When I think of book clubs, I more often
than not think of language arts classes exclusively reading classic literature
such as The Great Gatsby and Of Mice and Men. When it comes to
science classrooms I never think of reading as a part of the curriculum unless
it has to do with textbooks, lab reports, or other traditional sources used in
science classrooms. It wasn’t until this month that I realized that reading fiction (not science
fiction) books that have strong elements of science would be incredibly beneficial
for my classroom to build literacy skills, science skills, and potentially interest in both subjects. This got me thinking about what books would be good
in the classroom that is both interesting for the students and informational
with accurate scientific content. I found this list of books created by the American Library Association for elementary and middle school classrooms that are broken down
by content areas within science as well as appropriate grade levels to help give
me an idea of what I could assign my future students. Subjects range from earth
science to chemistry to medicine and showcase a lot of common science
curriculum nationwide. Each recommended book also has a short synopsis to
explain how it relates to its categorizes content area as well as briefly explains the plot - though I would obviously read it before assigning it. I think it would be
really beneficial for new teachers to pull science-related literature from as
well as offer a starting point for what constitutes good literature in a
science classroom. (word count: 261)
This essay by Stephanie King is a phenomenal source for those looking to challenge and test their students learning without adhering to traditional means, i.e. pencil and paper tests that often bore students and leave them uninterested in the topic at hand. The article articulates how we can determine what we want our assessments to tell us about our students and ourselves and what questions we need to answer in order to determine the best type of assessment for the material currently being covered. The article goes on to detail an assessment model created by the author, specifically for a social studies classroom, with moving parts you can customize to your own class. Each of the “ moving parts ” are suggestions for types of assessments like tasks you have to do (reading, writing, art, verbal and nonverbal), as well as vocational tasks (pretend to be a museum curator, criminologist, etc.). Then the author dives into one of her favorite assessments: having students create ninetee...
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