Zoology I
ANIMAL KINGDOM:
CLASS REPTILIA
Materials:
A live tortoise and tortoise specimen.
A set of pictures, labels, and definitions illustrating the external parts of
the reptile.
A booklet of the external parts of the reptile.
A wall chart of the reptile.
Animal stories and books about reptiles.
Available from:
Montessori Research and Development
16492 Foothill Boulevard
San Leandro, CA 94578-2107
Presentation 1: Key Experience
1.
Share the tortoise with the children.
2.
Ask the children to name or describe the parts of the tortoise: head, eyes,
nostrils, horny jaws, ears, neck, carapace, plastron, legs, claws, and tail.
3.
Allow the children to observe the tortoise for a week.
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Presentation 2: External Parts of the Tortoise
1.
Review the observations the children have made of the tortoise.
2.
Share the model with the children.
3.
Discuss the names and the functions of the parts of the tortoise with the
children.
4.
Place labels on the parts of the model.
5.
Place the specimen in the classroom during the next week for the children
to examine.
6.
Repeat the above procedure for the snake, lizard, and alligator.
Presentation 3:(with Presentation 2)
1.
Create an art/craft activity that focuses on the external parts of the tortoise.
2.
Place the art/craft activity in the classroom for the children to select during
the week.
3.
Create an art/craft activity that focuses on the external parts of the
snake, lizard, and alligator.
Presentation 4: External Parts of the Tortoise and Nomenclature
1.
Name the parts of the tortoise: head, eyes, nostrils, horny jaws, ears, neck,
carapace, plastron, legs, claws, and tail.
2.
Discuss the functions of the parts of the tortoise.
A.
The Reptile - The reptile is an animal with a dry, scaly skin. The
dry, scaly skin prevents water loss and protects the reptile from
disease and injuries. The reptile usually lays eggs with leathery
shells.
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B.
The Head - The head of a tortoise contains the eyes, nostrils, mouth,
horny jaws, and ears. The head is covered with hard, dry scales
and comes out of a hole in the shell.
C.
The Eyes - The eyes of the tortoise are usually large and have very
good vision. The eyes are protected by three eyelids.
D.
The Nostrils - The nostrils of the tortoise are located on the top
front of the head. All reptiles breathe with lungs.
E.
The Horny Jaws - The mouth of the tortoise has horny jaws used to
bite food because the tortoise has no teeth.
F.
The Ears - The ears of the tortoise are located on the sides of the
head. Most reptiles have excellent hearing.
G.
The Neck - The neck is long and capable of being drawn into the
shell of the tortoise.
H.
The Carapace - The carapace is the hard upper shell of a tortoise.
The carapace is made of fused bony plates. The spine of the tortoise
is attached to the carapace.
I.
The Plastron - The plastron is the under part of the tortoise shell.
The plastron is made of fused bony plates. The carapace and the
plastron together form a closed box with holes for the head, tail,
and legs.
J.
The Legs - The legs of the tortoise are short and are coverd with
scales. The legs move slowly for crawling. The legs come out of
holes in the shell.
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K.
The Claws - The claws of the tortoise are like fingernails. The
claws are used for crawling and for digging when preparing to
hibernate.
L.
The Tail - The tail is usually short and comes out of a hole in the
shell of the tortoise. Underneath the tail is the anus, which is an
opening for body waste and eggs.
3.
Encourage each child to repeat the functions of the parts of the tortoise.
4.
Lay out the pictures of the parts of the tortoise from left to right.
5.
Distribute the labels for the children to match to the pictures.
6.
When the children know the definitions of the parts of the tortoise, distribute
the definitions for the children to read and to match to the pictures.
7.
Display the wall chart.
8.
Place The Tortoise classified nomenclature material on the shelf.
9.
Place The Tortoise booklet on the shelf.
10.
Follow-up activities for the child:
A.
Match the picture and label. (simple nomenclature)
B.
Match the picture, label, and definition. (classified nomenclature)
C.
Make a booklet of The Tortoise nomenclature.
D.
Make a wall chart of The Tortoise nomenclature.
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11.
Other follow-up activities for the child:
A.
Select the snake as another representative of the reptile class.
B.
Make matching pictures and labels.
C.
Make pictures, labels, and definitions.
D.
Make a booklet of snake nomenclature.
E.
Make a wall chart of snake nomenclature.
F.
Repeat the above procedure for the lizard and alligator.
Presentation 5: Research Reports
1.
Show the picture information cards for the tortoise to the children.
2.
Show the report form to the children.
3.
Demonstrate how to write a report on the tortoise. Draw a picture of the
tortoise.
4.
Encourage each child to write a report on the tortoise.
5.
Repeat the reports with other reptiles.
Additional Activities:
1.
First Knowledge of the Animal Kingdom - Presentations 1 and 2.
2.
How Animals Satisfy Their Needs.
3.
Main Characteristics of the animal (Zoology II Manual).
4.
Life Cycle of the animal (Zoology II Manual).
5.
Internal Parts of the animal (Zoology II Manual).
6.
Research and Classification of the class (Zoology II Manual).
Holt, Rinehart, and Winston, Modern Biology, Published by Harcourt Brace and
Company, Austin, TX, 1999, Chapter 43, pages 838 - 859.
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ANIMAL KINGDOM:
CLASS AVES (BIRD)
Materials:
A live bird and bird specimen.
A set of pictures, labels, and definitions illustrating the external parts of
the bird.
A booklet of the external parts of the bird.
A wall chart of the bird.
Animal stories and books about birds.
Available from:
Montessori Research and Development
16492 Foothill Boulevard
San Leandro, CA 94578-2107
Presentation 1: Key Experience
1.
Share the bird with the children.
2.
Ask the children to name or describe the parts of the bird: head, eyes,
beak, nostrils, breast, wings, remiges, feet, and tail.
3.
Allow the children to observe the bird for a week.
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Presentation 2: External Parts of the Bird
1.
Review the observations the children have made of the bird.
2.
Share the model with the children.
3.
Discuss the names and the functions of the parts of the bird with the
children.
4.
Place labels on the parts of the model.
5.
Place the specimen in the classroom during the next week for the children
to examine.
6.
Repeat the above procedure for other birds such as the penguin and the
ostrich.
Presentation 3:(with Presentation 2)
1.
Create an art/craft activity that focuses on the external parts of the bird.
2.
Place the art/craft activity in the classroom for the children to select during
the week.
3.
Create an art/craft activity that focuses on the external parts of other birds
such as the penguin and the ostrich.
Presentation 4: External Parts of the Bird and Nomenclature
1.
Name the parts of the bird: head, eyes, beak, nostrils, breast, wings, remiges,
feet, and tail.
2.
Discuss the functions of the parts of the bird.
A.
The Bird - The bird has feathers that cover its skin. The bird lays
eggs that have hard shells.
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B.
The Head - A very agile head moves on the neck of the bird. The
head contains the eyes, ear openings, beak, nostrils, and mouth of
the bird.
C.
The Eyes - The eyes of most birds are set on either side of the head.
Usually the bird can see better to the right and left than it can
straight ahead. Most birds have good color vision.
D.
The Beak - The beak is used to eat food. The shape of the beak
depends on the kind of food eaten. The bird has no lips or teeth.
E.
The Nostrils - The nostrils are small openings on top of the bird’s
beak. The nostrils let air in and out for breathing. Birds breathe
with lungs.
F.
The Breast - The breast is slightly pointed as an aid in flying. This
shape gives less resistance to the wind. In most birds that don’t fly,
like the ostrich, the breast is flat.
G.
The Wings - Most birds use wings to fly. Wings are like the front
legs of mammals.
H.
The Remiges - The remiges are the large flight feathers of the wings.
The remiges are used for stability, steering, and braking when the
bird flies.
I.
The Feet - The feet are used for standing, clinging, swimming,
wading, tearing, or perching on a branch. A bird stands only on its
toes, and the weight of the body rests on a single toe, the middle
toe.
J.
3.
The Tail - The tail of the bird is used for slowing the speed in flight.
Encourage each child to repeat the functions of the parts of the bird.
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4.
Lay out the pictures of the parts of the bird from left to right.
5.
Distribute the labels for the children to match to the pictures.
6.
When the children know the definitions of the parts of the bird, distribute
the definitions for the children to read and to match to the pictures.
7.
Display the wall chart.
8.
Place The Bird classified nomenclature material on the shelf.
9.
Place The Bird booklet on the shelf.
10.
Follow-up activities for the child:
11.
A.
Match the picture and label. (simple nomenclature)
B.
Match the picture, label, and definition. (classified nomenclature)
C.
Make a booklet of The Bird nomenclature.
D.
Make a wall chart of The Bird nomenclature.
Other follow-up activities for the child:
A.
Select the penguin as another representative of the bird class.
B.
Make matching pictures and labels.
C.
Make pictures, labels, and definitions.
D.
Make a booklet of penguin nomenclature.
E.
Make a wall chart of penguin nomenclature.
F.
Repeat the above procedure for the ostrich and other birds.
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Presentation 5: Research Reports
1.
Show the picture information cards for the bird to the children.
2.
Show the report form to the children.
3.
Demonstrate how to write a report on the bird. Draw a picture of the
bird.
4.
Encourage each child to write a report on the bird.
Additional Activities:
1.
First Knowledge of the Animal Kingdom - Presentations 1 and 2.
2.
How Animals Satisfy Their Needs.
3.
Main Characteristics of the animal (Zoology II Manual).
4.
Life Cycle of the animal (Zoology II Manual).
5.
Internal Parts of the animal (Zoology II Manual).
6.
Research and Classification of the class (Zoology II Manual).
Holt, Rinehart, and Winston, Modern Biology, Published by Harcourt Brace and
Company, Austin, TX, 1999, Chapter 44, pages 860 - 879.
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ANIMAL KINGDOM:
CLASS MAMMALIA
Materials:
A live mammal and mammal specimen.
A set of pictures, labels, and definitions illustrating the external parts of
the mammal.
A booklet of the external parts of the mammal.
A wall chart of the mammal.
Animal stories and books about mammals.
Available from:
Montessori Research and Development
16492 Foothill Boulevard
San Leandro, CA 94578-2107
Presentation 1: Key Experience
1.
Share the mammal with the children.
2.
Ask the children to name or describe the parts of the mammal (horse):
head, eyes, ears, nostrils, muzzle, forehead, forelock, neck, mane, withers,
forelegs, knees, hind legs, hocks, hooves, and tail.
3.
Allow the children to observe the mammal for a week.
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Presentation 2: External Parts of the Mammal
1.
Review the observations the children have made of the mammal.
2.
Share the model with the children.
3.
Discuss the names and the functions of the parts of the mammal with the
children.
4.
Place labels on the parts of the model.
5.
Place the specimen in the classroom during the next week for the children
to examine.
6.
Repeat the above procedure for other mammals such as cat, dolphin, bat,
and kangaroo.
Presentation 3:(with Presentation 2)
1.
Create an art/craft activity that focuses on the external parts of the mammal.
2.
Place the art/craft activity in the classroom for the children to select during
the week.
3.
Create an art/craft activity that focuses on the external parts of other
mammals such as cat, dolphin, bat, and kangaroo.
Presentation 4: External Parts of the Mammal and Nomenclature
1.
Name the parts of the mammal (horse): head, eyes, ears, nostrils, muzzle,
forehead, forelock, neck, mane, withers, forelegs, knees, hind legs, hocks,
hooves, and tail.
2.
Discuss the functions of the parts of the mammal.
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A.
The Mammal - The female mammal has a special gland, the
mammary gland, for feeding its young milk when they are born.
Most mammals are covered with hair or fur.
B.
The Head - The long head of the horse contains the eyes, the ears,
the nostrils, the nose, and the mouth.
C.
The Eyes - The eyes of the horse are larger than those of any other
land animal. The horse has excellent long-range vision both at
night and in the daytime. The horse sees behind as well as in front.
D.
The Ears - The ears are pointed and hearing is well developed in
the horse.
E.
The Nostrils - The horse breathes through its wide flaring nostrils.
The horse breathes with lungs.
F.
The Muzzle - The muzzle is the mouth, nose, and jaw of the horse.
G.
The Forehead - The forehead of the horse is small even though it is
part of a long face.
H.
The Forelock - The forelock is a tuft of long hair hanging between
the horse’s ears down onto its forehead.
I.
The Neck - The long neck allows the horse to move its head up
high, down low, and to the sides without moving its whole body.
J.
The Mane - The mane is the long hair on the back of the horse’s
neck.
K.
The Withers - The withers are the highest part of the horse’s back
between its shoulder blades.
L.
The Forelegs - The forelegs are the two front legs of the horse.
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M.
The Knees - The knees are the joints in the horse’s front legs. The
horse’s knees are like our wrist joints, not like our knee joints.
N.
The Hind Legs - The hind legs are the two back legs of the horse.
O.
The Hocks - The hocks are the joints in the horse’s hind legs. The
horse’s hocks are like our ankle joints.
P.
The Hooves - The horse’s hooves are like thick toenails. The horse
walks on its toenails.
Q.
The Tail - The tail is used by the horse for balance.
3.
Encourage each child to repeat the functions of the parts of the mammal.
4.
Lay out the pictures of the parts of the mammal from left to right.
5.
Distribute the labels for the children to match to the pictures.
6.
When the children know the definitions of the parts of the mammal,
distribute the definitions for the children to read and to match to the
pictures.
7.
Display the wall chart.
8.
Place The Mammal classified nomenclature material on the shelf.
9.
Place The Mammal booklet on the shelf.
10.
Follow-up activities for the child:
A.
Match the picture and label. (simple nomenclature)
B.
Match the picture, label, and definition. (classified nomenclature)
C.
Make a booklet of The Mammal nomenclature.
D.
Make a wall chart of The Mammal nomenclature.
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11.
Other follow-up activities for the child:
A.
Select the cat as another representative of the mammal class.
B.
Make matching pictures and labels.
C.
Make pictures, labels, and definitions.
D.
Make a booklet of cat nomenclature.
E.
Make a wall chart of cat nomenclature.
F.
Repeat the above procedure for the dolphin, bat, kangaroo,and
other mammals.
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Presentation 5: Research Reports
1.
Show the picture information cards for the mammal to the children.
2.
Show the report form to the children.
3.
Demonstrate how to write a report on the mammal. Draw a picture of the
mammal.
4.
Encourage each child to write a report on the mammal.
Additional Activities:
1.
First Knowledge of the Animal Kingdom - Presentations 1 and 2.
2.
How Animals Satisfy Their Needs.
3.
Main Characteristics of the animal (Zoology II Manual).
4.
Life Cycle of the animal (Zoology II Manual).
5.
Internal Parts of the animal (Zoology II Manual).
6.
Research and Classification of the class (Zoology II Manual).
Holt, Rinehart, and Winston, Modern Biology, Published by Harcourt Brace and
Company, Austin, TX, 1999, Chapter 45, pages 880 - 901.
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