NAUSHABA JABEEN

ROOL # D19314

Module: 9
Montessori Zoology, Botany and Science
Assignment

NAUSHABA JABEEN
ROLL # D19314
NAUSHABA JABEEN
ROOL # D19314

Q # 1 Write a note on how to setup indoor

and outdoor environment for introducing
zoology and botany.
Ans:-
Presentation: 1
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.
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Presentation: 2
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.
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Presentation: 3

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 instill respect and interest in plant life.
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Presentation: 4

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 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.
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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.
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ROOL # D19314

Q # 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.

Ans:-
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 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.

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, and 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
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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.

Classification of Vertebrates:
Vertebrates can be divided into five classes:-
1. Birds
2. Fish
3. Reptiles
4. Amphibians
5. Arthropods

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.
NAUSHABA JABEEN
ROOL # D19314

Q # 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.
Ans:-
Four part nomenclature material for the part of a flower.
NAUSHABA JABEEN
ROOL # D19314

Two part classified cards of the common fruits in Pakistan.

NAUSHABA JABEEN
ROOL # D19314

Q # 4 Carry out any five science experiments

mentioned in this book. Take pictures while
working, and send them to your tutors.
Ans:-
1. Siphon
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2. Making a Rain Gauge

NAUSHABA JABEEN
ROOL # D19314

3. Making an Egg Go Soft

NAUSHABA JABEEN
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4. Rising Coin
NAUSHABA JABEEN
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5. Sin & Float Experiment