Updates to Biology Reading Days

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A while back, I wrote a blog post about my Biology Reading Days. When I started this project, I wasn’t quite sure where I was going with it. I now love it. You can read the original post here.

I will admit, not all my students share my enthusiasm for scientific literature. And that’s fine. What I really want them to get out of it is an exposure to this type of writing. Some of the books on the list are fictional stories (that are scientifically accurate). Some of the books are non-fiction explaining scientific ideas and events. Some of the higher level students actually struggle because they have never read something like this before. I don’t need them to have a Ph.D after reading the book, but just want them to come away with a greater understanding of the concept than they went in with.

So here are my updates:

1. Updated Book Lists: I now use this project with my freshmen bio and my jr/sr A&P….so two lists. I am always looking for new books to add, and taking off any I feel are too hard/boring based on student feedback. I post this for the students as a GoogleDoc, so I put positive student reviews in the comments.  AandPReadingList      BiologyBookList

2. Final Project: I still use the weekly reading sheets (found in the original post), but at the end they have to choose one of the following projects. This is a great way for me to see what their take on the book really was.  FinalBookProject

My final word of caution when doing this project: it is very much about you. This school year, I had a baby. I left reading days as a project for my sub thinking it’d be the easiest one. They pick a book, read it, and answer questions. Easy, peasy…. WRONG. I didn’t realize how important the conversations I was having with the students along the way were. When I returned the last week of the project, a lot of them were so confused, frustrated and bored with their books. They didn’t see the real world connections. And this is not a slam on my sub; she was great! But she hadn’t chosen and read the books (I’ve read about half). Those discussions about how awesome the author/story/concept is weren’t happening. Students weren’t getting productive feedback. And so a lot them felt lost. My point is don’t use reading days as a chance to catch up on grading/paperwork/endless other tasks we have to do. At least not the whole period. This is a chance to make real connections with your kids and get them excited about science (and maybe even reading!). I hope you AND your students love it as much as I (and most of my students) do.

Questions? Suggestions? I’d love to hear them n the comments! And don’t forget to Like me on Facebook!

A Blog About a Blog!

I’ve been a member of the Life Science Teacher Resource Center since last spring. I completed their scholar program which taught me the ins and outs of the site and was then asked to return as a mentor for the new scholars over the summer. As part of that program, I was also asked to be a guest blogger on the LifeSciTRC. I’m so proud of the work I did over there that I want to share it here!

   Get Your Students to Gobble Up Reading

A lot of the ideas I discuss there, I’ve already introduced here on my blog…. you know… refusing the reinvent the wheel!

But seriously, check out their site. There are THOUSANDS of awesome lesson plans and classroom resources on there. And it’s all FREE! The community isn’t very active, which I really wish it was because I feel like it could be such a  valuable resource within itself. But hey, if you join too feel free to jump in! Maybe I’ll see you there!

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Trying a New Reading Technique

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I bring lots of real world examples of science into my classes. We use them in lots of different activities. One thing that always bothers me is when I give them questions to answer, they just skim through to find the answers instead of actually reading. I also found that they have trouble listening (which I’m sure is shocking).
So here’s my solution: collaborative reading. I took an article, a pretty long one actually, and divided it into sections. I had a gold version and a purple version. The students worked in pairs and took turns reading their sections. Each student also had a different set of questions. So when the student with the purple parts was reading, the partner (with the gold half) had to LISTEN for the answers to their questions. I kept a close eye to make sure they weren’t just reading their partner’s half (the color coding was VERY helpful here).
This was totally different from what they were used to and some students were resistant at first (“why can’t I just read the whole thing myself?”). But I think it’s worth the struggle and time it took to plan it out. I definitely plan to use it again.