The Animal Kingdom: Classified Nomenclature of Zoology (External Features)

Age
6-9.

Materials
For each group of animals in the division of vertebrates to be considered, there is a series of materials consisting of:


 * Wall chart of labeled pictures.
 * Folder with pictures
 * Separate reading labels
 * Definition cards
 * Control booklet of pictures and definitions

All of the external parts are taken into consideration for one species of the fish, amphibian, reptile, bird and mammal.

A live animal should be used for the presentation if possible. If not, a large, beautiful, but accurate poster should be used.

Presentation

 * 1) The child lays out the pictures and matches the labels appropriately.
 * 2) The child knows the parts of the fish by name.
 * 3) The directress and children discuss where the fish lives and how it breathes.
 * 4) All living things, even plants need to breathe.
 * 5) Fish need to breathe, too.
 * 6) As we breathe air, the fish breathes air.
 * 7) It is a special kind of air that is dissolved in the water.
 * 8) Instead of lungs, which takes the oxygen and other gasses from the air, the gills take oxygen from the water.
 * 9) Look at the head of the fish.
 * 10) Look at its special shape for going through the water quickly.
 * 11) The lateral line lets the fish understand the movement and depth of the water around it.
 * 12) It can tell whether it is in a current or in still water.
 * 13) The pectoral and pelvic fins help the fish swim and stop when it needs to.
 * 14) They also give the fish stability.
 * 15) The dorsal fins help the fish swim and jump.
 * 16) The anal fins help it swim fast and keep its balance.
 * 17) The caudal fin helps it swim rapidly and also lets it change direction.
 * 18) Look at fish for these movements.
 * 19) Use three period lesson for this. Which fin helps it jump?, etc.

Purpose

 * To identify and define the fundamental external parts of animals that are familiar to the child.
 * To practice reading sentences.
 * To organize thoughts and express them orally and written.

Variation

 * 1) The child takes the definition cards, reads them and matches them to the pictures. The definition book is used for control if necessary.
 * 2) The children can draw pictures and write the definitions.