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Assignment no:-9

Name:-Atia Zahid

Roll no:-D15948

Question no:-1

Write a note on how to setup indoor and outdoor environment for

introducing zoology and botany.

Indoor Environment

Rich environments indoors have an immediate effect on the quality of children’s learning and
development. What is a rich environment? It’s comfortable, interesting, attractive and
appropriate for the child or children who use it. For some children it becomes like a second
home where they eat and sometimes sleep. A suitable environment for a young baby will be
very different from a suitable environment for a four or five year old although some features will
be the same. Environments should be attractive and make children feel safe and secure and
happy to be there and they should also be places where children can confidently play and learn.

Indoor space needs careful planning as it needs to be flexible to accommodate children’s

Outdoor Environment

Children gain enormous benefits from learning outdoors. Ideally they should have access to
outdoor space on a daily basis – regardless of all except the worst weather. Being outdoors
allows them to move around without many of the restrictions of being inside. They can fill their
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lungs with clean air and use all of their senses to appreciate the colors, different noises, the
sense of space and of scale. Being outdoors supports confidence and allows opportunities for
big scale play, problem-solving and creativity in the company of other children. Physical activity
is enhanced. So is calculated risk taking. In the outdoors, children’s use of language is five
times greater than indoors. Resources don’t need to be expensive. Old tires, some logs and
crates will stimulate imagination and can be used in a number of ways. A sheet can become a
den. Flower pots and hanging baskets and a ‘wild area’ give contact with the natural world. The
outdoors supports active learning and when balanced with quiet areas for reflection can really
enhance children’s learning.

Biological Science

The interest in nature is a natural thing in every human being since the beginning of time.
Language can be used as a pathway to the science of biology. Children have a great, natural
interest in living things and biology is the study of living organisms, plants and animals. This is
an area in which it is a pure joy in following the child’s natural interest. The child is naturally
fascinated by “real and living things”.

There are two major areas of biology. The first is zoology, which is the scientific study of
animals, their structure, physiology, classification, and distribution. The second is botany, which
is the study of the classification of plants, their physiology, their structure, their ecology,
distribution and economic importance.

In the Elementary class, the children will delve more deeply into these different groups and
subgroups of biology but for the Montessori Primary class, the child is only taught biology as in
introduction and to have the awareness of the living organisms in our world.

The young child is taught the structure of plants and the distribution on a geographic level. The
child always deals with the real object first, before moving to cards or to the abstract thing.
Therefore, the directress should bring in as many different living things as possible. This allows
for “real things” to be explored. A garden should ideally be part of every classroom. If not, the
directress must make a special effort to bring in as much of nature as possible into the
classroom.

For Art, making collages with flowers and leaves is a nice way to incorporate botany into a
lesson.
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Zoology

The major divisions in zoology are: vertebrates and invertebrates. The five groups of vertebrates
are: amphibians, mammals, birds, fish, and reptiles.

Begin with real things. For example, if a child brings in an insect, place it in a “bug observer” (a
large magnifier) and have the children observe it. It is very important to never pass on your own
personal fears or phobias, so be aware of your own reactions to things!

In Language, classified cards are also a good way to teach different animals first orally, then
with the labels. You can then separate them into vertebrates and invertebrates. You can have
them feel their own vertebrates and think of any pets and if they have vertebrates. As in
everything around science, follow the child’s interests. Nomenclature cards are a good way of
teaching the parts of an animal. If possible, begin the lesson by showing them a real frog. This
not only aids them in their understanding of the frog but it also sparks their interest in lear

All of these experiences are given on the oral level first. The information gained can be greatly
enriched once the child is at the reading level.

Biology is a learning process for the directress as well. She will be guided each year by the
child’s interests and must create material to follow these interests.

Botany

In Practical Life food preparation, flower arrangements, seed sowing, watering plants in the
environment, cleaning the leaves, outdoor sweeping, and making compost from uneaten fruits
and vegetables are all part botany lessons. You may also want to have a Nature Table where
children can bring in things from the environment to share with the class.

In the Sensorial Work, the Leaf cabinet, and Progressive Exercises both relate to botany. The
Progressive Exercises should contain elements from the child’s home such as nuts and fruits.
The smelling bottles should also contain smells from the child’s home environment.

In the Language work, show the child a real weed before beginning the Nomenclature Cards to
give the child a real example of the images on the cards. Classified cards are a wonderful area
in which to bring in read examples. For the names of different flowers, bring in real examples of
the flowers to have the child experience. You can do this orally with the younger children and
with the use of labels for the older children. It is wonderful to have books and stories that refer to
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nature, particularly in relation to the present season. Once the child can read and write, he has
unlimited access to the books and written information you can provide.

Songs are another great idea to do with children of all ages.

All of these experiences are given on the oral level first. The information gained can be greatly
enriched once the child is at the reading level.

Biology is a learning process for the directress as well. She will be guided each year by the
child’s interests and must create material to follow these interests.

Question 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.

Ans:-

Preschool zoology is a real thing! How do you talk to young children about big words like
vertebrates & invertebrates?
Preschool zoology doesn’t have to be overwhelming in its terms. When introducing Vertebrates
and Invertebrates, for example, to preschoolers that

use simple descriptive words and phrases and “real” objects to concretely connect the child

with organisms. Be careful not to generalize. (For example, not all birds fly.) The Montessori

Life Science Lesson Sequence is as follows:

1. Living/Non-Living
2. Plant/Animal (within Plant/Animal you also have “Parts of a Plant” and “Isolated Plant
Part”)
3. Vertebrates/Invertebrates
First, introduce as a group lesson with the objects only. Then present individually with objects
and then cards. Typically there will be room on the shelf for each of these areas for the children.

Vertebrate:-
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1. Amphibians – lay eggs in water, having blood moving through their bodies, cannot
regulate body temperature (cold blooded0, wet skin, spend part of their life in the water
2. Reptiles – dry, scaly skin, cannot regulate body temperature, lay eggs
3. Birds – have feathers, give birth to babies from eggs, most birds migrate
4. Fish – scaly, slimy, lay eggs, live in the water

5. Mammals – have hair, have mother’s milk, give birth to live young, warm blooded

Invertebrate:-

1. Arthropod – have jointed limbs and include insects with 3 body parts and six legs,
arachnids with 2 body parts and 8 legs, crustaceans with an exoskeleton
2. Purifier – no definite symmetry, no organs, live in water mostly, include sponges
3. Cnidarian – have radial symmetry and include jellyfishes, corals, sea anemones,
hydras
4. Annelida – segmented worms and include earthworms and leeches
5. Mollusca – include octopus, squid and snails (it is actually very difficult to describe
Mollusca because they vary so much)
6. Echinodermata – have radial symmetry, have several arms coming from the center, the
body is in 5 segments, no heart, no brain, no eyes, have tube feet with suction pads and
include sea stars, sea urchins, sea cucumbers

Question no:-3 Prepare the following material and send to your tutor along with
the assignment- Ans:-

nomenclature flower cards:-

Two parts classified cards of fruits common in Pakistan:-

Question no:-4 Carry out any five science experiments mentioned in the book
take pictures while working and send it to your tutor; Ans:-
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Floating and sinking:-

Making an egg go soft:-

Growing a plant:-
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Rain gauge:-
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Magic coin:-