Long-Form Science

Abstract

[ILLUSTRATION OMITTED] Using an extended text in an upper-level science course is not a revolutionary idea. For example, many advanced biology teachers have been teaching Rebecca Skloot's The Immortal Life of Henrietta Lacks (2010), a book examining ethical issues in medical research. Indeed, a diverse selection of science nonfiction texts is suitable for a high school course, ranging from Michael Pollan's Omnivore's Dilemma (2007) to Deborah Blum's The Poisoner's Handbook (2010). Introducing a novel or nonfiction book into the curriculum can reward both teacher and student, offering deep immersion into science content, but may seem daunting to many teachers, especially with little training in literacy instruction. Nevertheless, the Next Generation Science Standards (NGSS Lead States 2013) and Common Core State Standards (NGAC and CCSSO 2010) emphasize teaching of informational texts in content-based courses (see box, p. 31). This article offers strategies for teaching extended texts in the science classroom. Part 1: Before reading Choosing a text An extended text must lend itself to course goals and inspire relevant discussion (Calmer and Straits 2014). Consider, as an example, the book Zoo Story by Thomas French (2010). The author draws on six years of work experience at the Lowry Park Zoo in Tampa to address zoos' responsibilities to animals, employees, and patrons. Describing the lives of specific animals, French blends his scientific understanding of animal behavior, ecosystem and population dynamics, and biodiversity with an empathic portrayal of lives and relationships, echoing unifying themes appropriate for a course on general biology or zoology. [ILLUSTRATION OMITTED] French unravels the depth and complexity of a modern zoo as a journalist, not a scientist. He approaches scientific subject matter with a style of writing that is accessible to a general reader, useful for students preparing to become scientifically literate citizens. Fisher and Frey (2012) define worthy texts as those that allow readers to reflect on themselves and their actions; invite them in the worlds of others; understand the biological, social, or physical world; or solve problems that are timely and important. Zoo Story fits these criteria by allowing readers to reflect on the various dimensions of zoos, including their history as institutions, their intentions to conserve biological diversity, and the ethical and social problems they pose. Each student should have access to a copy of an extended text (Calmer and Straits 2014), which can be expensive. My school district opted to buy a classroom set of Zoo Story books for my zoology course instead of a traditional textbook. Some students bought their own copies. Used copies can be relatively inexpensive, and reading assignments can be staggered so the class can get by on fewer copies, rather than the entire class reading simultaneously. Introducing the text I introduce the text at the start of the course, months before it is assigned, in part to address misconceptions about zoology. Many students expect a zoo-ology course to focus on zoo animals. I explain that the course name is derived from the Greek zoia (animals) and encompasses the entire animal kingdom. We won't address charismatic megafauna until later in the course, looking first at the major invertebrate phyla, as is traditional for zoology curricula. Introducing Zoo Story early on offers the promise of in-depth discussion of elephants, tigers, and chimpanzees later on. When it's time to assign the text, I reintroduce it by showing ecologist Carl Safina's 2015 TED Talk (see On the web). His provocative and controversial central question, What are animals thinking and feeling? leads to the driving question central to Zoo Story: What are humans' responsibilities to protect animal species? After viewing the TED video, students discuss their own interactions with domestic animals, native wild fauna, and captive animals. …