Jannat Qamar| D14015

Assignment Module 9
TOPIC: Culture 2 (zoology, botany & science
experiments)

Submitted To: MS. Roshni Naz

MS. Humaira

Submitted By: Jannat Qamar

Roll No: D 14015

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Q1: write a note on how to setup indoor and

outdoor environment for introducing Zoology and
Botany?
Zoology
PREPARING THE OUTDOOR ENVIRONMENT
Material: Bird feeder, bird bath and bird house.
Presentation: Observing birds can be very
enjoyable. Birds can be attracted by establishing a
variety of feeders. (Refer to the Practical Life
Manual.) A bird bath offers an interesting
opportunity to watch birds. Take care to keep it
clean and change the water daily. You may wish to
set up some bird houses. These may even be built
with the children's assistance. Depending on your
environment, you may put out salt licks in the
winter and a variety of feed to attract other forms
of wildlife. When you go out on nature walks look
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for any tracks. Insects provide a great source of

study. Look for habitats, under rocks, leaves, in the
bark of trees, etc. Show the children how to behave
in an outdoor setting. Show them how to respect
and care for their environment.
Purpose: To attract and study wildlife in the
outdoor environment.
Age: 3+ years
PREPARING THE INDOOR ENVIRONMENT
Material: Pet cages, tanks, terraria.
Presentation: Animals can be brought into the
classroom permanently or temporarily. Ensure that
no child is allergic to animals. Provide and prepare a
proper living environment. Feeding and caring for
animals provide attractive practical life exercises.
Observing what and how the animals eat can be
very interesting. Encourage the children to observe
how the animal moves. It is important to establish
appropriate ways to handle the animals and any
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other routines which ensure the safety of the

animal and the children. It is very exciting to watch
a life cycle develop i.e., a frog or a meal worm. Use
the resources available to you. Many people will be
willing to bring animals to your school. In addition,
trips to the zoo can be very informative. If you
choose to keep animals within the classroom,
suitable arrangements must be made for their care
at weekends and holidays.
Purpose: To encourage the children to establish
respect for other living creatures. To develop a
caring attitude towards animals, birds, fish. To
observe living creatures and attend to their needs.
Age: 2+ years
PREPARING THE OUTDOOR ENVIRONMENT
Materials: Tools for digging, hoeing, planting,
raking, weeding, watering, harvesting and
composting.

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Presentation: If possible establish a garden in the

outdoor environment. This garden should be
beautiful and functional. Children enjoy eating their
produce. Children can help prepare the ground by
digging and hoeing, 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, you can plant in order to attract animals
and birds. This will allow the children an
opportunity to observe the animals feeding. Take
nature walks which emphasize a sensorial
experience for the children. Encourage the children
to find their specimens from the ground so as not to
harm a living sample. Take time to explore and
share with the children the living world around
them which will help instill respect and interest in
plant life.

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Purpose: To introduce activities which direct the

child's attention toward plant life. To raise the
child's awareness of plants, their needs and their
importance to the earth and to us.
Age: 3+ years
PREPARING THE INDOOR ENVIRONMENT
Material: Choice of plants Tools for the care and
maintenance of plants and flowers. Equipment for
making products with plants and flowers.
Presentation A: Everyday life activities: watering,
misting, and removing dead leaves and flowers,
washing leaves. Your 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. Early in the year give a lesson on how to care
for each plant. Removing dead leaves and washing

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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.
Presentation B: Rooting, potting and repotting,
plant propagation. Repotting 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 you show 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.
Presentation C: Flower arranging, pressing and
mounting specimens, making sachets. Flower
arranging is a further way to enjoy plants. Refer to
the write up found in the Practical Life Manual. A
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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. Children enjoy making sachets of pot
pouri with dried flowers.
Presentation D: 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 tasty. In
addition, you may wish to explore the importance

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of smell to taste. Remember, what you are trying to

give the children is a total experience with plants.
Purpose: To introduce the children to the care of
living plants. On an informal level, to introduce our
use of plants, our dependency on plants for food
and aesthetic reasons. To stimulate interest in plant
life.
Age: 3+ years
Q2: Explain how the children are introduced to the
vertebrates and invertebrates, five classes of
vertebrate and then the body parts of a typical
animal of each class?
VERTEBRATE AND INVERTEBRATE (small group
presentation)
Material: Vertebral column model. Set of pictures
of vertebrates and invertebrates. Box for sorting
with two compartments labeled Vertebrate and
Invertebrate.

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Presentation: Introduce the spinal cord to a small

group of children. Note that the back bone is made
up of many little bones called vertebrae. In the
center of the bones is what is called the spinal cord.
The soft discs are between the bones so that they
do not rub together. Show the children where their
backbone is and have them feel it. Show the
movement of the column and encourage the
children to move in different ways. Say, "You have a
backbone, you are a vertebrate. Animals without a
backbone are called invertebrates". Introduce the
set of cards to the child and have them identify the
animals. Help them sort the pictures into the
appropriate categories by prompting the child's
observations. Note the tails of the vertebrate
animals as an extension of their backbone. When
finished the children can check their work by the
coding on the back.
Exercise 1: As in presentation. The children enjoy
looking at skeletal models. In addition, there are

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now cards with skeleton overlays for a variety of

animals.
Purpose: To identify animals with vertebral columns
and animals without vertebral columns.
Age: 4+ years.
Q3: Prepare the following materials and send to
your tutor along with assignment;
Four part nomenclature material for the parts of
flower.
Cards with attached labels

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Cards with separate labels

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Picture cards and description cards

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Booklets

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Two part classified cards of the common fruits n

Pakistan.

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Q4: Carry out any five science experiments

mentioned in this book.
1: Cold hands

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2: Sink and float experiment.

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3: Making an egg go soft

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4: will the egg float in water?

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5: Lemon diver
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