ECOSYSTEMS IN YOUR NEIGHBORHOOD

Art and Science of Montessori

By Deborah Lazear

Ecosystems Introduction

The optimal method of studying the Ecosystems lessons is through tangible experiences. Taking children outside into the natural world to learn is a primary component of the Montessori methodology. Maria Montessori taught teachers that exposure to, and interaction with nature is very important for children’s development. Knowledge is gained through the hands; the hands are the instrument of the brain. This is especially true while studying the living world. Interaction with nature is far more meaningful then studying the living world through books, internet, YouTube.

The purpose of this set of lessons is to assist the parent and teachers to take children outside to learn about the living world. I know parent and teachers have many demands placed upon them and these lessons are developed in a format you can read quickly. Just gather the few materials needed and head outside and begin exploring the living world. Montessori teachers, these lessons follow the AMS Living World Curriculum to be used as extensions for the concepts in the introductory lesson. For everyone else, these lessons can be part of an introduction to the subject or an extension given after an initial lesson on that subject.

These lessons are written in a step by step manner so you can easily grasp the lesson content. The lessons are written in this format so you can refer back to something you forgot or might have missed and quickly continue on. Lessons in this set provide you the opportunity to truly engage in a hands on study of the living world without hours of preparation, expense, or experience. Children are great collaborators in the learning process, please allow that to happen. Many times I have been

surprised by what children can bring to a lesson.

I hope you enjoy these lessons as much as I enjoyed creating them. I hope these lessons help you spend more time outside with your children in nature. Thank you for supporting children with hands on outdoor experiences while learning about the living world.

Deborah

Zoology LessonsSET I

IntroductionMaterials:Materials are listed with each lesson. Most lessons require children to take water bottle, Kleenex, snack, sun screen, first aid kit and any other supplies needed to be safe and comfortable outdoors.

Objective:1. Learn specific concepts about the living world outdoor2. Learn about habitats.3. Introduction to and practice of the scientific method4. Learning research skills

Table of Contents for Living World – Zoology

Living/Non-livingAnimal/Plant“Who am I?”Knowledge of Animals

The Five KingdomsVertebrate/InvertebrateInvertebrateVertebrateHow Animals Satisfy Their NeedsAnimal Research

ResourcesAMS Lower Elementary Living World Lessons

SourcesOther sources to use for zoology lessons

Living World Guided Questions

General questions to think about throughout these lessons1. What habitat it lives in 2. What type of home it lives in3. Environmental influences that positively and negatively affect it 4. Part of samples collected5. Adaptations to survive in habitat are?6. Insects and their relationship to animals7. What part of the ecosystem it is and why, i.e., predator or prey?8. What math involved while studying animals?

Living World EnvironmentsPlaces to go explore nature:1. City Park2. Beach3. Hiking trails4. Foothills5. Empty field, open space6. Mountain side7. Garden8. Stream9. Creek10. Pond11. Manmade lake12. Natural lake13. Marsh14. Swamp15. Ocean

These locations provide an excellent place to explore the living world. You can find plenty samples such as cones, variety of leaves for botany studies, tree bark, roots, grasses, small rodents, insects, amphibians, reptile and much more as you learn about nature and the environment.

Living and Non-LivingMaterials:Paper Colored pencilsPencil ClipboardBinoculars Magnifying glassTweezers Container for samples collected

Preparation:Gather the materials for the lesson. Water bottles, sun screen and first aid kitA location picked out and know how to get there

Objectives:1. Introduce the study of biology 2. Children will be able to identify living and non-living things 3. Children practice observation and classification skills

VocabularyLivingNon-livingNames of items foundHabitatEnvironment

Lesson Introduction:“We want to explore nature in another location. We are going to a ______ (where ever you choose) today and discover additional facts about plants and animals, water, and many other things. We will learn about living and non-living things in this environment.”

1. Go to the location you choose.2. Have the children sit quietly apart from each other at least two feet.3. Have the children observe through all five senses what they experience.

Listen, feel, smell, and see.4. Have them make a mental note of these.5. Let children spend fifteen minutes jotting down what we have just

discovered from this activity.6. Have them share their discoveries with others for ten to fifteen minutes.

Lesson:

Questions:1. Review terms and concepts before children start activity.2. What does living and non-living mean? 3. What are the characteristics of living and non-living? 4. Give examples of each.5. Hypothesize: “What types of living and non-living things will we find here?”

Activity1. Tell children they will have a half an hour to fine living and non-living

things.2. Give them a few suggestions of what to be looking for, collecting and

writing about. “The types of leaves, bark, needles, seeds, cones, acorns, pods, stems, roots, animal tracks, insects, parts of insects, etc.”

3. Tell children they should draw and label their collected samples the name of the sample and living or non-living.

4. Tell children they can begin exploring the area. They can work individually or in pairs.

After half hour:

Regroup:1. Demonstrate to the group your expectation for sharing a sample. 2. Example:

Is it living or non-living? What are its characteristics that make it living and non-living?

3. Individual children share their samples and drawings as demonstrated.

Conclusion:1. What did we think we would find here?2. What types of plants, animals, insects and habitat did we find?3. Were these what we guessed before we came or are they different?4. What do you know about this area now?5. How can we support and sustain this habitat from now on?

Plant or AnimalMaterials:Science Journal or paper PencilColored pencils Magnifying glassBinoculars

Preparation:Outdoor area identified; hopefully with a variety of plants and animals different or in addition to those found in the other areas visited. For instance, if you went to a field last time, go to a creek this time. Bring materials, water, sun screen, and first aid kit.

Objectives:1. Child is able to distinguish between two types of living organisms2. Child understands that animals include non-mammals

VocabularyPlantAnimal

Lesson:Questions:

1. Do plants and animals need each other to survive?2. Are animals helpful or destructive to plants?3. What would happen to animals if there aren’t any plants?4. What would happen to plants if there weren’t any animals?

Show a few examples of plants and animals (point them out as you give the lesson)

Explain to the children that we are exploring this area today and will classify the different plants and animals we find.

Activity:1.Give children a half hour to work on this individually or in pairs. “See how

well you can observe and scout out odd, unique or unusual samples.” 2.Tell them that they will sketch five examples of plants and five of animals. 3.Review the characteristics of living things before starting activity. Have

child recite the characteristics of animals and plants. Regroup:

1. Have children share what they found and describe some of its characteristics that make it a plant or animal.

2. Have children share any odd or unique plants and animals they found.

Conclusion: Review three main characteristics of plants and of animals.

Knowledge of Animals“Who am I?”Give description of an animal and they tell you what it is.

Materials:PencilScience Journal

Preparation:Outside space, learning tools and outdoor supplies

Objective:1. Enhance their knowledge of a wide variety of animals, their appearance,

behaviors, and habitats. 2. Develop appreciation for the diversity of life. 3. Zoology vocabulary.

VocabularyNames of animalsNames of parts of animalsBehavior wordsHabitat

Lesson:“We talked about living and non-living so far. We can learn more about animals by observing them in their natural habitat.” Start out with a “Who am I?” game in which you give clues and they have to guess what animal you are thinking of. This will help them in their observation of the living world.Some of the questions we can ask are:1. How would you describe it?2. What is its appearance?3. What are its behaviors? 4. How does it move?

5. How does it feed itself?6. Methods it uses for survival?7. What type of environment does it live in? 8. Why do you think that is?

Activity:1. “Today, we are going deeper into our exploration of animals by taking

more time to observe and answer the following questions.” 2. This time find one spot and stay there. 3. Observe everything you see and pick an animal to find the answers to the

questions we reviewed. 4. Give the students a half hour to observe and record in your science journal

the answers.

Regroup:1. Have children share what they discovered.2. Discuss the variations of several animals the children found.3. Discuss the most diverse samples found in that habitat.

Extension:See if children can variations of an animal in each of the animal kingdom in that habitat. If so, what are the differences?Sketch both animals in science journal

The Five Animal Kingdoms

Materials:Five Animal Kingdoms chart Related kingdom chart cardsScience journal Large paper

Pencils Colored pencilsMagnifying glass BinocularsPlastic cups Labels for cupsClip boards

Preparation:Five Kingdoms chart, cups, writing materials, location of site to examine. Preferably a creek, stream, pond or lake. Outdoor supplies.

Objectives:1. Identify each of the five kingdoms on the five kingdoms chart and the

characteristics of each.2. Identify sample of each of the five kingdoms correctly.3. Correctly identify the specific characteristics of each samples observed

and correctly determine which kingdom it belongs.

VocabularyNames of the five kingdomsNames of the examples of each kingdom

Lesson:Questions:1. How do we categorize a specimen into one of the five kingdoms2. Are there any specimens that can be in more than one kingdom

Give Montessori lesson on the five kingdoms. Review the Five Kingdoms chart with a short 3 period lesson with the whole group pointing to a picture and the name of each.

Activity:1. Children go to a creek, stream, lake, i.e., some water source. This is the

best place to find a variety of animal kingdom samples. If they can’t go out, bring in samples of each of them so children can see as many real

examples as possible.2. Have children collect a sample of one of the five kingdoms in their cup.3. Have the children make a chart on legal size or larger paper. 4. Make five columns on the paper and label each column one of the five

kingdoms.5. Have the children take their samples (or samples you brought in) and

place them altogether on a table or area. 6. Have each child examine each sample and draw it in the appropriate

column on their paper.7. If there is a type of animal kingdom not represented, the children can look

in books and other resources to find pictures of it and draw it in their science journal on their chart.

8. Conclude with a short review of the charts they made with the 5 Kingdoms chart. Assess their charts for accuracy. Assess their oral review has correct information.

Extension:Children find, read and write about one of the five kingdom samples in their science journal.Children study the samples over a week to a month and observe and notate any changes. What changed? Why?Children can collect samples on their own and bring them in to share with the group.

Vertebrate/Invertebrate

Materials:Skeleton of a chicken or similar size animal Sample of invertebrateSample of invertebrate, human skeleton model Science journal or paperColored pencils ClipboardPencil

Preparation:Gather lesson materials and outdoor supplies.

Objectives:1. Define and identify what a vertebrate and invertebrate2. Establish that some animals have internal bones; some have external

bones and correctly classify vertebrates and invertebrates.

VocabularyInvertebrate, vertebrateBones

Lesson:Questions:1.What is the difference between vertebrates and invertebrates?2.Why do you think invertebrates have their bones on the outside their

body?3.How developed are invertebrates compared to vertebrates?

Activity:1. Outside on the patio or in school yard, set out samples collected from field

trips and found around the school and 2. Children individually or in pairs classify each of the samples as vertebrates

or invertebrates.3. Children identify other examples of both types and make a list of each in

their journal.

Regroup:4. Children share what and how they classified each sample.5. Children choose one sample vertebrate or invertebrate and make a com-

parison of the similarities and differences of them.6.Children draw the sample they choose and write a description and defini-

tion of it in their science journal.

Conclusion:

Review definition of vertebrate and invertebrate

InvertebrateMaterial:Samples of invertebrates Magnify glassDefinition cards for parts of the sample Paper or science journalClipboard Colored PencilsMicroscope Probe instrument such as a small wooden stick

Preparation:Gather lesson materials, hopefully live samples of invertebrates or photos of those you can’t find and outdoor supplies. Have location picked out.

Objectives:1. Child is able to identify the external parts of invertebrates and its

function.2. Scientific method

VocabularyNames of invertebratesNames of invertebrate parts

Lesson:Questions:1. What is an invertebrate?2. What are its characteristics?3. How is it different from vertebrates?4. What animal kingdom does it belong?

Activity:1. Observe invertebrates for ten to fifteen minutes and record what they see.2. Use the tools provided to examine the invertebrates.3. Answer the following questions:4. What is its habitat?5. How does it move?6. Does it recoil, strike out or move away?7. How does it defend itself?8. What does it eat?9. How does it eat?10. How does it reproduce?

Turn it upside down and observe its parts.11. Touch it with the probe and observe its reaction.12. Which side is more sensitive, reactive?

With the magnifying glass observe it moving, eating, etc.13. Is there any change is size, color, etc.?

14. Have them take a sample of a cell, fluid or something you can see under a microscope.

15. Have them write a description of it and draw it.16. Have them hypothesize why the changes from your probes with the probe.17. They can write what they learned from their observations in a short paragraph.

Regroup:Children share their work with the class in oral presentation. Was their hypothesis correct?Were the answers to the questions correct, check as a group?

Conclusion:Assess presentations with the children and check work for correctness.

Extension:Leave the sample standing overnight and observe any changes.Observe it after several days and record changes.

1.

Vertebrate

Materials:Samples of vertebrates: fish, frog, tortoise, bird, hamster Mag-nify glassDefinition cards for the parts of each sample PaperPencils Colored pencilsClipboard Science journal or pa-perMicroscope slides and microscopeProbe instruction such as a small wooden craft stick

Preparation:Gather several vertebrates for observation. If possible get them from their natural environment. Other learning materials and outdoor supplies.

Objectives:1. Child can identify a vertebrate and list its characteristics2. Child will be able to distinguish between invertebrates and vertebrates.

VocabularyVertebrate namesNames of vertebrate parts

Lesson:Questions:1. What is a vertebrate?2. What are its characteristics?3. How is it different from invertebrates?4. What animal kingdom do they belong?

Activity:1. Observe vertebrates for ten to fifteen minutes and record what they are in

your science journal.2. Use the tools provided to examine the vertebrates.3. Answer the following questions in their journal or on their paper.4. What is its habitat? Why?5. How does it move?6. Does it recoil, does it strike out? Does it run away?7. How does it defend itself?8. What does it eat?9. How does it eat?

10. How does it reproduce?11. Turn it upside down and observe it’s under parts.

12. Touch it with a probe and observe its reactions, i.e., changes in color or size.

13. Which side is more sensitive, reactive?14. Hypothesize why the changes took place?15. Draw the vertebrate and label its parts.16. With a magnifying glass observe it eating, and any small body parts

such as eyes, claws, etc.17. Give it food and observe its’ reactions.18. Take a sample of the vertebrates scale, fluid or part of his exterior or

excretion and place it on a microscope slide.19. Look at it under the microscope.20. Draw what the part looks like.21. Draw the vertebrate and label its parts.22. Write a description of it and what you learned from your observations.23. Was your hypothesis regarding why changes to it happened correct?24. Share with the class.

Extensions:Leave the sample standing overnight and observe any changes.Observe for a few days and record the changes.

How Animals Satisfy their Needs

Materials:Paper or science Journal PencilMagnifying glass Color pencilsBinoculars 2 Large Poster boardMarkersSample of exercise you made

Preparation:Location site for observation located which has a variety of animals from several animal kingdoms. Lesson supplies and outdoor supplies. Complete activity yourself and have a sample to show children.

Objectives:1. Comprehend the difference between a need and a want2. Children will develop awareness of the diversity of animal life and can

identify their needs correctly

VocabularyAnimal namesWords related to needsWords related to wants

Lesson:Questions:1. What are the types of animals here? Identify them by the kingdom they

belong to.2. What are some of the ways animals meet their needs? Short review.

Activity:1. Show the example you did and explain what they will do.2. Tell them to take the materials and sit quietly in front of or near one animal

for ten to fifteen minutes and record what they see by drawing, photographing or videotaping it.

3. Have them write a short description of how the animal meets its needs.4. After they have completed the assignment for one animal they should

move to the next animal and do the same. 5. Tell them to move to the next animal every fifteen minutes until they have

observed and recorded information for each animal.

Regroup1. With the children make a list of each need as a heading for each column

on one of the poster boards. 2. On the other large poster board make a Venn diagram drawing as many

circles as there are column headings from the other poster.3. Now, we are going to record the animals needs onto our Venn diagram.4. Record information.5. Discuss those who satisfy their needs the same way and why they think

that is.6. Discuss those animals who satisfy their needs differently and why you

think they do so that way.

Conclusion:Review by asking children to define the terms and definitions briefly.

Extension:Use a camera or video camera and record animal. Write up what you ob-serve and present to others.

Animal Research

Materials:Animals live or photosAnimal habitat Art toolsWriting tools Research formsResearch chart

Preparation:Have materials together for students to begin research including outdoor supplies if you are going outside.If you can’t find live specimens you will have to use photos and adjust lesson.

Objectives:1. Practice and master the objectives of all lessons to this point. 2. Learn how to do a scientific observation, the scientific method and how to

conduct research. 3. Expand their knowledge of animals already studied.

VocabularyVocabulary from previous lessonsScientific methodResearch

Lesson:1. This lesson will begin with a short lesson on the scientific method and a

lesson on conducting research. 2. First, the scientific method. Give lesson. 3. Next, research lesson. Go over the forms to use and other options for

recording your research data.

Activity:1. Tell children you are giving them instructions for this project. Each child

should do their own recording, analyzing and final research data conclusion as well as documentation of it. Children should do an oral presentation as well at some point.

2. Children may work together but each child needs to have his/her own

recording and finished research project when it is due.3. Tell children to use the methods practiced in other lessons to gather the

information for their research.4. Have children use the “Animal research checklist” as another important

tool to conduct their research.

Conclusion:Talk about any problems. Answer any questions. Review assignment expectations.Review research for accuracy.