Zoology Activities

FIELD TRIP
In Montessori we always begin with the concrete and then move onto the abstract. It is also
important to see the BIG picture first and then move onto the smaller details.
In Zoology this will mean that the child needs to be introduced to the real animal first.
A field trip is a great way to do this.
Points to consider when taking children on a field trip
Know what you want to study.

Go and see the place before you prepare the outing to ensure that it is suitable and has
what you require.
Phone and make a booking and find out any details that you may need to know e.g. cost
etc.
Send out a form to the parents to explain the purpose and plans for the outing. You must
remember that it is their child you will be taking and they would want to know all the details.
Inform the parents of departure and arrival times.
Know how you are going to transport the children (a bus, minibus, cars etc.). If you are
planning to take the children by car, remember that each child needs to have their own
seatbelt. Ensure that you have responsible drivers.
Start collecting the money at least 2 weeks before the outing to give the parents enough
time to bring the money.
Keep a record of who has paid.
Place stickers onto the children who have not paid to remind their parents.
You will need the parents to sign indemnity forms. DO NOT leave without each parent
having signed one.
Before you leave on the trip do a grace and courtesy with the children on how to line up,
say please and thank-you etc.
Take a cellular telephone with you in case you run late or for any emergency.
Place the name and telephone number of the school as well as the cellular telephone
number on a tag / sticker and place it on each child. If you have school T-shirts, wear
them.
Ensure that you have sufficient adult to look after the amount of children you are taking.
Count all the children regularly. Each teacher/adult can be responsible for certain children;
in this manner there are fewer children to count each time.
Check out the toilet facilities and always send 2 children at a time for safety reasons.
If you decide to have a picnic at the location, take hats and sun block. Ask the parents to
pack their childrens lunch in a plastic packet and disposable containers.
ALWAYS have a first aid kit with you (a moon-bag is ideal).
Once you are back at school have a discussion with the children about the outing. This is
excellent for their thinking skills and auditory memory.
You can do follow up art activities that are relevant to the outing.
You can also focus your theme on things that they have seen.
The zoo is a wonderful place to take the children, as there are so many animals for them to
see (snakes, birds, mammals etc.).
NATURE TABLE
Aim:
For the children to develop an interest in and awareness of nature.
To develop the childs observational skills.
To develop the childs vocabulary.
To collect specimens effectively.
To instil a love and respect for nature.
1. Have an area in your environment to place a nature table where you can place any
specimens that you find or that the children bring in.
2. Ask the children to collect specimens that are dead or alive (silkworms etc.). They can
also collect feathers, shells, birds nests or eggs that have fallen out of a tree, droppings,
and footprint moulds (when they go to the bush with their families).
3. Place all the collected items on your nature table.
4. Only display a few items at a time. You do not want the table to be too busy, or to over-
stimulate the child.
5. You can also go on nature walks in your garden to collect specimens (farm yard etc.).
6. Use group time to introduce the specimens that the children bring in. Allow the child to
explain where he found it, what it is etc.
7. Keep the information simple and do not introduce too many specimens at one time.
8. Show the children how to hold the specimens carefully.
9. Change the specimens regularly. You do not want the nature table to become a dust
collector. You also want to maintain the interest of the children.
10. It is wonderful to lie underneath a tree and take note of all the different insects, birds etc.
that live in the tree.
11. You can also play the silence game under a tree and listen to all the different animal
sounds you can hear (birds etc.)
NAME OF ACTIVITY: Model animals
AREA: Animals
AGE: 3+
MATERIALS USED: A variety of realistic model animals and labels with the names
of the animals printed on them
DIRECT AIM: To introduce a wide variety of animals to the children
INDIRECT AIM: Patience

Concentration
Attention to detail
Visual discrimination
To create an interest in animals
To teach the names of the animals
CONTROL OF ERROR: Directress

Mismatch between model and label
EXTENSION: Relate the animal to their respective continents using colour-

coded ribbon. Join the ribbon to the animal and respective
continent on the continents globe (use Prestick)
PRESENTATION:
1. Invite the child to work with you and name the activity.
2. Show him where it is kept on the shelf and how to carry it.
3. Bring all the materials to a floor mat.
4. Remind the child of any animals you have seen on your field trip.
5. Show the first model to the child and ask him if he knows what it is. (If he does not know
a 3 period lesson can be done to teach the names).
6. Discuss each animal briefly as you place it down and allow the child to feel each model.
7. When you have laid all the model animals on the mat and discussed them you can read
the label for each animal and ask the child to place it underneath the corresponding
model.
8. The reading child can read and place the labels under each model animal himself.
9. Give an overview on what you have discussed that day.
10. When the child is finished working help him to pack the work away.
11. Thank the children for working with you.
NAME OF ACTIVITY: Large pictures of animals in their natural habitat
AREA: Animals
AGE: 3+
MATERIALS USED: A set of cards bearing pictures of a selection of animals the

cardboard must be white. The pictures must be clear and
show good detail of animals in their natural habitat. They can
be mixed pictures of birds, fish, wildlife, and insects etc. The
cards can have information on the reverse side for your own
use. A set of labels for the names of the animals
DIRECT AIM: To expose the children to a large variety of animals

Identification
Concentration
Attention to detail
To stimulate the childs interest in animals
To increase the childs knowledge of animals

Mismatch between picture and label
EXTENSION: Relate the animal picture to their respective continents using

colour-coded ribbon. Join the ribbon to the animal picture and
respective continent on the Continents globe
PRESENTATION:
4. Only show the child a few pictures at a time.
5. Place the first down and ask the child if he knows what it is. (If he does not know a 3
period lesson can be done to teach the names).
6. Discuss each picture briefly as you place it down draw attention to the animals habitat,
diet, fur, coat, claws and teeth, how they give birth to their young and how they feed their
young etc. Pose some questions to the child.
7. Allow him to think about it and give his own answers.
8. This is excellent for the childs emotional I.Q.
9. When you have laid all the pictures on the mat and discussed them you can read a label
for each animal and ask the child to place it beneath the corresponding picture.
10. The reading child can read and place the labels under each picture himself.
11. Give an overview on what you have discussed that day.
12. When the child is finished working help him to pack the work away.
13. Thank the children for working with you.
THE BIRD- GROUP DISCUSSION
Take the children on an outing to observe birds (a pet shop or a zoo).
Take note of all the different colours of the birds. Point out to the children that males are
brighter colours than females.
Discuss the different shaped beaks-which are relevant to their diet.
Show the children the different types of feet- some are webbed and others have claws.
Discuss what the different types are used for.
You could also bring in a pet bird (parrot, etc) to show the children.
Have a group discussion about the bird.

They can closely observe the different parts of the bird.
Observe its beak, feet, eyes, ears, wings, etc.
For practical life you can show the children how to feed the bird, and clean its cage.
A grace and courtesy can be done to show the children how to treat the bird with respect.
Discuss with the children what type of food the bird eats, and what not to put in its cage.
If you do not have a real bird, pictures may also be used.
NAME OF ACTIVITY: Bird puzzle
AREA: The bird
AGE: 3+
MATERIALS USED: The bird puzzle
DIRECT AIM: To build the puzzle

Pincer grip
Concentration
Spatial perception
To instil a love and respect for nature
To familiarise the child with the parts of the bird
To make learning about the bird more concrete (mentally)
CONTROL OF ERROR: Puzzle pieces do not / will not fit

Control of error chart if you choose to use one
EXTENSION: 1.A control of error chart may be used.

2.The child can build the entire puzzle onto the mat
(No border to work with)
3.The child may trace every piece of the puzzle onto paper
and then colour it in
PRESENTATION:
4. Remind the child of the birds you observed on your nature walk.
5. Using the pincer grip show the child how to gently remove each piece of the puzzle,
placing them randomly on the mat.
6. You can briefly discuss each part while taking them out, naming is incidental.
7. The Directress does the entire puzzle first; however if the child becomes restless, allow
him to continue removing the puzzle pieces.
8. Now place each puzzle piece back into the puzzle, one at a time.
9. Show the child how to slide the pieces in gently.
10. The child realises that the puzzle pieces go back into place with ease and not with force.
11. When packing the pieces back start on one side and move around to the other.
12. Invite the child to have a turn.
13. When the child is finished help him to pack the work away.
14. Thank the child for working with you.
NOTE:
1. At a later stage, when the child has learnt the names of the different parts, you can do a
naming exercise and ask the child to either take out or replace a certain piece.
NAME OF ACTIVITY: Bird nomenclatures-matching
AREA: The bird
AGE: 3+
MATERIALS USED: The bird nomenclatures 1 set of labelled cards, 1 set of

unlabelled cards and a set of labels. The first picture is in
natural colour. The remaining pictures have specific areas
highlighted in red
DIRECT AIM: Matching the unlabelled set to the labelled set

Matching
Concentration
The knowledge gained about the bird is now more abstract
To give the child further practise in recognising the different
parts of the bird
CONTROL OF ERROR: Mismatch between the labelled and unlabelled set
PRESENTATION:
4. Tell the child that you are going to do the nomenclatures showing the different parts of the
bird.
5. Remind them about the birds you saw on the nature walk and the bird puzzle.
6. Place the labelled set at the top of the mat, starting with the full colour picture.
7. Briefly discuss each part of the bird as you place the cards down.
8. Show the child how to match one unlabelled picture to the labelled set, by moving from left
to right until you find the corresponding card.
9. Ask the child if he would like to match the rest of the pictures.
10. Then match the first label to the corresponding picture.
11. Show the child how to move along from left to right until you find the corresponding card.
12. Invite the child to match the remaining labels to their corresponding cards.
NAME OF ACTIVITY: Bird nomenclatures 3 period lesson
AREA: The bird
AGE: 3+

highlighted in red
DIRECT AIM: Learning the names of the different parts of the bird

Concentration
Memorising names
Increases vocabulary
Relating names to the appropriate picture
PRESENTATION:
3. The names of the parts are taught in a three period lesson.
4. Choose 3 unlabelled cards- 1 known and 2 unknown (the known picture will always be the
natural colour picture).
5. First period- Introduce each card individually.
Name each part in the first period (remember to isolate)
Ask the child to repeat the name.
6. Second period- Place all 3 cards on the mat and ask the child to Show me
Spend a great deal of time here reinforcing the names for the child.
7. Third period- In the 3rd period ask the child What is this? (Remember to isolate)
8. If the child understood the concept, consolidate (Today we have learnt that this is? and
this is.?) the lesson.
NOTE: Always remember with a three period lesson that if the child does not grasp the concept
in the second period you do not move on to the third period. If the child cannot recall the names
in the third period you do not consolidate.
NAME OF ACTIVITY: Bird nomenclatures for the reading child
AREA: The bird
AGE: 5 - 6

highlighted in red
DIRECT AIM: Reading the labels and matching them to the correct pictures
INDIRECT AIM: Memory

Reading
Patience
Concentration
CONTROL OF ERROR: The labelled set
PRESENTATION:
4. Tell the child that today you are going to read the labels and match them to their
corresponding picture.
5. Place the unlabelled set of pictures at the top of the mat, from left to right.
6. Read the first label and match it to its corresponding picture.
7. Invite the child to read the remaining labels and match them to their corresponding
pictures.
8. Once the child has matched all the labels to the pictures use the labelled set as a control
of error by placing them under their corresponding picture (the child can help you match
them).
9. When the child is finished remind him to pack the cards away randomly.
EXTENSIONS FOR THE BIRD NOMENCLATURES
1. Booklet
This booklet is made up of blank templates of the same picture. The child copies the
nomenclatures, therefore highlighting specific areas of the picture. The child then writes /
traces the corresponding name at the bottom of the picture.
2. Definition Booklet
The booklet consists of the nomenclature pictures on the left page and a brief definition for
each part of the bird on the right, with the name highlighted in red. If it is an easy topic the
child can read it himself, but if it is too difficult the Directress can read it to him. The
definition booklet can be used when the nomenclatures are set out and the child identifies
the corresponding picture with the picture in the booklet.
3. Testing Cards
a) Lay out the unlabelled set of nomenclatures from left to right. Have a testing card with
the full definition on it. The child can read it and place it under its corresponding card.
(C. O. E. Definition booklet)
b) Have a testing card with the definition on it, but this time leave out the name. Have the
missing names on separate pieces of paper (ALWAYS IN RED). The child must
match the correct word so that the sentence makes sense. Start off with only 2 and
build on that once the child grasps the concept.
c) Have a testing card with the definition written on it, but this time cut it into separate
pieces. The child must try to reconstruct the sentence so that it makes sense.
The C. O. E. for b) and c) is the complete definition.
Each set has coloured control of error stickers on them.
1. Realistic pictures
Have realistic pictures of birds on a card. You can have a discussion about the birds with
the child.
BIRD DEFINITIONS
1. The beak is a pair of long jaws without teeth used to collect and eat food.
2. The wing is the surface that provides lift enabling the bird to fly.
3. The breast is the front part of the bird from beneath the neck to the legs.
4. The feather is a flap made up of fine keratin strands. They can be stiff (flight feathers),
streamlined to give the bird shape (contour feathers) or fluffy (down feathers) to keep the
bird warm.
5. The claw of a bird of prey is called a talon.
BIRD PROJECT
Use of birds (Bird, eggs and feathers)
Bird
Birds are a source of food some are used in gourmet cooking e.g. pt de foie gras
(goose or duck liver pt) quail and in Japan, soup is made from the nest of a certain
species of bird.
The hide of the ostrich is highly valued and used to make handbags, shoes, briefcases etc.
Some birds e.g. falcons are used by nomadic tribes to hunt food. Falcons are also used at
airports to frighten away other birds that pose a high risk to aircraft (if they are sucked into
the engines of the plane they can cause great damage and even loss of life)
The dried dung of sea birds (guano) is used as a fertiliser.
Pest control owls are especially useful at keeping the rodent population under control.
Eggs
Eggs are a source of food. Powdered egg meal is fed to young animals.
The shells of eggs can be used for decoration painted or carved ostrich eggshells.
Eggshells can also be used as a form of pest control crushed shells keep snails at bay.
Egg yolks are added to paints to ensure a luminous colour and to prolong permanency.
Egg white is used in cooking as an adhesive to decorate cocktail glasses etc.
Beaten egg provides pastries and pies with a rich golden colour when baked.
Feathers
Bedding is made from the down feathers of ducks (Eiderdown from Eider ducks) and
goose down is used in duvets.
The fashion industry uses feathers as decoration (in hats or garments) and as accessories
e.g. boas made from ostrich feathers.
Ostrich feathers are also used to make feather dusters.
Feathers of birds are also used to make fishing lures (fly-fishing).
The flight feathers can be used to make a writing instrument for calligraphy (quill pen).
Feather meal is added to animal feed as a protein source.
VARIOUS USES OF BIRDS IN THE MONTESSORI ENVIRONMENT
Practical life
1. Feeding chickens and ducks.
2. Cleaning of bird cages (if any birds are kept).
3. Sorting feathers into various groups either colour or type of feather.
Sensorial
1. Listening to the different bird songs (silence game)
2. Stereognostic feel the similarities / differences in feathers (stiff flight feathers, fluffy
down feathers).
Language
1. Learn names of different types of feathers.
2. Learn names of different foot / beak types of birds.
3. Enrichment of vocabulary nature walks and naming exercises.
Maths
1. Count feathers.
2. Count eggs.
Geography
1. Learn about the different birds from different countries / continents.
2. Learn about migration (seasons)
History
1. Timeline of birds how they evolved from dinosaurs.
Science
1. Aerodynamic properties of feathers and wings.
2. Flight and all that make it possible.
Zoology
1. Tell the children about the feeding habits of different birds.
2. Describe the food chain and food webs.
3. Explain how the skeleton of the bird is essential for flight.
4. Study different bird tracks.
Art
1. Painting using feathers.
2. Painting on eggs.
3. Using dyed crushed eggshells instead of dried seeds to stick onto drawings.
4. Spray-paint over feathers (stencil).
NAME OF ACTIVITY: Loosely grouped animal classification cards-matching
AREA: Animal classification cards
AGE: 3+
MATERIALS USED: A set of animal classification cards cards bearing pictures of

different types of animals e.g. giraffe, birds and elephant etc.
1 set of labelled cards, 1 set of unlabelled cards and 1 set of
labels.

Matching
Concentration
Prepares the child for later classification of phyla
For the child to recognise and identify different animals
PRESENTATION:
4. Tell the child that you are going to work with the loosely grouped animal classification
cards.
5. Place the labelled set at the top of the mat.
6. Briefly discuss each animal as you place the cards down.
7. Show the child how to match one unlabelled picture to the labelled set, by moving from
left to right until you find the corresponding card.
NAME OF ACTIVITY: Loosely grouped animal classification cards 3 period lesson
AGE: 3+
MATERIALS USED: Three unlabelled loosely grouped animal classification cards
DIRECT AIM: Learning the names of the different animals

Concentration
Memorising names
PRESENTATION:
Name each animal in the first period (remember to isolate)
NAME OF ACTIVITY: Loosely grouped animal classification cards for the reading
child
AGE: 5 - 6

different types of plants e.g. giraffe, birds and elephant etc. 1
set of labelled cards, 1 set of unlabelled cards and 1 set of
labels.

Reading
Patience
Concentration
PRESENTATION:
5. Place the unlabelled set of pictures at the top of the mat.
pictures.
them).
NAME OF ACTIVITY: Specifically grouped animal classification cards-matching
AGE: 3+

1 specific group of animals e.g. birds of prey. 1 set of labelled
cards, 1 set of unlabelled cards and 1 set of labels.

Matching
Concentration
For the child to recognise and identify specific groups of
animals
PRESENTATION:
4. Tell the child that you are going to work with the specifically grouped animal classification
cards- name the specific group for the child.
5. Place the labelled set at the top of the mat.
6. Briefly discuss each animal as you place the cards down.
7. Show the child how to match one unlabelled picture to the labelled set, by moving from
left to right until you find the corresponding card.
NAME OF ACTIVITY: Specifically grouped animal classification cards 3 period
lesson
AGE: 3+
MATERIALS USED: Three unlabelled specifically grouped animal classification

cards
DIRECT AIM: Learning the names of the specific animals

Concentration
Memorising names
PRESENTATION:
Name each animal in the first period (remember to isolate)
NAME OF ACTIVITY: Specifically grouped animal classification cards for the
reading child
AGE: 5 - 6

1 specific group of animals e.g. birds of prey. 1 set of labelled
cards, 1 set of unlabelled cards and 1 set of labels.

Reading
Patience
Concentration
PRESENTATION:
5. Place the unlabelled set of pictures at the top of the mat.
pictures.
them).
NAME OF ACTIVITY: Phylum
AREA: Phylum
AGE: 5-6
MATERIALS USED: A primeval cell a set of cards with the names of the different
phylum printed on them, a set of cards with the definitions of
the different phylum printed on them. Objects or pictures of
the different phylum e.g. mammals, reptiles, starfish and
snails etc.
DIRECT AIM: 1.To teach the child the various classification of the phylum
2.To teach the child about one phyla in more detail

Identification
Concentration
Stimulates an interest in ecology
Increases the childs knowledge of cells and animals
PRESENTATION 1: (Overview)
1. Invite the child to work with you, name the activity and show him where the material is
kept on the shelf. Bring the materials to a floor mat.
2. Tell the child that animals are divided into different groups.
3. Place the primeval cell in the centre of the mat and explain to the child that all life begins
with the primeval cell.
4. The animal will grow and develop from this cell.
5. Most animal cells are microscopic (so small that we cannot see them with the human
eye).
6. Then place the Protozoa label on the mat (at about one o clock) and explain to the child
that protozoa are single-celled animals.
7. Place the definition with the label include a picture as a visual aid for the child and
briefly discuss it.
8. Then lay the Porifera label, its definition and picture on the mat, explaining it as you do so.
9. Continue to lay each label, definition and picture around the primeval cell in a clock-wise
manner.
10. When you are finished reiterate that animals are divided into different groups and these
classifications are called phylum.
11. Help the child to pack the work away.
PRESENTATION 2: (Focusing on one phyla- class)
1. Invite the child to work with you, name the activity and show him where the material is
kept on the shelf. Bring the materials to a floor mat.
2. Remind the child of working with the different phylum.
3. Tell him that today you are going to focus on one phyla- tell the child which one.
4. Place the primeval cell in the centre of the mat and remind the child what it is.
5. Lay the heading card for the phyla on the mat, place the definition card with it.
6. Discuss the phyla use as many pictures and or models to illustrate the phyla for the
child.
7. Lay down any sub-headings and pictures in the same manner if necessary.
8. When you are finished help the child to pack the work away.
NOTE: You can present the next phyla the following day and continue to present one a day.
Begin with Protozoa move from simple to complex.

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FIELD TRIP

A field trip is a great way to do this.

Points to consider when taking children on a field trip

Know what you want to study.

DIRECT AIM: To introduce a wide variety of animals to the children

INDIRECT AIM: Patience

CONTROL OF ERROR: Directress

EXTENSION: Relate the animal to their respective continents using colour-

MATERIALS USED: A set of cards bearing pictures of a selection of animals the

DIRECT AIM: To expose the children to a large variety of animals

INDIRECT AIM: Patience

CONTROL OF ERROR: Directress

EXTENSION: Relate the animal picture to their respective continents using

Take the children on an outing to observe birds (a pet shop or a zoo).

Have a group discussion about the bird.

AREA: The bird

MATERIALS USED: The bird puzzle

DIRECT AIM: To build the puzzle

INDIRECT AIM: Patience

CONTROL OF ERROR: Puzzle pieces do not / will not fit

EXTENSION: 1.A control of error chart may be used.

AREA: The bird

MATERIALS USED: The bird nomenclatures 1 set of labelled cards, 1 set of

DIRECT AIM: Matching the unlabelled set to the labelled set

INDIRECT AIM: Patience

CONTROL OF ERROR: Mismatch between the labelled and unlabelled set

AREA: The bird

MATERIALS USED: The bird nomenclatures 1 set of labelled cards, 1 set of

INDIRECT AIM: Patience

CONTROL OF ERROR: Directress

AREA: The bird

MATERIALS USED: The bird nomenclatures 1 set of labelled cards, 1 set of

INDIRECT AIM: Memory

CONTROL OF ERROR: The labelled set

Each set has coloured control of error stickers on them.

Use of birds (Bird, eggs and feathers)

AREA: Animal classification cards

MATERIALS USED: A set of animal classification cards cards bearing pictures of

DIRECT AIM: Matching the unlabelled set to the labelled set

INDIRECT AIM: Patience

CONTROL OF ERROR: Mismatch between the labelled and unlabelled set

AREA: Animal classification cards

MATERIALS USED: Three unlabelled loosely grouped animal classification cards

DIRECT AIM: Learning the names of the different animals

INDIRECT AIM: Patience

CONTROL OF ERROR: Directress

AREA: Animal classification cards

MATERIALS USED: A set of animal classification cards cards bearing pictures of

INDIRECT AIM: Memory

CONTROL OF ERROR: The labelled set

AREA: Animal classification cards

MATERIALS USED: A set of animal classification cards cards bearing pictures of

DIRECT AIM: Matching the unlabelled set to the labelled set

INDIRECT AIM: Patience

CONTROL OF ERROR: Mismatch between the labelled and unlabelled set

AREA: Animal classification cards

MATERIALS USED: Three unlabelled specifically grouped animal classification

DIRECT AIM: Learning the names of the specific animals

INDIRECT AIM: Patience

CONTROL OF ERROR: Directress

AREA: Animal classification cards

MATERIALS USED: A set of animal classification cards cards bearing pictures of

INDIRECT AIM: Memory

CONTROL OF ERROR: The labelled set