In science education, it is important to bridge between scientific knowledge and the studentsʼ real lives. However, some subjects of school science include the topics in which the experimental confirmation or the real observation is difficult to perform in the classrooms. Besides, studentsʼ writings are highly dependent on how much they can utilize scientific knowledge and concepts. In this study, we introduce a way of science book reading, “Rikadoku (science reading),” using a book of Japanese archipelago to combine the scientific knowledge with the real-life story on the large-scale geomorphology of Japan. We performed the method of “jigsaw learning” on separate sections of a book that were related to the junior high school science unit "the origin and the change of the earth," to learn and share the knowledge in a collaborative manner. Through the comparison of studentsʼ writings before and after the jigsaw learning, together with the interviews to the instructor, it was found that the studentsʼ practical use of knowledge was activated and that well-organized knowledge was attained through the collaborated learning on the materials rich in the morphological expressio