KISD Secondary Science Newsletter

Hello, Science Team!

A new school year is here! I hope you had a restful summer and are ready for a great year ahead. We have a lot to learn and accomplish together this year.

During Job-Alike, we began our new district PLC process. We learned how to use Unit Focus Documents (UFDs), TEKS Specificity, and the IQ Tool (released STAAR questions) to create Know and Show Charts. We also learned how to use Writable to support our students in writing successful short-constructed responses in our assessments throughout the year. Great teachers always think about what students need to know and be able to do to master their grade-level standards.

As we continue our PLC work, we will focus on annotations and creating exemplars. These steps will strengthen lesson planning and help us raise student achievement in science.

Remember—the power is in our conversations. We are on this journey together with the same goal: to grow science literacy and achievement for all students. Together, we can build scientific excellence that will empower our students for life. Have a wonderful and great school year!

Sandra

Why the UFD Matters

The Unit Focus Document (UFD) is your roadmap for each science unit. It pulls together standards, key understandings, assessments, and resources into one place so lesson planning is clear and consistent across classrooms. When we use it to build Know and Show Charts, we ensure that every student has access to the same high-quality instruction.

Where to Find Them: UFDs are posted in both the KISD Secondary Science Schoology Group and the KISD Curriculum & Instruction Schoology Group. They are written for every course and grade level in science, so no matter what you teach, you have a unit guide ready for you.

Anatomy of a UFD

1. Unit Overview

Gives the big picture of what students will learn.

• Example: 8th Grade Science Unit 1 covers matter, water properties, acids/bases, and conservation of mass.

2. Learning Standards (TEKS)

Lists the TEKS for the unit. Bolded = Readiness Standards (heavily tested).

• Start here when building Know/Show Charts — look for verbs (what to do) and nouns (what to know).

3. SEPs & RTCs

Science and Engineering Practices + Recurring Themes and Concepts show how students think and work like scientists.

• Use them to weave critical skills (modeling, cause/effect, evidence) into daily lessons.

4. Unit Assessments

Includes progress checks and embedded quizzes.

• Think backwards: What evidence do students need to be successful on these assessments?

5. Key Understandings & Essential Questions

The “big ideas” and guiding questions.

• Biology Example: How does cell structure result from biomolecule function?

6. Misconceptions / Underdeveloped Concepts

Anticipates where students may struggle.

• Example: Students may think insects walk on water because they are “lighter” than water, rather than understanding surface tension.

7. Academic Vocabulary & Prerequisite Skills

Your word bank + background knowledge check.

• Goes directly into the Know section of Know/Show Charts.

8. Unit Resources & Anchoring Phenomenon

Lists labs, investigations, and big-picture connections.

• Example: A growing plant phenomenon shows how matter and water transport explain photosynthesis.

💡 Callout: Why Use UFDs for Know/Show Charts?

• Know = Vocabulary, skills, and key understandings.

• Show = Assessments, exemplars, performance tasks.

• UFDs ensure clarity, consistency, and equity — so students succeed no matter which classroom they’re in.

Next Step for PLCs

Bring your UFD to PLC and walk through each section. Use it to guide your Know/Show Chart, and let the essential questions and misconceptions shape your planning discussions.

👉 Remember: The power is in the conversations.

Why TEKS Specificity Matters

The TEKS Specificity Document (TSD) is a teacher’s tool for unpacking the state standards. While the Unit Focus Document (UFD) gives the big picture, the TSD digs into the details of what each standard really means and how it should look in the classroom.

Where to Find Them: TEKS Specificity documents are posted in both the KISD Secondary Science Schoology Group and the KISD Curriculum & Instruction Schoology Group and TCMPC Website. They are written for every course and grade level in science, ensuring teachers have the depth needed to guide instruction.

Anatomy of a TEKS Specificity Document

1. Student Expectation (SE)

Each section begins with the exact TEKS expectation. For example, B.5A asks students to relate the functions of biomolecules (carbohydrates, lipids, proteins, nucleic acids) to the structure and function of a cell.

2. Readiness vs. Supporting Standard

The TSD highlights whether the SE is a Readiness (heavily tested) or Supporting (still essential, but less emphasized) standard. This helps teachers prioritize instruction and assessment emphasis.

3. Specificity Breakdown

This is the most valuable part: it unpacks the verbs and nouns of the TEKS into what students need to know and do.

• Example: For B.5A, it specifies biomolecule types, functions (immediate energy, structure, long-term energy, insulation, storage of genetic information), and examples (glucose, cellulose, proteins, DNA, RNA).

4. Including, But Not Limited To

This phrase reminds teachers that examples listed are not exhaustive. It gives clarity on what must be taught and what can be added for enrichment.

5. Notes and Boundaries

Some standards include boundaries, clarifying what students are not expected to learn at that grade level.

• Example: Students in Biology are not expected to learn the chemical structures of lipids and carbohydrates, but they will learn nucleic acids and proteins in other units.

💡Callout: Why Use TEKS Specificity?

• Ensures lesson plans match the intent of the TEKS.

• Provides the content depth and examples needed to teach accurately.

• Clarifies common student expectations vs. teacher assumptions.

• Keeps PLC conversations grounded in state-aligned instruction.

Next Step for PLCs

Use TEKS Specificity documents in tandem with your UFDs.

• UFD = map of the unit (big picture)

• TSD = unpacking the standard (the details)

Together, they provide the clarity needed to build strong Know/Show Charts and plan instruction that truly prepares students for mastery.

👉 Remember: Specificity is where the TEKS come to life in the classroom.

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

1. Clarify expectations for learning and mastery ("Know" and "Show"):

• The "Know" side lays out the essential conceptual understandings students must grasp.

• The "Show" side specifies how students should demonstrate that understanding—through actions, responses, or evidence of learning.
  For example, in weekly planning meetings, educators use a know/show chart to unpack a target standard—defining what students need to know and how they’ll show mastery. This then guides lesson focus and assessment. relay.edu

2. Anchor collaborative instructional planning and analysis:

• Teachers and administrators use know/show charts as shared reference points during planning cycles and data meetings. Together, they dissect standards, align exemplars to expectations, surface conceptual or procedural gaps, and design reteach lessons tailored to the identified needs.

3. Identify and address learning gaps through focused reteaching:

• After marking areas where students struggle (evidenced by student work or exit tickets), instructional teams revisit the know/show chart to determine whether the issue is conceptual ("know") or procedural ("show"). Then, they craft reteach plans that explicitly target the gap—whether through modeling, questioning, or guided discourse.

4. Build consistency and clarity across teachers and lessons:

• By defining exactly what counts as "knowing" and how to "show" it, know/show charts help ensure that lessons, exemplars, and assessments are all aligned and consistently rigorous across classrooms.

Science teachers should create a Know and Show chart for each science standard that students will engage with during their lessons.

Know and Show Chart Look Fors

• TEKS written out in its entirety
• Language Objective written out (more training to come for science teachers)
• Know column emphasizes:
• The nouns of the TEKS (concepts)
• The conceptual knowledge/skills students must understand
• Show column emphasizes:
• The verbs of the TEKS (do)
• How students will demonstrate their understanding of the TEKS (student actions, products, or evidence of learning)

What’s Needed

• High-Quality Instructional Material (HQIM)/textbook
• Unit Focused Document (UFD), when applicable, to identify conceptual knowledge
• IQ Tool
• TEKS Specificity

Access instructional resources through Clever or Schoology.

SAVVAS:

Middle School Science 6-8, Biology, Chemistry and Physics

Summit K12:

Integrated Physics and Chemistry (IPC)

Cengage:

Astronomy, Aquatic Science, Earth Systems, Environmental Systems

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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.