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    Mod 9 Assignment

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    warda wisaal
    This document provides guidance on setting up indoor and outdoor environments to introduce children to zoology, botany, and the five classes of vertebrates. For the outdoor zoology environment, the document recommends establishing bird feeders, baths, and houses to attract and observe birds. For the indoor zoology environment, it suggests keeping pet cages, tanks, and terrariums with appropriate animals. For the outdoor botany environment, the document outlines establishing a garden for planting, maintenance, and harvesting. For the indoor botany environment, it recommends keeping potted plants and providing activities for their care. The document then explains how to introduce children to vertebrates and invertebrates, and the five classes

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    Mod 9 Assignment

    Uploaded by

    warda wisaal
    103 views14 pages
    This document provides guidance on setting up indoor and outdoor environments to introduce children to zoology, botany, and the five classes of vertebrates. For the outdoor zoology environment, the document recommends establishing bird feeders, baths, and houses to attract and observe birds. For the indoor zoology environment, it suggests keeping pet cages, tanks, and terrariums with appropriate animals. For the outdoor botany environment, the document outlines establishing a garden for planting, maintenance, and harvesting. For the indoor botany environment, it recommends keeping potted plants and providing activities for their care. The document then explains how to introduce children to vertebrates and invertebrates, and the five classes

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    This document provides guidance on setting up indoor and outdoor environments to introduce children to zoology, botany, and the five classes of vertebrates. For the outdoor zoology environment, the document recommends establishing bird feeders, baths, and houses to attract and observe birds. For the indoor zoology environment, it suggests keeping pet cages, tanks, and terrariums with appropriate animals. For the outdoor botany environment, the document outlines establishing a garden for planting, maintenance, and harvesting. For the indoor botany environment, it recommends keeping potted plants and providing activities for their care. The document then explains how to introduce children to vertebrates and invertebrates, and the five classes

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    103 views14 pages

    Mod 9 Assignment

    Uploaded by

    warda wisaal
    This document provides guidance on setting up indoor and outdoor environments to introduce children to zoology, botany, and the five classes of vertebrates. For the outdoor zoology environment, the document recommends establishing bird feeders, baths, and houses to attract and observe birds. For the indoor zoology environment, it suggests keeping pet cages, tanks, and terrariums with appropriate animals. For the outdoor botany environment, the document outlines establishing a garden for planting, maintenance, and harvesting. For the indoor botany environment, it recommends keeping potted plants and providing activities for their care. The document then explains how to introduce children to vertebrates and invertebrates, and the five classes

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    WARDA AHMED|D-16951

    ASSIGNMENT COURSE MODULE – 9

    ROLL NO – D-16951
    Culture-2 (Zoology,Botany and Science)
    MRS.WARDA AHMED
    Question 1
    Write a note on how to setup indoor and outdoor environment
    for introducing zoology and botany.

    Presentation - Preparing the Outdoor Environment for Zoology

    Materials:
    • Bird Feeder
    • Bird Bath
    • Bird House

    Exercise:
    This exercise helps to attract wildlife and study it in the outdoor environment,
    especially for children aged 3+ years. Children can find great joy in observing
    birds, which can be attracted by establishing a variety of feeders. A bird bath
    also offers an interesting opportunity to watch birds, however, care must be
    taken to keep it clean as well as to change the water daily. The directress may
    wish to set up some bird houses, preferably with the children’s assistance.
    Depending on the environment, salt licks in the water, and a variety of feed
    otherwise may be put out to attract other forms of wildlife. On outdoor trips and
    nature walks, the teacher should look of tracks so that on the stroll, the children
    may have the opportunity to study insects, habitats of different lifeforms; under
    rocks, leaves, in the barks of trees etc. Most importantly, the children should be
    shown how to behave in an outdoor setting, i.e. with respect and care for the
    environment.

    Presentation - Preparing the Indoor Environment for Zoology


    Material:
    • Pet cages
    • Tanks
    • Terrarium
    Exercise:
    This exercise helps to encourage the children (ideally aged 2+ year) to establish
    respect for other living creatures, as well as to develop a caring attitude towards
    animals, birds and fish etc. while observing them and attending to their needs.
    Animals can be brought into the classroom permanently or
    temporarily,however, it must be ensured that no child is allergic to any of the
    animals being brought in. A proper living environment for the animals must be
    provided. Feeding and caring for animals provide attractive practical life
    exercises. Observing what and how the animals eat can also be very interesting,
    especially when the children are directly engaged in said activities. The children
    should be encouraged to observe how the animal(s) move. It is important to
    establish appropriate ways to handle the animals and any other routines which
    ensure the safety of the animals, as well as the children. It is very exciting to
    watch a life cycle develop, i.e. a frog or a mealworm. It is recommended that
    resources easily available be used in these exercises. Many people will be
    willing to bring animals to the school. In addition, trips to the zoo can be very
    informative. If a teacher chooses to keep animals within the classroom, suitable
    arrangements must be made for their care on weekends and during holidays.
    Presentation - Preparing the Outdoor Environment for Botany
    Materials:
    • Tools for digging
    • Tools for Hoeing
    • Tools for Planting
    • Tools for Raking
    • Tools for Weeding
    • Tools for Watering
    • Tools for Harvesting
    • Tools for Composting
    Exercise:
    This exercise helps introduce activities which direct the child's attention toward
    plant life, and raises their awareness of plants, their needs and their importance
    to the earth and to us. If possible a teacher should establish a garden in the
    outdoor environment. This garden should be aesthetically pleasing as well as
    functional, whereby children can subsequently enjoy eating their produce.
    Children can help prepare the ground by digging, hoeing, and then planting.
    They can also maintain the garden by weeding, watering and eventually
    harvesting any crops. Plants may be started inside and then later replanted
    outside. In the fall, raking is a good activity. Maintaining a compost helps to
    promote the idea of not wasting. In addition, planting can help attract animals
    and birds as well, allowing the children an opportunity to observe the animals
    feeding. Nature walks may also be arranged which emphasize a sensorial
    experience for the children. The children should be encouraged to find their
    specimens from the ground so as not to harm a living sample. Ample time
    should be taken to explore and share with the children the living world around
    them which will help instil respect and interest in plant life.
    Presentation - Preparing the Indoor Environment for Botany
    Materials:
    • Choice of plants
    • Tools for the care and maintenance of plants and flowers
    • Equipment for making products with plants and flowers
    Exercise 1:

    Everyday Life Activities; Watering, Misting, Removing Dead


    Leaves/Flowers.

    Washing Leaves:
    The choice of plants is important; consider the amount of light the classroom
    receives. Start with a few plants and expand the number with success. Choose
    plants which are interesting for different reasons, i.e., flowering, non-flowering,
    different leaf shapes, edible, non-edible etc. Early in the year, give a lesson on
    how to care for each plant. Removing dead leaves and washing leaves are
    interesting exercises. You may also make up a card for each plant which
    includes the following information: its name, where it was originally
    grown/came from, its watering and care needs and any interesting facts
    concerning the plant.
    Exercise 2:
    Rooting, Potting and Re-potting, Plant Propagation:
    Re-potting a plant can be a very nice small group activity. Plant propagation can
    be very interesting, i.e., start with seeds or a sprouting bulb. The more ways of
    propagation shown to the children, the better it is for their understanding. Books
    on plants provide further information for the children. Encourage children to
    make a booklet for themselves; drawing a picture of what they did at each step.

    Exercise 3:
    Flower Arranging, Pressing and Mounting Specimens, Making Sachets:
    Flower arrangement is a further way to boost interest in plants. A plant press
    can be made of layers of cardboard and newspaper. The children could make
    their own press or you may have a commercial one they can all share. The
    children can identify the various leaf shapes and create booklets. In addition,
    children can make cards from mounted pressed flowers and greenery. They can
    also enjoy making sachets of potpourri with dried flowers.

    Exercise 4:

    Food Preparation:
    Introduce plants on a sensorial level with an emphasis on taste. Include fruits
    and vegetables as part of the snack table. Fresh juice squeezed by hand is
    always popular. Discuss what part of the plant is edible, i.e., leaf, root, etc.
    Nutmeg or cinnamon can be grated and used in cooking, or taken home.
    Planting a fruit or vegetable and then eating the produce is a great project. An
    herb garden can provide many activities. Sprouts are also fun to grow, and also
    tasty. In addition, you may wish to explore the importance of smell to taste.
    Remember, what you are trying to give the children is a total experience with
    plants. These exercises help introduce the children to the care of living plants.
    On an informal level, they introduce to the use of plants, our dependence on
    plants for food, as well as aesthetic reasons. Summarily, they stimulate interest
    in plant life among children.
    Question 2
    Explain how the children are introduced to the vertebrates and
    invertebrates, five classes of vertebrates and then the body parts of a
    typical animal of each class.

    Presentation - Vertebrate and Invertebrate


    Material:
    • Vertebral Column Model
    • Set of pictures of Vertebrates and Invertebrates
    • Box for sorting with two compartments, labeled Vertebrate and Invertebrate

    Exercise:
    This exercise, preferably carried out for children aged 4 years and up, helps
    children identify animals with, as well as without vertebral columns. The
    directress introduces the spinal cord to a small group of children, noting that the
    back bone is made up of many little bones called vertebrae. In the centre of the
    bones is what is called the spinal cord. The soft discs are between the bones so
    that they do not rub together. The children are shown where their backbone is
    and they are made to feel it. They are also shown the movement of the column
    and encouraged to move in different ways. They can be told, "You have a
    backbone, you are a vertebrate. Animals without a backbone are called
    invertebrates". They are also introduced to the set of cards and made to identify
    the animals. They may be helped in sorting out the pictures into the appropriate
    categories by prompting their observations. It should also be emphasized how
    the tails of the vertebrate animals are an extension of their backbone. When
    finished, the children can check their work by the coding on the back. The
    children may also be shown skeletal models which they enjoy looking at, in
    addition to cards with skeleton overlays for a variety of animal exposure.

    Five Classes of Vertebrates:


    1. Birds: Birds are animals that have feathers and that are born out of hard-
    shelled eggs. All birds have feathers and birds are the only animals that do. The
    feathers on a bird’s wings and tail overlap. Because they overlap, the feathers
    catch and hold the air. This helps the bird to fly, steer itself and land.
    2. Fish: Fish are vertebrates that live in water and have gills, scales and fins on
    their body. There are a lot of different fish and many of them look very odd
    indeed. There are blind fish, fish with noses like elephants, fish that shoot down
    passing bugs with a stream of water and even fish that crawl onto land and hop
    about!
    3. Reptiles: Reptiles are a class of animal with scaly skin. They are cold blooded
    and are born on land. Snakes, lizards, crocodiles, alligators and turtles all belong
    to the reptile class.
    4. Amphibians: Amphibians are born in the water. When they are born, they
    breathe with gills like a fish. But when they grow up, they develop lungs and
    can live on land.
    5. Arthropods: Any animals that have more than four jointed legs are
    arthropods. Insects, spiders and crustaceans all belong to this class of animals.

    Question 3
    Prepare the following material and send to your tutor along
    with the assignment.
    . Four part nomenclature material for the part of a flower.
    . Four part nomenclature material for the part of a flower.

    Question 4

    Carry out any five science experiments mentioned in this book.


    Take pictures while working, and send them to your tutors.
    1. Checking Temperature

    2. Rising Coin
    3. Sink and Float Experiment
    4. Reinvigorating Copper
    5. Rocket Balloon Experiment

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