hILo Science
6 Followers
Rancho Viejo, Texas, United States
About the store
My resources are designed for secondary science classrooms—especially Biology—and are aligned with the Texas TEKS to support teachers preparing students for rigorous instruction and STAAR success. You’ll find scaffolded notes, hands-on activities, phenomenon-driven lessons, CER writing supports, models, labs, gallery walks, task cards, and structured practice that help students build both content understanding and academic language.
Because I teach in a border-region classroom with many emergent bilingual students, my materials intentionally include supports such as vocabulary development, visual structure, step-by-step scaffolds, and opportunities for student discussion and reasoning. At the same time, I design extensions and tiered tasks so the same lesson can challenge Honors learners while still supporting students who need additional structure.
Most importantly, these are classroom-tested resources that balance engagement with rigor. They are built to help teachers save planning time while keeping science interactive, literacy-rich, and curiosity-driven.
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Characteristics of Life: Phenomenon Reading & Evidence-Based Questions
Engage students in higher-level scientific thinking with this phenomenon-based reading activity on the criteria for life. Students analyze real-world evidence to determine whether an unknown substance is living or nonliving—just like real scientists. 🔬 What Students will Do: Read a 6th or 9th-grade level phenomenon passage (differentiated) Identify embedded evidence of life processes Use STAAR-style questions to analyze scientific reasoning Write a short constructed response (CER-style th
6th - 12th
Biology, Environment, General Science
CCSS, NGSS, TEKS, VA SOL
RI.3.1
, RI.4.1
, RI.5.4
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About the store
Experience
My resources are designed for secondary science classrooms—especially Biology—and are aligned with the Texas TEKS to support teachers preparing students for rigorous instruction and STAAR success. You’ll find scaffolded notes, hands-on activities, phenomenon-driven lessons, CER writing supports, models, labs, gallery walks, task cards, and structured practice that help students build both content understanding and academic language.
Because I teach in a border-region classroom with many emergent bilingual students, my materials intentionally include supports such as vocabulary development, visual structure, step-by-step scaffolds, and opportunities for student discussion and reasoning. At the same time, I design extensions and tiered tasks so the same lesson can challenge Honors learners while still supporting students who need additional structure.
Most importantly, these are classroom-tested resources that balance engagement with rigor. They are built to help teachers save planning time while keeping science interactive, literacy-rich, and curiosity-driven.
Teaching style
My classroom is intentionally active, collaborative, and conversation-rich because meaningful learning happens when students feel safe to think out loud. I design scaffolded, tiered experiences that meet students where they are and build their confidence as they grow toward mastery. Literacy is central to everything we do—students use reading and writing as tools to investigate ideas, cite evidence, and strengthen reasoning through the CER (Claim–Evidence–Reasoning) framework. My instruction is phenomenon-driven and rooted in curiosity, because science is already exciting—our role as educators is to nurture that spark, not silence it. I believe every student can succeed when provided the right supports, purposeful structure, and opportunities to engage authentically with real scientific thinking.
My own education history
I am a certified Texas science educator with 15 years of experience teaching secondary students across multiple grade levels and course settings. I hold certification in Science 4–12 (all disciplines) in the state of Texas, which has allowed me to teach a wide range of science courses and support learners with diverse academic needs—from resource instruction to Honors-level classrooms.
Over the course of my career, I have developed classroom-tested strategies that support rigorous content learning while strengthening academic vocabulary, scientific reasoning, and student confidence. My experience teaching in a border-region community has especially shaped my ability to design instruction that supports emergent bilingual learners while maintaining high expectations for all students.
Like the best educators, I remain committed to continuous professional growth and refining my practice to better serve students and fellow teachers.
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