Classified Nomenclature of Zoology – External Features

Classified Nomenclature of Zoology (External Features)

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.


Word level reading

Presentation: The fish is in its tank or bowl on the table.

What kind of fish is this? A goldfish.

What do you call that part where you find the mouth and eyes? The head.

Look at slits behind the eyes – they are called the gills.

What do you call those parts that are moving or sticking out from its body? fins. They are used for moving – the fish does not have legs. You use your legs for moving, but the fish doesn’t have legs.

The fins on either side closest to the head are called the pectoral fins because they are attached to the breast. Your pectoral muscles are like the fish’s pectoral fins. They help you swim and lift.

The pair further back are called the pelvic fins because they are attached to the pelvis. Your pelvis is here….

The fin on the bottom and in the back is called the anal fin because it is attached to the anus. Your anus is your rear end.

The fin at the very back is called the caudal fin. The fins on the top at the shoulders are called the dorsal fins. Those are all of the fins.

Not all fish have the same number of fins. It depends on where the fish feeds in the water.

Look at the fish…. there seems to be a line which divides the fish in half. This is called the lateral line.

Give three period lesson. Third period of this lesson: What do you call the fin that is attached to the pelvis?

Exercise: In the classified nomenclature folder are the pictures and labels only. The child lines up the pictures, reads the labels and matches. By now the child should be able to do this without direction. The wall chart is used for a control and for sentence level reading.

Age: 3-6 year old.

Aims:
…To identify the fundamental external parts of animals that are familiar to the child.
…To sharpen awareness and observation that is necessary to begin classification.



Sentence Level Reading
Presentation: The child lays out the pictures and matches the labels appropriately. The child knows the parts of the fish by name.

The teacher and children discuss where the fish lives and how it breathes. All living things, even plants need to breathe. Fish need to breathe, too. As we breathe air, the fish breathes air. It is a special kind of air that is dissolved in the water. Instead of lungs, which takes the oxygen and other gasses from the air , the gills take oxygen from the water.

Look at the head of the fish. Look at its special shape for going through the water quickly.

The lateral line lets the fish understand the movement and depth of the water around it. IT can tell whether it is in a current or in still water.

The pectoral and pelvic fins help the fish swim and stop when it needs to . They also give the fish stability.

The dorsal fins help the fish swim and jump.

The anal fins help it swim fast and keep its balance.

The caudal fin helps it swim rapidly and also lets it change direction.

(Look at fish for these movements)

Use three period lesson for this. Which fin helps it jump?, etc.

Exercise: The child takes the definition cards, reads them and matches them to the pictures. The definition book is used for control if necessary.

Activity: The children can draw pictures and write the definitions.

Age: 6

Aims:
…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.

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