KISD Secondary Science Newsletter

Hello, Science Educators!

Can you believe we're on the final stretch of 2025? It's been quite a year, and I want you to know how much I appreciate everything you've been doing to support our students in science. You've worked incredibly hard, and it shows.

You've increased your knowledge of creating Know and Show charts, and I've watched you grow more confident as you've worked on internalizing your lessons. That's not easy work, and you should be proud of how far you've come.

This month, we'll explore teacher exemplars a bit more—I think you'll find them helpful as you continue refining your practice. During my campus visits lately, I've been genuinely excited about what I'm seeing in your classrooms. Teachers are staying on pacing, using our district resources in meaningful ways, and getting students engaged through writing and exploration. Honestly, this is what science teaching is all about—creating space for our students to wonder, think, and collaborate.

One thing I'd love for us to focus on even more is student collaboration and discourse. When you're planning and internalizing your lessons, ask yourself: Where can I build in more turn-and-talks? Where can students interact with each other's thinking? Those moments of student-to-student conversation are where the magic really happens.

As we head into the new year, just keep doing what you're doing—making decisions that are best for your students. You're doing great work, and I see it every time I walk into your classrooms.

Sandra

TEKS in Focus highlights key concepts and student expectations to assist educators in implementing the science Texas Essential Knowledge and Skills (TEKS). A clear understanding of the changes taking place in science TEKS for the 2024 school year can directly impact student success. TEKS in Focus will highlight those changes along a vertical continuum from elementary school to high school for specific key concepts.

In most grade levels, the expected student understanding of key concepts related to weather and climate is more rigorous than in the previous TEKS. In elementary grades, students focus on recording and describing weather in grade 1 and comparing weather data in grade 3. New to grade 2 is the study of severe weather. The study of weather and climate for middle school is centered in grade 8 where students focus on the interactions among the energy from the Sun, hydrosphere, and atmosphere and their influence on weather and climate. View or download the November TEKS In Focus.

Middle School Science

The 8th Grade Science STAAR is now called the Middle School (6-8) STAAR and it is administered in Grade 8. The test will include 28-30 questions and feature new question types such as: match table grid, inline choice and cluster items.

Additional Resources for 2025-2026:

Middle School Science Assessment-Eligible TEKS (Assessed Curriculum document)

Middle School Science Assessment STAAR Blueprint

Middle School Science Assessment STAAR Reference Materials (all MS students should keep a copy in their science notebooks).

Biology

The Biology EOC now reports across 4 strands instead of 5 reporting categories. The test has been reduced to 33-35. The Assessed Curriculum document outlines which student expectations are eligible to be assessed. Students will see a variety of question types: Drag and drop, hot spot, inline choice, match table grid, multipart, multiple choice, multiselect, short constructed response (SCR), text entry, and cluster question sets. Cluster question sets are composed of a stimulus (scenario with a graphic and/or data display) and 3–5 questions, each scored separately on the blueprint. Additional resource: Biology STAAR Blueprint

For additional information please visit: TEA Science Resources

As you may have noticed, each month we provide additional insight into our three high-leverage strategies: Know & Show Charts, Annotated Lessons, and Teacher Exemplars.

This month, our focus is on the Teacher Exemplar and its direct connection to the Lesson Annotations.

Annotation Components

When annotating your instructional materials, ensure the following elements are included:

• Time Stamps: Guide pacing throughout the lesson.

• Gradual Release of Responsibility (GRR): Document the instructional strategies you will employ at each phase (I Do, We Do, You Do Together, You Do).

• Anticipated Misconceptions: Identify potential misconceptions students may encounter and proactively plan how to address them.

• Connections to Prior Learning: Make explicit links to previous learning to activate students’ prior knowledge and build coherence.

• Omissions: Note any areas within the original materials that need to be supplemented or omitted.

• Content Spiraling: Highlight opportunities where concepts can be reinforced and revisited throughout the unit or year.

Teacher Exemplar: How and Purpose

How: Include a teacher think-aloud for the problems annotated as group/partner work and independent practice. scientific reasoning and worked examples should already be captured during the annotation process.

Purpose:
The Teacher Exemplar serves two key functions:

1. To provide intentional checks for understanding as teachers circulate and interact with students throughout the classroom.

2. To guide student work analysis by offering a clear model of expected student outcomes.

"You learn more when you've thought it through in advance." — Doug Lemov, Teach Like a Champion 3.0

This principle captures why exemplar planning matters so much in science instruction. When we as teachers think through the learning experience in advance—anticipating misconceptions, planning strategic questions, sequencing phenomena carefully—we're setting students up for deeper understanding. When both teachers and students embrace advance thinking, learning becomes more intentional, more connected, and ultimately more effective. Please take some time to review how to develop your teacher exemplars in science with the following Learn and Turn.

Purpose

Students get a partner based on common interests and collaborate to answer a question or complete a task.

Materials

• 4 numbered choices (e.g., 4 candy bars, 4 colors, 4 ice cream flavors, etc.)
• Questions, tasks, vocabulary words, visuals, or texts

Instructions

1. Students choose their favorite item from a list of 4 numbered choices.
2. Students hold up the number of fingers representing their favorite and then rise to find one or two students who have the same response.
3. Pose a question, task, vocabulary word, visual, or text.
4. Student pairs or triads shine as they collaborate to offer solutions, descriptions, examples, or responses to text.
5. Observe students’ thinking and clarify/verify as appropriate.

Think It Up!

• Have students think more deeply about the concept by responding to a Think It Up prompt as an exit ticket or journal entry:
  • Predict how this concept might be assessed on a test.
  • Draw a conclusion about why this concept is important.
• Encourage students to use lead4ward’s Thinking Stems (English/Spanish) to frame their responses, if needed.

The Texas Environmental Education Advisory Committee (TEEAC) serves educators and informal science providers throughout the state. TEEAC maintains a network of providers of environmental education professional development, including universities, local and state agencies, museums, and nature centers. View the current list of TEEAC Providers. The TEEAC Providers network helps ensure that teacher professional development is educationally sound and consistent with the TEKS.

Educators may earn an environmental education Certificate of Recognition by completing 45 hours of professional development from TEEAC providers and submitting a Coursework Verification Form.

For more information, see the TEEAC webpage and the TEEAC Frequently Asked Questions.

One of our very own, Mr. Lance Dugger, 6th-grade science teacher at Dr. Jimmie Don Aycock Middle School, will be presenting “Beyond the Textbook: Phenomena-Driven Instruction That Sparks Curiosity and Engagement” at the Conference for the Advancement of Science Teaching (CAST). His session is scheduled for Saturday from 8:00–9:00 a.m. in State Room 2. Mr. Dugger will share how he integrates artificial intelligence (AI) to enhance lesson planning and promote student engagement in science. Thank you for representing Killeen ISD!

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

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

March 2025: https://secure.smore.com/n/audpr

April 2025: https://secure.smore.com/n/5pxsq

September 2025: https://secure.smore.com/n/vhcfwp

October 2025: https://secure.smore.com/n/ac5rp

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.