From the pages of The Order of Things, here is a lesson plan on climatic zones and they way they are organized, as well as the worksheet with list and comprehension questions that constitutes the work of this lesson.
If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.
Here is a lesson plan on the Greek word roots homo, homoiao, and homeo. They mean same, similar, and equal. These are extremely productive roots in English; I assume science teachers will recognize the root of two important words in their domain, homeostasis and homeothermic.
I begin this lesson with this context clues worksheet on the adjective similar in order to provide students a hint of the meaning of these roots. Here, finally, is the worksheet at the center of this lesson.
If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.
“Taxonomy: A taxonomy (or typology) is a classification. To classify social phenomena is not to explain them. For example, sociologists of religion commonly use a taxonomy of religious organizations which embraces the categories of church, denomination, sect, and cult. This classifies religious groupings according to their organizational structure (for example, bureaucratic or informal), adjustment to the prevailing order (world-rejecting, world accommodating, and so forth), and principal mode of recruitment (ascribed membership by birth or achieved membership by voluntary attachment). This particular classification does not explain why certain individuals practice religion, while others do not, nor does it offer a theory of how religious organizations arise or develop. In practice, however, many sociological taxonomies are implicitly etiological (causal). A well-known example is Durkheim’s classification of the types of suicide—egoistic, altruistic, anomic, and fatalistic—a taxonomy which also embodies a theory about why people kill themselves intentionally.”
Excerpted from: Marshall, Gordon, ed. Oxford Dictionary of Sociology. New York: Oxford University Press, 1994.
While wandering around in the warehouse yesterday morning, I came across this reading on the influenza epidemic of 1918 and its accompanying vocabulary-building and comprehension worksheet. Given that this historical event has become something of a touchstone for understanding our current circumstances, i.e. the coronavirus pandemic, I can’t quite understand how I lost track of this material.
That is, until I read it. Over the years, I’ve developed a great deal of material based on the mostly excellent readings in the Intellectual Devotional series; I’ve also had a lot of success in using these materials. Students who would turn up their nose at a book, or a reading from a textbook (I especially understand the latter, as most corporate-published textbooks are lethal), will take on one of these–especially high-interest readings. This reading, however, is one of the weakest I’ve seen.
Which, however, provides some grist for the critical mill. Let’s start with the title of this reading. The influenza of 1918 was by any measure a pandemic–that’s why one of the John M. Barry’s book, The Great Influenza, one of the best on the subject, carries the subtitle “The Story of the Deadliest Pandemic in History.” So, the title for the reading in this post offers students an opportunity to differentiate, and understand the difference between, an epidemic and a pandemic. The influenza of 1918 was certainly a pandemic–remember that the Greek root pan means all. This reading, in short, presents an opportunity to teach students the importance of using language with precision.
In other words, the big question this reading raises is: Was the influenza outbreak of 1918 an epidemic or a pandemic?
If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.
Here is a worksheet on the Greek word roots path-o and pathy. They mean both disease and feeling. As you can probably see from looking at them, these are extremely productive roots in English, giving us words like pathology, sympathy, and empathy. There might be something to be done, using this worksheet, in helping students understand the mind-body connection in medicine and, indeed, in life.
In any case, this is another word root students looking at careers in healthcare ought to know.
If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.
Here is yet another lesson from The Order of Things, this one on Continents’ Population and Surface Area. You’ll need this worksheet with the list and comprehension questions to complete this lesson.
If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.
“Holograph: A three-dimensional image created by a beam of laser light passing through a hologram wave interference photograph.”
Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.
Last but not least this morning, here is a lesson plan on the Greek word root hetero. It means different and other. This is a relatively productive root in English, giving us words like heterogenous and heterosexual. The first of those adjectives, science teachers, is something you probably want students to know; more broadly, you certainly want them to understand the concepts of otherness and difference. That said, these concepts traverse the entire curriculum in primary and secondary schooling.
I open this lesson, hinting at the meaning of hetero, with this context clues worksheet on the adjective diverse. Lastly, here is the the scaffolded worksheet that is the primary work of this lesson.
If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.
OK, health teachers, here is a reading on the human uterus along with its accompanying vocabulary-building and comprehension worksheet.
I guess there’s not much to say other than that.
If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.
Over the years there has been very little demand for this reading on Erwin Schrodinger and its accompanying vocabulary-building and comprehension worksheet. In fact, only one student in 17 years of teaching, who had somehow come across the concept of “Schrodinger’s Cat,” asked for it, which is why it exists. I wrote this for one particularly bright (and ineptly misplaced in a self-contained special needs classroom) and inquisitive student about 15 years ago, then forgot about it.
If you can use it, there it is.
If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.
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