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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ROLL NO. D12431

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