Bushra Bibi D /O M.

Ashraf D-16890

Assignment .Module 9

Montessori Zoology,Botany

Question 1: Write a note on how to setup indoor and outdoor environment for introducing zoology and botany.

What is zoology in Montessori?

In the Montessori world, most areas of study start with the big, overarching picture and gradually narrow down to
specifics. This gives children a firm understanding and context in which they can place the details. Zoology is no
different. ... Montessori children learn about monera, protista, fungi, plants, and animals.

Outdoor Environment for Zoology

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
1
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.

What is Botany in Montessori?

Botany studies begin with a look at the life cycle of plants and presentations which explore the importance of
plants to human and animal life. ... Botany studies continue with presentations of nomenclature and
impressionistic charts which detail the basic needs of plants, their parts, and the functions of these parts.
2
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 emphasise 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

Material: • 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
3
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 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
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 5 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.

OBJECTIVES:
To help the children sort and classify.
To show the children the difference between vertebrates and invertebrates.
To show children the relevance of classification.

AGE:
3 – 6 years approx.

MATERIALS:
A set of pictures of examples of Vertebrates (human, horse, lizard etc.)
And invertebrates (spider, earthworm, jellyfish etc) things
These should be mounted on white card.
The card should measure about 14cm x 10 cm.
Each card should be laminated.

PRESENTATION:
1. This is an individual exercise.
2. Place the heading cards at the top of the table or floor mat.
3. Discuss the fact that vertebrates have a spinal cord and invertebrates do not
4
4. Show the child one picture at a time, and ask the child if they think the picture is of a vertebrate or invertebrate.
5. Show the child how to place the card in the appropriate column.
6. Once the child has sorted the cards, show the child how to check the control of error at the back to see that the categories all
match.
7. Now do a presentation.

Five Classes of Vertebrates:

The phylum chordata (animals with backbones) is divided into five common classes: fish, amphibians, reptiles,
mammals and birds.

Fish

The body of the fish is covered in scales and has fins attached to help it move through the
water. Fish breathe using gills which take oxygen out of the water. When male and female
fish mate, the eggs often meet the sperm in the water. This is called external fertilization.
Examples of fish are the herring, which lives in the sea, and the pike which is a freshwater
fish.
 

Amphibians

The skin of amphibians is very thin and must always be kept wet because amphibians
breathe through their skin. The do have lungs, but their lungs are small and are not used
very much. Fertilization of the eggs is external, taking place in the water. The eggs are
covered with jelly to protect them. The larvae, called tadpoles, are aquatic. They slowly
change (metamorphose) into the adult amphibian which lives on land but always near
water. Examples of amphibians are the frog and the newt.
 

Reptiles

The body of a reptile is covered in hard scales. Reptiles live on land, although many of
them swim well and may feed in water, such as some snakes and lizards. They breathe
using lungs. When male and female mate fertilization is internal. The female lays soft-
5
shelled eggs which are often buried in sand or in the earth to protect them while the young
develop inside. Examples of reptiles are crocodiles, snakes and lizards.
 

Birds

Birds have bodies covered with feathers. They do not have teeth but use their beaks to
eat their food. Their front limbs are adapted as wings, although not all birds fly. Birds
breathe using lungs. Fertilization is internal and the females lay eggs with hard shells,
usually in a nest. Most birds incubate their eggs until the eggs hatch. Examples of birds
are the stork, the eagle and the penguin.
 

Mammals

All mammals have a body covering of either hair or fur. They breathe using lungs.

Fertilization is internal and the females feed their young with milk from their mammary glands. Most mammals are
viviparous. This means that the offspring are kept inside the female's body and feed through a placenta. The largest
mammal lives in the sea. It is the blue whale, which can reach 33,6 metres in length and has a mass of 190 tonnes.
The smallest mammal is called the bumble bee bat. This tiny bat lives in Thailand. It has a mass of just under 2
grammes and a wingspan of 16 cm.

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.

Two part classified cards of the common fruits in Pakistan.

6
Question 4: Carry out any five science experiments mentioned in this book. Take pictures while working, and
send them to your tutors.

1.Siphon

3.Baloon Rocket

7
  

4.Colour changing flowers.

5.Lemon battery

6.How we create volcano.

8
9