Montitute R

M o d u l e 9 (Sample)
Culture 2 (Zoology, Botany & Science Experiments)
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Chapter 1 Exercises of Zoology

world.
Exercise 3 · To associate animals with the geographical
Nature Table areas where they belong.

Material Presentation
· A table equipped with the following; Refer to Animals of the World in Geography
§ A few objects from the natural world, such section in Module 8.
as shells, bird feathers, sheep wool, nests,
vase of flowers, leaves, a colored leaf in Age: 3+ years
the fall, or a plant etc.
§ A magnifying glass.

Purpose
· To motivate the children to take interest in the
natural world.
· To provide children with opportunities to
carefully examine and explore natural objects.

Presentation
1. Invite a small group of children to work with
you.
2. Select one object and introduce it to the
children, providing some basic interesting
information about the object.
3. Show the children how to carefully hold the
objects and examine them with the naked eye
and also with the magnifying glass for details.
4. Regularly change the objects on the nature
table to keep the interest of the children alive.
5. Do not stack the table with too many objects at
one time, rather keep just a few.
6. The table and the objects require cleaning,
dusting and rearrangement of objects.
Engaging the children in these tasks gives the
child the feeling of not just looking at those
objects but really caring for them.
7. Also encourage the children to bring their own
objects from the natural world and display
them on the table.

Age: 2.5 years onwards

Exercise 4
Animals of the World
Material
· Three-dimensional models of animals.
· Puzzle Map of the continents.
· Labels of Animal Names.

Purposes
· To give the names and some simple
information regarding animals around the

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Chapter 1 Exercises of Zoology

Exercise 5 Exercise 6
Classified Cards of Classified Cards of
Living & Non Living General Classification of Animals
Material Material
· Pictures of living and non living objects coded Sets of classified cards (with labels attached and
on the back. with separate labels) for each of the general
· A box with two compartments labelled "Living" classes of animals, such as;
and "Non-Living" for sorting (optional).
· Wild Animals
· Domestic Animals
living non-living · Birds
· Herbivores
· Carnivores

dog horse
Purpose
· To teach names of the animals in various
general classes of animals.
· To prepare children for later scientific
classification of animals.

Presentation
Purpose Beginning with a more common class of animals,
To enable the children to distinguish between such as domestic animals, zoo animals or farm
living and non-living things. animals, present in the same ways as described
in Module 7 (How to Use Classified Cards) .
Presentation
1. Invite a group of children to work with you. Points to Remember:
2. Introduce the term "living things" saying, · Depending upon the interest of the children,
"Things that take food, grow and reproduce do all possible activities, such as three period
are called living things". lesson, sorting, labeling and scribing for a long
3. Explore the classroom for things which can be time in the classroom.
called living and non living. · While doing three period lesson, always
4. Introduce the cards of living and non-living provide a little information regarding special
things and show the children how to sort them features of each animal which will help in later
into two categories. classification e.g. hair on the mammal,
5. Tell the children to check their work from the feathers on the bird, sharp teeth of the
back of the cards at the end of the exercise. carnivore, etc.

Age: 3+ years Age: 2.5 years onwards

6
Chapter 1 Exercises of Zoology

3. Introduce the first card i.e. the card of the adult

Exercise 7 animal such as frog, and say, "This frog has
Card Lesson Stories not always been like this, it passed through
(Life Cycle of Animals) several phases of its life cycle to become a
frog." Place the card on the table towards the
Material left.
Sets of cards showing different phases of the life 4. Show the second card i.e. of eggs, and say,
cycle of various animals with information printed "Every frog is firstly like this egg laid by an
on the back, such as; adult frog in water. It cannot move or eat at this
stage". Place the card next to the first card.
· Life Cycle of a Frog (Pictures depicting Adult 5. Then, show the third card and say, "The eggs
Frog, Eggs, Tadpole, Froglets) then hatch into a "Tadpole". At this stage, it has
· Life Cycle of a Hen (Pictures of an egg, a a tail and the limbs are very small. It can swim
chick, hen, etc.) in water to find its food."
· Life Cycle of a Butterfly 6. Finally, show the last card and say, "Each
tadpole grows into a Froglet. Forglets begin to
and so on. look like frogs but they are smaller and still
have a tail."
Purpose 7. Pointing back at the first picture, say, “each
To introduce the idea that life occurs in a series of froglet again grows into an adult frog which
events, called a cycle. again lays eggs and the cycle continues."
8. Repeat the names of the phases i.e. adult
Presentation frog, egg, tadpole, froglet and frog.
1. Invite a group of children to work with you. 9. Complete the three period lesson.
2. Show the children where the material is 10. Mix up the cards and invite the child to
placed, and ask a child to shift the material to rearrange them.
the workplace.

7
Chapter 1 Exercises of Zoology

11. Introduce labels when the child can read.

12. The child can check his work with the control Exercise 8
chart. Scientific Classification
(Vertebrates and Invertebrates)

Material
· A three dimensional
model of vertebral
column.
· Sets of pictures of
vertebrate and
invertebrate animals.

Purpose
· To enable the children to
distinguish between
vertebrates and
invertebrates.
· To give vocabulary to the
young children, and establish
tadpoles the importance of
eggs mature backbone.
tadpoles
Presentation
1. Invite a small group of children to work with
you.
2. Show them where the material is placed and
shift it to the workplace with the help of the
children.
3. Introduce the model of the vertebral column to
tadpole
adult froglet with legs the children, and begin a conversation about
frog it. Allow the children to feel the model carefully,
and pass on the following information.

· Vertebral column is also called the back

bone.
life cycle of a frog · It is made up of many little bones called
vertebrae.
· Animals which have a backbone are called
Extensions vertebrates.
· Encourage the children to draw different · Because the backbone is made up of
phases of the life cycles of animals. several small bones, it allows the animals
· E v e n t u a l l y, i n t r o d u c e t h e t e r m
to be flexible and bend.
metamorphosis. · The human beings, (you) also have a
· Make a good selection of books on animals
backbone. Therefore we are also
available in the classroom. vertebrates. (Show the children where
their backbone is and have them feel it.
Age Ask the children to bend in different ways
3+ years and feel their backbone).
· A cord from the brain runs though these
vertebrae, which is called the spinal cord.
Brain sends instructions to different parts
of the body through the spinal cord.

8
Chapter 1 Exercises of Zoology

4. Show the pictures of some vertebrate

animals, and tell them that these are all
vertebrates because they all have a
vertebrates invertebrates
backbone.
5. Ask if the children are already familiar with
their names. Name the animals that the
children do not know through three period
lesson.

fish grass hoper

frog earthworm

6. If the children are interested introduce the

term "invertebrates", else continue at another
time as described below.
7. Ask the children if they remember what are snake fly
vertebrates.
8. On getting the answer say, "yes, animals
which have a backbone are called
vertebrates, but the animals without a
backbone are called invertebrates".
9. Introduce the pictures of invertebrates in the
same way as the pictures of vertebrates.
10. Mix up the pictures of both the sets. Place a
picture representing vertebrates towards top
of the table. Then, take a picture representing lizard butterfly
invertebrates and place next to the first
picture.
11. Ask the children to look at all the pictures and
place the vertebrate under the first picture and
the invertebrates under the second picture.
12. When finished the children can check their
work by the coding on the back.

Age
4+ years bird starfish

9
Chapter 1 Exercises of Zoology

Extension
Exercise 9 Arrange for children to have live experiences with
Scientific Classification animals and note their special characteristics.
(5 Classes of Vertebrates)
Age
Material 4+ years
· Classified cards of the five classes of
vertebrates i.e.
mammals
§ Mammals (preferably choose pictures in
which the mammals are nursing their
young ones)
§ Birds
§ Fish
§ Reptiles
§ Amphibians

with name of the animal, class and some

information (or colour code for children who
cannot read) printed on the back.

· A box with five colour coded compartments to lion cow

separately place the sets of cards.

Presentation
1. Invite a small group of children to work with
you.
2. Show them the place where the cards are
kept. Select the cards of mammals first and
shift to the work place.
3. Ask the children if they remember what are
vertebrates.
4. Tell the children that you are going to tell them kangaroo seal
about a special kind of vertebrates.
5. Show the pictures of the animals and help
children notice the special features, such as
hair on the bodies and young ones nursing.
6. Ask if the children are already familiar with
their names. Name the animals that the
children do not know through three period
lesson. 7
7. Say, "All these vertebrates have hair on their
bodies, and they feed their young-ones elephant rat
(children) with their milk. We have a special
name for them... we call them mammals."
8. Start a general discussion about each animal
and encourage children to share their
experiences about a particular animal.
9. During discussion, encourage children to use
the classification name "mammal" and
frequently refer to the general characteristics.
10. Introduce the classified cards of other classes,
i.e. Birds, Fish, Reptiles, Amphibians, in the sheep human
same way at other times.

10
Chapter 1 Exercises of Zoology

Exercise 10 Exercise 11
Animals Sorting Game Animals Jigsaw Puzzles
Material Material
Same as in the previous exercise 5 jigsaw puzzles of typical animals of each class
of vertebral animals, including;
Purpose
To enable children to sort the vertebrates into their a. Horse (mammal)
zoological classification. b. Bird
c. Fish
Presentation d. Frog (amphibian)
Mix pictures of two different classes of e. Tortoise (reptile)
vertebrates, e.g. mammals and reptiles, and then
ask the children to sort out the pictures into two
groups. Initially, ask the children to sort cards of
two classes, then three, four and finally of all the
five. The children may sort and place the pictures
in appropriate boxes or arrange in columns. The
children can check their work by looking at the
color coding on the back of the cards.

Age
4+ years

Purposes
· To introduce names of the parts of typical
animals of each class of vertebrates and give
special information about the parts of animals.
· To enable the child to compare the
morphology of animals with that of humans.

Presentation

Note: Complete work cycle is to be observed.

1. Invite a child to work with you.

2. Take the child to the cabinet of animal puzzles

11
Chapter 1 Exercises of Zoology

and introduce the name saying, "This is the Age

cabinet of animal puzzles and these are the 4+ years
jigsaw animal puzzles".
3. Show the child how to remove a puzzle from Exercise 12
the cabinet and hold it properly.
4. Select a puzzle e.g. frog, and ask the child to
Naming the Parts of the Body
carry it to the mat. on an Animal Puzzle
5. Introduce the puzzle map saying, "This is the
jigsaw puzzle of the frog. On this puzzle we
can see the frog's parts of body ."
6. Draw the child's attention to the puzzle pieces,
and tell him that the material is very fragile and
should be handled gently with care.
7. Show the child the correct way of holding the
insets by the knob and remove them carefully.
8. Then, take out an inset and place it on the mat.
9. Ask the child to remove the remaining pieces
and place them on the mat.
10. After all pieces have been placed on the mat,
hold an inset by the knob and show how to
position it at its place above the puzzle
carefully before replacing it.
11. Then, invite the child to replace the remaining
pieces.
12. Return the puzzle to the cabinet after the child Material
has worked with it. Ÿ Animal puzzles as in the previous exercise.
13. Encourage the child to take any puzzle on his Ÿ Labels of names of different parts of the
own and work with it whenever he likes. puzzle.

Presentation

Note: Complete work cycle is to be observed.

1. Invite a child, who has worked with animal

puzzles, and have him lay out a mat and shift a
puzzle map to the mat e.g. that of a frog.
2. Take out any three parts and complete the
three-period lesson.

12
Chapter 1 Exercises of Zoology

Purpose
To further the child's familiarity with the shapes of
the different parts of typical animals of various
vertebral classes.

Presentation

Note: Complete work cycle is to be observed.

1. Have the children bring the material to the

workplace.
2. Ask a child to select any part of the animal's
body and give it to you.
3. Place it on the paper sheet and show the child
how to trace around the puzzle inset with the
pencil.
3. While introducing different parts, also give a 4. Remove the inset to show the part to the child,
brief description about each part. For and color it with the same colour as in the
example; puzzle.
5. Take another inset and place along with the
· These are hind limbs. The hind limbs are first drawing in the same way as it was in the
far big and stronger than the forelimbs. puzzle and trace.
They help the frog leap forward and cover 6. Continue in the same way till all the parts are
great distances. drawn and the complete animal is on paper.
· This is the face. The face has two big eyes, 7. Encourage the child to do the exercise
the nose and the mouth. Inside the mouth, himself.
the frog has a big sticky tongue. It throws
its tongue out to catch insects. Note: An alternative to coloring is to paste colored
· This is the trunk or body. The trunk has paper or fabrics.
important organs like stomach, heart, liver,
etc. Exercise 14
Nomenclature Cards of the
4. According to the interest of the child, continue
on the same or following days until the child
Parts of Body of an Animal
becomes well familiar with the name of each Material
part of body. Nomenclature material of showing the parts of the
5. When the child is reading, introduce the labels body of typical animals of each vertebrate class,
and ask him to label different parts. including;

1) Cards with labels attached

Age 2) Cards with separate labels
4+ years 3) Picture Cards and Descriptions Cards
4) Booklet of pictures and descriptions.
Exercise 13 5) Description Cards (with blanks) and
Drawing the Parts of Body Labels to fill in the blanks
of an Animal 6) Definition strips to be used with item 5 as
the control cards.
Material
· Animal puzzles Purposes
· Paper sheets · To introduce names of the parts of typical
· Pencils animals of each class of vertebrates.
· Pencil crayons or coloured paper · To give special information about the parts of
· Clipboards animals.

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