Tag Archives: science literacy

Holograph

Posted on April 24, 2020 | Leave a comment

“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.

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A Lesson Plan on the Greek Word Root Hetero-

Posted on April 22, 2020 | Leave a comment

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.

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Posted in Independent Practice, Lesson Plans, Social Sciences, Worksheets

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Uterus

Posted on April 22, 2020 | Leave a comment

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.

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Erwin Schrodinger

Posted on April 20, 2020 | Leave a comment

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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Word Root Exercise: Mort

Posted on April 17, 2020 | Leave a comment

OK, moving right along this morning, here is a worksheet on the Latin word root mort, which means dead and death. This is an extremely productive root in English and includes many words, alas, in use at this very sad and trying moment in human history.

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.

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A Lesson Plan on the Latin Word Roots Graph and Graphy

Posted on April 16, 2020 | Leave a comment

OK, last but not least this morning, before I head out to the grocery store (aside: don’t forget to thank the brave workers staffing our grocery stores–if there is any justice in this world, they will emerge from this pandemic among–to use another word deriving from. the Latin root pan–among the pantheon of heroes), here is a lesson plan on the Latin word roots graph and graphy. These mean writing, written, recording, drawing and science; you will recognize immediately, even before looking at the scaffolded worksheet at the center of this lesson, that these are two very productive roots in English.

I open this lesson with this context clues worksheet on the verb record, which is used both intransitively and transitively.

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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Tonsillitis

Posted on April 16, 2020 | Leave a comment

When I was a kid, a couple of hundred years ago, it was a common childhood malady. I don’t know if remains so, but in any case, here is a reading on tonsillitis along with its attendant vocabulary-building and comprehension worksheet if you can use them.

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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Posted in English Language Arts, Essays/Readings, Independent Practice, Social Sciences, Worksheets

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Thomas Szasz Comments Presciently for Our Current Circumstances

Posted on April 15, 2020 | Leave a comment

“Formerly, when religion was strong and science weak, men mistook magic for medicine; now, when science is strong and religion weak, men mistake medicine for magic.”

Thomas Szasz

The Second Sin “Science and Scientism” (1973)

Excerpted from: Shapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.

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Word Root Exercise: Ped/o

Posted on April 14, 2020 | Leave a comment

Yesterday, I posted a worksheet on the Latin roots ped, pedi, and -pede; if you scroll down–it’s 12 posts below this one–you’ll find it. As that post relays, in Latin these roots mean foot and feet.

Now here’s a worksheet on the Greek word root ped-o. In Greek this root means, simply, child. As with its Latin counterpart, this is a very productive root in English, forming the basis of words like pediatrics and pedagogue.

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.

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Sugar

Posted on April 14, 2020 | Leave a comment

Here is a reading on sugar, certainly a cornerstone of my own nutrition-free diet, and its accompanying vocabulary-building and comprehension worksheet.

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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