Because I am completely obsessed with the revising my curriculum each year, I have always struggled with meaningfully integrated a textbook. Past integration efforts (homework, reading, classroom sets, etc.) represents moves I am ashamed of and weak spots in my pedagogy. My efforts weren't wrong per se, but I never invested the time, until now (I hope) over the past 17 years of teaching to critically think about how to integrate a text in meaningful, thoughtful ways. All attempts, to be completely honest, have been out of a fear of not being taken seriously by parents or students. Or, since we are on that topic, take seriously by myself (#impostercomplex). Below is what I plan on doing this year:
Click here to access the template.
Unlike teaching chemistry where I can quickly leverage a myriad of different demonstrations and video clips to generate student inquiry around a topic of study, I find it difficult to do the same thing in my Biology classes. Last year I decided to take a different approach to 9th grade Biology class and leverage my family background in medicine (I come from a family of Doctors, Nurses and Pharmacists) and emphasize medicine, physiology and disease as a way to frame certain topics and build curiosity.
To do this, I strategically wrote various case studies about hypothetical patients presenting specific disease symptoms and challenged my students in groups to diagnose the patients. To my surprise, this activity was extremely well-received, and from my perspective, was just as successful at opening up a window into exploring a specific topics in Biology as a perplexing demonstration or video clip would be in my chemistry class.
For example, if we were embarking on a unit of study about metabolism, I would begin with a case study about a patient with Type II Diabetes. Or when we began a unit on genetics, I presented a case study about an individual with Androgen Insensitivity Syndrome. While students researched the symptoms on sites such as WebMD and the MayoClinic, they would stumble upon literature, vocabulary and processes that were, unknowing to them, deeply connected to the subject we would begin investigating in the following days. Below are links to a few case studies completed by students last spring.
Yes. I know what you are thinking. This entire post is mute given the functionality of Google Classroom or the myriad of other scripts. However when I want to quickly share a Google Doc template with students or teachers whom I am working with for a short period of time (workshop, science camp, etc.), this process works great. Below is the logic and video tutorial.
Creating a template from a Google Doc is extremely useful when you want to streamline the way students gather data, or engage in a unified activity. When the ridiculously long Google Doc URL template is created (see below video for method), writing a short version, customized URL on the board is very efficient. By customizing the link students do not confused "1" for an "l" an "O" for an "0", etc.
Strategically leveraging clips from movies that show various phenomena (accurate or not) can be a powerful way to spark student questioning. Whether it be challenging them to point out a specific mistake that the clip embodies, or proving the accuracy of the clip, movie clips, specifically in the sciences, provide a great opportunity for engaging students. Downloading and trimming the clips locally, or using tools like Vibby or TubeChop to present portions of the clips to students online are both strategies I use often. Below are my 15 favorite clips to use as science curiosity sparks (note: most of the clips are chemistry related given that is the primary subject I teach. Apologies). All clips are taken from YouTube.