MODLE 9

CULTURE 2
SADAF KAUSAR

ROLL NO.

Q no. 1

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

ANSWER.

Zoology is the science of animals; it is a branch of Biology. Small children are naturally
attracted to animals. Montessori school system takes the opportunity to enrich the
child’s knowledge about animals. Activities are designed in such a way that a child
knows about the kinds of animals around them. Many Montessori’s keep some pets in
their vicinity so that a child can be taught of how to handle them properly, feed them and
keep a safe distance. Fields trips to zoos and safaris can be arranged as well.
Montessori also provides pictures, models and books about animals so the child is
encouraged to gain knowledge. A teacher carries out indoor and outdoor exercises to
make the learning process more interesting.

SETTING UP OUTDOOR EXERCISES

EXERCISE

MATERIAL

a. A bird feeder
b. A bird bath
c. A bird house

To give an opportunity to children so they may observe the nature. The teachers setup
certain ways to attract wild life.

Bird feeder can be installed outside the classrooms or in the garden so the child can
easily watch them. We can ask the child to put feed in them as well.

Bard baths can also be installed as birds are attracted to water so it’s an interesting
opportunity to observe them.
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Bird houses can also be made and installed around the garden. It gives an opportunity
to see their eggs and baby birds as well.

We may take the children for garden walk and encourage them to find out animals and
insects around them. We can also tell them about their importance in the environment.
To make it more interesting we can use magnifying glass or binoculars.

Arranging trips to zoos, farms and aquariums can also be helpful in knowing about a
variety of animals.

SETTING UP INDOOR EXERCISES

Material:

• Pet cages

• Tanks

• Terrarium

EXERCISE

Indoor exercises of zoology helps a child to establish admiration and affection toward
other living creatures and develop a kind and thoughtful attitude towards animals, birds
fish etc. while witnessing them and attending to their needs. For this animals can be
brought into the classroom permanently or temporarily, however, it must be ensured
that

a. The teacher makes sure that none of the child is allergic to animals that are
brought in class room.
b. A proper living environment for the animals must be provided.
c. Feeding and caring for animals provide attractive practical life exercises.
d. The animals must be caged properly.
e. Children must be trained to behave properly with the animals.
f. Observing and discussing about the animals as how they eat or walk may be
very interesting, especially if a child is directly engaged in the activities.

LEARNING LIFE CYCLES

The teacher shall arrange opportunities for children to watch animal’s life cycles in the
class room such as frogs or worms.
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ANIMAL BOOKS

Pictures and books about animals in a classroom are also very helpful to children in
learning about animals.

MODELS OF ANIMALS

Models of animals on shelves and nature tables provide and exciting opportunity to
children gets familiar to animals by observing them.

Other exercises that are used to teach about animals to the children are:

a. Classification cards of living and non-living things

b. Classified cards of general classification of animals
c. Card lesson stories to learn life cycle of animals
d. Scientific classification i.e. vertebrates and invertebrates
e. Animals sorting game
f. Animals jigsaw puzzle
g. Naming parts of body of animals
h. Drawing animals body parts
i. Nomenclature cards of parts of body of animals
j. Reproduction of living things

BOTANY

Botany refers to the scientific study of pants. Plants are a very important part of our
environment. That is why Montessori school system tries to create an environment
where children experience and observe nature around the year. It helps a child to
realize the importance of plants. It arranges activities to enhance a child’s knowledge
about his environment, which has a long lasting impact on a child’s behavior toward his
environment.

SETTING UP OUTDOOR ENVIRONMENT FOR BOTANY

MATERIALS

Child sized tools for

a. Digging
b. Hoeing
c. Planting
 d. Raking
e. Weeding
f. Watering
g. Harvesting
h. Composting

Outdoor exercises help to direct the child’s attention toward plant life, and increase
their understanding about plant’s needs and their importance for the surroundings and
humans.

It also teaches them the proper use of garden tools and supplies. The teacher must
dedicate a place for these tools. She should teach the children how to hold, use, clean
and store the tools in their dedicated place.

If possible a teacher should create a garden in the Montessori premises. She can also
use flower pots to plant different variety. The garden must be functional, appealing and
attractive, where children can enjoy planting, watering, weeding, ricking etc. Children
may help in preparing the ground by digging and hoeing. They can eventually harvest if
fruit trees or any kind of crop is planted. The teacher can also teach them making
compost that helps to promote the idea of reusing. As plants attract animals and birds
as well, allowing the children observe the animals feeding as well.

Nature walk is another very useful activity arranged by the teacher that enhances
sensorial skills of children. The teacher can guide a child how to behave during these
walks. Plucking flowers or leaves from plants should be discouraged. The teacher
should ask them to gather samples from ground if they want. Magnifying glass can also
be used for close observations.

SETTING UP INDOOR ENVIRONMENT FOR BOTANY

INDOOR PLANTS

A teacher can arrange a few indoor plants where she can carry out everyday life
activities with the plant as watering, misting, cleaning, cutting dead leaves etc. plants
must receive adequate amount of light in the classroom. It is better to choose plants in
accordance with different botanical concepts such as flowering, non-flowering, different
leaf shapes, edible, non-edible etc. Teacher can also make cards of Interesting facts
concerning each plant.

PLANTING NEW PLANTS

Planting new plants by seeds, seedlings or sprouting bulb is also an interesting way to
help a child learn the full experience of how plants grow.
RELOCATING PLANTS

As plants grow in size so relocating them in a bigger pot or garden without damaging
their roots is also a great learning experience for a child.

MAKING PLANT PRESS

Making of plant press is another interesting activity where different plant material is
placed between layers of cardboard and newspaper. The children can make their own
press or the teacher can make one and all share. Children can classify various leaf
shapes and create booklets as well. They can also make cards from mounted pressed
flowers and greenery or enjoy making sachets of potpourri with dried flowers.

SNACK TABLE

Snack table is another way of educating the child about snacks made from plants.
Fruits, vegetables and fresh juices are part of the snack table. Here the children are
introduced to the parts of plants that are edible i.e., leaf, root, etc. Planting a fruit or
vegetable and then eating the produce is a great experience.

BOOKS AND MODELS

In addition to real life experiences models, pictures and books about plants should be
made available to children so they can learn and explore.

Following are other exercises introduced to children about botany

a. Nature table
b. Importance of the sun
c. Card story lessons
d. Botanical classified cards
e. Botany puzzles
f. Naming the parts of botanical items on botany puzzles
g. Naming and labeling parts of botanical items
h. Botany nomenclature material
i. Leaf cabinet
j. Leaf cards
k. Botanical cabinet
l. Pairing cards
m. Plants reproduce

Q no.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.
ANSWER

CLASSIFICATION OF VERTEBRATES AND INVERTEBRATES

EXERCISE

Material:

A. Three dimensional vertebral Column Model

B. Sets of pictures of Vertebrates and Invertebrates

This exercise enables a child to differentiate between vertebrates and invertebrates,

learn importance of back bone and learn names of animals. Firstly the teacher presents
the model of vertebral column to a small group of children, mentioning that

a. It is also known as back bone

b. It is made up of many little bones known as vertebrae.
c. The cord that runs from the brain through the vertebra is called the spinal cord.
The soft discs between the bones restrain them from rubbing together.
d. As the backbone is made up of small bones enables the animals to be flexible.
e. Humans also have backbones so we are vertebrates as well.
f. She also encourages the children to touch and feel the back bone.

Then she introduces the children to a set of cards made to identify vertebrate animals.
She tells them that all of these animals have back bones which make the vertebrates.
She also names all the animals through three period lessons.

The teacher according to the interest of children introduces them with the invertebrates
on the same day or another by first asking them about vertebrates. If they remember
she tells them that animals without backbone are known as invertebrates. She shows
them picture cars of invertebrate animals. She names the animals through three period
lessons.

She then mixes the picture of vertebrates and invertebrates. She places a picture of
vertebrate toward top of the table. She paces a picture of invertebrate next to the first
picture. She asks the children to look the set of pictures and arrange the vertebrates
and invertebrates next to their respective pictures. When finished, the children can
check their work by the coding on the back.

CLASSIFICATION OF FIVE CLASSES OF VERTEBRATES

EXERCISE

MATERIAL
Classified cards of five classes of vertebrates

a. mammals (pictures where mammals are nursing their young one)

b. birds
c. reptiles
d. fish
e. amphibians

The cards should have names, class and some information. A color code on the back of
the card will help the children in sorting.

A box with five color coded compartments to separately place the sets of cards.

The teacher with help of children will shift the material to the work place. She starts the
exercise by telling the children that she is going to introduce them to special kinds of
vertebrates. She starts showing the cards and helps notice the features like,

1. Birds have feathers and they lay egg. The feathers on a bird’s wings and tail
overlap. So the feathers can catch and hold the air. That helps the bird to fly,
steer itself and land.
2. Fish are vertebrates that live in water and have gills, scales and fins on their
body. There is huge variety, different colors and sizes of fish. Some are blind
fish, some have pointed noses and some have mustaches as well.
3. Reptiles are the vertebrates with scaly skin. They are cold blooded and they lay
eggs. Snakes, lizards, are all reptiles.
4. Amphibians are born in the water with gills like a fish. But they develop lungs as
they grow and can live on land.
5. Mammals have hairy bodies and they feed their young ones. Some mammals
also live under water. They are warm blooded as cows, goats, dolphins,
kangaroos etc.

The teacher introduces the names of these animals through three period lessons. She
also asks the children if they know any of the animals and ask them to share their
experience.

She first mixes cards from two different classes and asks the children to sort out the
pictures in 2 groups. She then repeats it with 3, 4 and finally 5 classes. The children
sorts and places the cards in their respective color coded boxes.

Q NO.3
SADAF KAUSAR

ROLL NO. D12431

Prepare the following material;

. Four parts nomenclature material for the parts of a flower;

. Two parts classified cards of the common fruits in Pakistan;

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Q no.4

Carry out any five science experiments.

Experiment no.1. SIPHON

Experiment no.2. SINK AND FLOAT

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Experiment no.3. WILL THE EGG FLOAT IN WATER

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Experiment no.4. LEMON DRIVER

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Experiment no. 5. REINVIGORATING COPPER