2. I can subscribe to a science magazine, such as Scientific American, and begin class with a discussion of a current event in science based on an article from the magazine. Do so, might help students come up with their own questions that I can help them answer by directing them to appropriate sources.
3. I can plan a field investigation where the students survey and record the types of plants found around our school. Such a project would require students to look up and read about various plant species in field guides and reference books.
4. Throughout the year, I can invite guest speakers from various scientific fields/professions to give a talk to students about their job. I would arrange it so that speakers matched the topics we were discussing in class (i.e. a botonist speaker for the Plant unit). In this way, I would be exposing high school students to various scientific careers and relating what they are reading in their textbooks to the real world.
5. I can have different groups of students teach different parts of a lesson for a day. This would encourage students to study what they are reading so that they can present it well enough for other students to understand.
Non-textbook based reading activities, such as trade book use, computer programs, and cooperative learning, can be incorporated into the required curriculum. Such activities can enhance learning and make lessons both enjoyable and interesting to students.
TEXES.LIFESC.8-12.V: The science teacher knows the varied and appropriate assessments and assessment practices to monitor science learning.
By being knowledgeable of the factors that motivate students (i.e. goals, values, control beliefs, social interests), I will be able to plan effective lessons that takes these factors into consideration. The more relevant I can make science concepts appear to students, the more interested they will become in learning.
NSTA Standard 4. Context of Science: The program prepares candidates to relate science to the daily lives and interests of students and to a larger framework of human endeavor and understanding. The context of science refers to relationships among systems of human endeavor including science and technology; relationships among scientific, technological, personal, social and cultural values; and the relevance and importance of science to the personal lives of students.
Sharing my personal experiences (both reading and science-related), keeping a class library, and inviting science professionals to speak to the class are all activities that I can plan that will get students interested in science and promote reading to find the answers to their own questions about science and science related careers.