full article for detailed strategies that honor both your content standards and the wonderful diversity of learners in your care!

This strategy is important because connecting different scientific concepts is vital for students to gain a deeper understanding of the natural world. Science is not merely a set of isolated facts; it functions as an interconnected system where concepts enhance one another. When students relate ideas across various topics—such as energy flow in ecosystems, the role of chemical reactions in biological processes, or the impact of forces on motion—they strengthen their critical thinking skills and learn to apply their knowledge to real-world scenarios. These connections enable students to tackle problems, make informed choices, and recognize the relevance of science in their everyday lives.

Teacher Prep Instructions:

❏ Select a SE in which you can pull key vocabulary words and visuals for students to examine.

❏ Place students in groups of up to 4.

❏ Make a copy of the Make the Connection placemat for each group or provide it electronically to teams so they can type.

❏ Students will work together to make connections between the four corners of the placemat.

Student Directions:

❏ Using the Make the Connection placemat, discuss as a group what connections you can make between the four corners of the placemat.

❏ Once you have made connections, take turns recording your connections on the placemat.

**Please see attached file for an example and a template. **

September 2024: https://secure.smore.com/n/5vb9h

October 2024: https://secure.smore.com/n/1jray

November/December 2024: https://secure.smore.com/n/bf09kq

January 2025: https://secure.smore.com/n/fp1uq

February 2025: https://secure.smore.com/n/z5pn7

Hello, I am Sandra Marcussen the District Instructional Specialist for Secondary Science. I'm excited to help you in any way that you need. You can reach me at sandra.marcussen@killeenisd.org, text at 254-371-9692 or call my desk phone at 254-336-0300.