Here is a worksheet on the Greek word root thermo. It means heat and temperature. Science teachers, you won’t be surprised to hear that this worksheet contains some important vocabulary words used in your domain.
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Posted in English Language Arts, Independent Practice, Worksheets
Tagged building conceptual knowledge, building vocabulary, English language learners, grammar, usage, and style, procedural knowledge, science literacy, word roots
“Marginalization: A process by which a group or individual is denied access to important positions and symbols of economic, religious, or political power within any society. A marginal group may actually constitute a numerical majority—as in the case of blacks in South Africa—and should perhaps be distinguished from a minority group, which may be small in numbers, but has access to political or economic power.
Marginalization became a major topic of sociological research in the 1960s, largely in response to the realization that while certain developing countries demonstrated rapid economic growth, members of these societies were receiving increasingly unequal shares of the rewards of success. The process by which this occurred became a major source of study, particularly for those influenced by dependency, Marxist, and world-systems theories, who argued that the phenomenon was related to the world capitalist order and not just confined to particular societies.
Anthropologists, in particular, have tended to study marginal groups. This stems in part from the idea that, by looking at what happens on the margins of a society, one can see how that society defines itself and is defined in terms of other societies, and what constitute its key cultural features.”
Excerpted from: Marshall, Gordon, ed. Oxford Dictionary of Sociology. New York: Oxford University Press, 1994.
Here is a reading on the supernova as the death of stars along with its vocabulary-building and comprehension worksheet.
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“Sun * Moon * Venus * Mercury * Mars * Jupiter * Saturn
Our sky-watching, hunter-gathering ancestors had 7 marked out as a number of enormous importance for tens of thousands of years. For this is the number of the visible planets—‘the five wanderers,’ plus the sun and the moon.
This respect for the 7 became ever more ingrained as the first agricultural civilizations allowed for accurate fixed observations from the calendar-keeping priests, whose temples throughout the ancient Middle East were all equipped with star-watching terraces above their cult chambers. It is an intriguing element within the cult of the 7 that the planets are not all visible at once: Mercury and most especially Venus (whose horns are occasionally visible) are the morning and evening stars. Bright Jupiter, luminous Saturn, and the more elusive red Mars belong to the full night. So we have always known that we have been watched, influenced, and enclosed by these 7 who right from the dawn of our consciousness have intriguingly different characteristics and hours of dominance and passageways through the heavens.
Although most of mankind probably now accepts that the earth is a planet which circles around the sun, and the moon is a planet of the earth, the mystery of our 7 encircling heavens still haunts our imagination. But this once immutable number of 7 keeps changing. First we knocked the seven down to five (as the sun and moon were taken off the list), then, in relatively modern times, it grew to nine. Uranus was discovered in 1781, followed by Neptune in 1846, then Pluto in 1930 (though this was later demoted to a dwarf planet to bring us back down to eight planets). So, currently, we have eight planets and five dwarf planets (Ceres, Pluto, Haumea, Makemake, and Eris), as well as five named moons orbiting around Pluto.”
Excerpted from: Rogerson, Barnaby. Rogerson’s Book of Numbers: The Culture of Numbers–from 1,001 Nights to the Seven Wonders of the World. New York: Picador, 2013.