Botany Activities PDF

NAME OF ACTIVITY: Nature Walk
AREA: Botany
AGE: 3-6
MATERIALS USED: A basket to collect specimens

(Can include binoculars and a magnifying glass)
DIRECT AIM: To explore nature and educate the child about it

To give the child a concrete concept of all the elements of
nature
INDIRECT AIM: Patience

Concentration
Attention to detail
Sensorial impression
Increases vocabulary
Gross-motor movement
To sharpen the child’s senses
To make the child aware of the world around him
To instil a love and respect for the environment in the child
CONTROL OF ERROR: Visual – if they have collected the incorrect specimen (rocks if
you asked for leaves)
PRESENTATION: (Group)
1. Invite a few children to go on a nature walk.

2. Ask one of the children to carry the specimen basket.
3. Tell the children that you are going to look at or collect specific things e.g. leaves – a
magnifying glass or binoculars may be used to make the walk more interesting.
4. Walk around the garden collecting a variety of specimens.
5. Show the child how to pick them gently, and place them in the basket.
6. Once the children have collected their specimens, go back into the classroom and briefly
discuss what has been found, laying them out on the mat as you do so.
7. Ask one of the children to lay the specimens on the nature table once you have finished
discussing them.
8. Thank the children for working with you.
NOTE: The specimens on the nature table need to be replaced frequently. It should not be a
dust collector and the items should be interesting.
EXTENSION:
Stereognostic bag
1. Place some of the specimens found in the Stereognostic bag.

2. Invite the child to remove the specimens from the bag one at a time, guessing what it is
before he removes it from the bag.
3. Alternatively the Directress could ask the child to find a certain specimen in the bag.
4. Ask on of the children to carry the specimen basket.
NAME OF ACTIVITY: Blindfold trail
AREA: Botany
AGE: 3-6
MATERIALS USED: A broomstick, a walking trail (over dried leaves etc.) and a
blindfold for each child
DIRECT AIM: To allow the children to experience the beauty of nature using
all their senses except sight

Concentration
Attention to detail
Development of the senses (except sight)
To sharpen the child’s senses
To instil a love and respect for nature
To make the child more aware of the world around him
1. Invite a few children to go on a blindfold trail outside.

2. Take 3 / 4 children at a time.
3. Explain to them that today you are going to take a walk in nature with a blindfold on. Tell
them that they will have a broomstick to hold on to, and that you will guide them.
4. Blindfold them and invite them to hold onto the broomstick.
5. Make sure there are no obstacles in the way of the trail.
6. You need to know where you taking the children before, so that you know what to expect.
7. Slowly lead the children through the trail.
8. You can ask the children to feel certain specimens, listen to sounds around them, or even
smell different things.
9. Once all the children have had a turn ask them to tell you what they heard and felt.
10. The children can experience 4/5 things. The activity should not be too long- 7-10 minutes
are appropriate.
11. When the discussion is over thank the children for working with you and return to class.
NOTE: You can ask the children to remove their shoes to enhance their sensorial experience
(be careful of thorns).
NAME OF ACTIVITY: Silence game
AREA: Botany
AGE: 3-6
MATERIALS USED: A patch of grass under a tree outside
DIRECT AIM: To allow the children to experience the beautiful and different
sounds in nature

Concentration
Attention to detail
Language development-increases vocabulary
To sharpen the child’s auditory sense
To make the child more aware of the world around him
To develop self-control and controlled movement
1. Invite a few children to go outside and sit under a tree.

2. Explain to the children that today you are going to play the silence game outside.
3. Whisper to the children that they must be very quiet because they must listen to the
sounds that they can hear in nature.
4. Invite them to close their eyes.
5. After a few minutes ask the children to open their eyes.
6. Ask each child, in turn, what he / she heard.
7. Alternatively the Directress may also guide/point out to the children what to listen for
(birds, running water, traffic, animals, etc.).
8. When the discussion is over thank the children for working with you and return to class.
THE TREE NATURE WALK
 Take the children out on a nature walk. Work with the seasons.
 Take note of the trees and the colours of their leaves. You can pick some leaves for the
nature table. Tell the children if they want to pick a leaf off the tree, they should ask the
tree first. Always better to pick leaves off the ground if there are any.
 The children can also fetch nuts and fruit from the trees and lay them out on the nature
table. You would name the fruit and have a brief discussion with the children on the
various specimens you have found.
 In spring it is nice to take a branch and place it in some water-remind the child to ask the
tree if you can pick a branch. Watch how the blossoms start to form.
 You can also lie underneath a tree and have a discussion about the tree. E.g. That it is a
home for some creatures (bird’s nest), that it provides shade. Place a white piece of
paper under the branch of the tree and then shake the branch to see what insects come
off the tree.
 You can also play the silence game under the tree.
 Once you have collected specimens from the garden bring them back to the classroom
for the nature table.
 Keep a record of your findings on a piece of paper. E.g. leaves- green, yellow, brown, etc.
You can also draw a picture of the leaf next to each of the colours.
 Once you are back in the classroom, show the children how to do a leaf/bark rubbing.
Place the leaf/bark under a piece of paper, then take a wax crayon, and hold it on its side
and rub over the leaf/bark.
 A plaster cast can also be done of the leaf/bark.
 You can also have a discussion with the children about the veins, the apex, and the
different shapes and colours of the leaves that you collected. You could do the same with
the different types of bark you collect.
 You can crush some of the leaves that you collected and let the children smell the
different scents.
 You can also place the leaves in a stereognostic bag and let the children guess which
shape leaf they are feeling. Alternatively, the directress can ask the child to find a certain
leaf. This will allow the child to explore the different properties of the leaf.
 You could also put different textured bark in the stereognostic bag and let the child
explore them in the same way.
NAME OF ACTIVITY: Tree puzzle
AREA: The tree
AGE: 3+
MATERIALS USED: The tree puzzle
DIRECT AIM: To build the puzzle

Pincer grip
Concentration
Spatial perception
Visual discrimination
To familiarise the child with the parts of the tree
To make learning about the tree 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:
9. Invite the child to work with you and name the activity.
10. Show him where it is kept on the shelf and how to carry it.
11. Bring all the materials to a floor mat.
12. Remind the child of the trees you observed on your nature walk.
13. Using the pincer grip show the child how to gently remove each piece of the puzzle,
placing them randomly on the mat.
14. You can briefly discuss each part while taking them out, naming is incidental.
15. The Directress does the entire puzzle first; however if the child becomes restless, allow
him to continue removing the puzzle pieces.
16. Now place each puzzle piece back into the puzzle, one at a time.
17. Show the child how to slide the pieces in gently.
18. The child realises that the puzzle pieces go back into place with ease and not with force.
19. When packing the pieces back start on one side and move around to the other.
20. Invite the child to have a turn.
21. When the child is finished help him to pack the work away.
22. 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: Tree nomenclatures- matching
AREA: The tree
AGE: 3+
MATERIALS USED: The tree 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 tree is now more abstract
To give the child further practise in recognising the different
parts of the tree
CONTROL OF ERROR: Mismatch between the labelled and unlabelled set
PRESENTATION:
26. Tell the child that you are going to do the nomenclatures showing the different parts of the
tree.
27. Remind them about the trees you saw on the nature walk and the tree puzzle.
28. Place the labelled set at the top of the mat, starting with the full colour picture.
29. Briefly discuss each part of the tree as you place the cards down.
30. 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.
31. Ask the child if he would like to match the rest of the pictures.
32. Then match the first label to the corresponding picture.
33. Show the child how to move along from left to right until you find the corresponding card.
34. Invite the child to match the remaining labels to their corresponding cards.
NAME OF ACTIVITY: Tree nomenclatures – 3 period lesson
AREA: The tree
AGE: 3+
MATERIALS USED: The tree nomenclatures – the unlabelled cards.

1 known and 2 unknown cards- the known picture will always
be the natural colour picture.
DIRECT AIM: Learning the names of the different parts of the tree

Concentration
Memorising names
Relating names to the appropriate picture
CONTROL OF ERROR: Directress
PRESENTATION:
39. The names of the parts are taught in a three period lesson.
40. Choose 3 unlabelled cards- 1 known and 2 unknown (the known picture will always be the
natural colour picture).
41. First period- Introduce each card individually.
 Name each part in the first period (remember to isolate)
 Ask the child to repeat the name.
42. 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: Tree nomenclatures – for the reading child
AREA: The tree
AGE: 5½ - 6
MATERIALS USED: The tree nomenclatures – 1 set of labelled cards, 1 set of

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 TREE 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 tree 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 trees on a card. You can have a discussion about the trees with
the child.
TREE DEFINITIONS
1. The branches have buds that contain new shoots.

2. The trunk transports sap to the roots and water to the leaves.
3. The roots anchor the tree and soak up water from the soil.
4. The leaves change air and water into food for the tree.
NAME OF ACTIVITY: Tree shape classification cards- matching
AREA: The tree
AGE: 3+
MATERIALS USED: The tree shape classification cards – 1 set of labelled cards, 1
set of unlabelled cards and a set of labels.

Matching
Concentration
To familiarise the child with different tree shapes
EXTENSION: You can have real pictures of the different shaped trees to
show the child. Have a discussion with the child. At a later
stage place the labels on the mat with heading cards (or the
labelled nomenclature cards) and group the pictures under
their correct headings.
PRESENTATION:
4. Tell the child that you are going to do the classification cards of the different tree shapes.
5. Remind them about the trees you saw on the nature walk and the tree puzzle.
6. Place the labelled set at the top of the mat.
7. Briefly discuss each shape tree 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.
NAME OF ACTIVITY: Tree shape classification cards – 3 period lesson
AREA: The tree
AGE: 3+
MATERIALS USED: The tree shape classification cards – the unlabelled set
1 known and 2 unknown cards
DIRECT AIM: Learning the names of the different tree shapes

Concentration
Memorising names
PRESENTATION:
4. Use 3 unlabelled pictures, excurrent (pine), decurrent (apple) and columnar (palm).
 Name each shape in the first period (remember to isolate)
in the second period you do not move on to the third period, and if the child cannot recall the
names in the third period you do not consolidate.
NAME OF ACTIVITY: Tree shape classification cards – for the reading child
AREA: The tree
AGE: 5½ - 6
MATERIALS USED: The tree shape classification cards – 1 set of labelled cards, 1
set of unlabelled cards and a set of labels.

Reading
Patience
Concentration
EXTENSION: See end of presentation
PRESENTATION:
pictures.
them).
EXTENSIONS FOR THE TREE SHAPE CLASSIFICATION CARDS
Booklet
This booklet is made up of blank templates of the classification cards. The child copies the
pictures and then writes / traces the corresponding name at the bottom of the picture.
Realistic pictures
Have realistic pictures of the trees showing the different tree shapes on a card. You can have a
discussion about the trees with the child.
THE LEAF NATURE WALK
 Take the children out on a nature walk. Work with the seasons.
 Take note of the trees and the colours of their leaves. You can pick some leaves for the
nature table. Tell the children if they want to pick a leaf off the tree, they should ask the
tree first. Always better to pick leaves off the ground if there are any.
 You can also play the silence game under a tree, and let the children listen to the leaves
rustling in the wind.
 Once you have collected specimens from the garden bring them back to the classroom
for the nature table.
 Keep a record of your findings on a piece of paper. E.g. leaves- green, yellow, brown, etc.
You can also draw a picture of the leaf next to each of the colours.
 Once you are back in the classroom, show the children how to do a leaf rubbing. Place
the leaf under a piece of paper, then take a wax crayon, and hold it on its side and rub
over the leaf.
 A plaster cast can also be done of the leaf.
 You can also have a discussion with the children about the veins, the apex, and the
different shapes and colours of the leaves that you collected.
 You can crush some of the leaves that you collected and let the children smell the
different scents.
 You can also place the leaves in a stereognostic bag and let the children guess which
shape leaf they are feeling. Alternatively, the directress can ask the child to find a certain
leaf. This will allow the child to explore the different properties of the leaf.
NAME OF ACTIVITY: Leaf puzzle
AREA: The leaf
AGE: 3+
MATERIALS USED: The leaf puzzle

Pincer grip
Concentration
Spatial perception
To familiarise the child with the parts of the leaf
To make learning about the leaf more concrete (mentally)


(no border to work with)
PRESENTATION:
4. Remind the child of the leaves you observed on your nature walk.
NOTE:
NAME OF ACTIVITY: Leaf nomenclatures- matching
AREA: The leaf
AGE: 3+
MATERIALS USED: The leaf nomenclatures – 1 set of labelled cards, 1 set of

highlighted in red

Matching
Concentration
The knowledge gained about the leaf is now more abstract
parts of the leaf
PRESENTATION:
leaf.
5. Remind them about the leaves you saw on the nature walk and the leaf puzzle.
7. Briefly discuss each part of the leaf as you place the cards down.
NAME OF ACTIVITY: Leaf nomenclatures – 3 period lesson
AREA: The leaf
AGE: 3+
MATERIALS USED: The leaf nomenclatures – the unlabelled cards.

DIRECT AIM: Learning the names of the different parts of the leaf

Concentration
Memorising names
PRESENTATION:
3. Bring the materials to the floor.
9. If the child understood the concept, consolidate (“Today we have learnt that this is…?
and this is….?”) the lesson.
NAME OF ACTIVITY: Leaf nomenclatures – for the reading child
AREA: The leaf
AGE: 5½ - 6
MATERIALS USED: The leaf nomenclatures – 1 set of labelled cards, 1 set of

highlighted in red

Reading
Patience
Concentration
PRESENTATION:
pictures.
them).
EXTENSIONS FOR THE LEAF NOMENCLATURES
1. Booklet
a. 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.
a. The booklet consists of the nomenclature pictures on the left page and a brief
definition for each part of the leaf 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
Have realistic pictures of leaves on a card. You can have a discussion about the leaves
with the child.
LEAF DEFINITIONS
1. The leaf is a plant organ that intercepts light.

2. The thin, broad part of the leaf that consists of the apex, margin, veins and base is known
as the blade or lamina.
3. The leaf stalk attaching the leaf to the stem is called the petiole.
4. The midrib is the large vein that runs along the centre of the leaf.
5. The stomata are microscopic pores on the surface of the leaf that enable gaseous
exchange.
6. The apex is the outermost tip of the leaf.
7. The leaf vein is a strand of vascular tissue in the leaf that carries water and minerals to
the leaf and food substances made by photosynthesis away to other parts of the plant.
8. The stipule is the leaf-like plant part growing in pairs at the base of some leaves.
9. The margin is the edge or border of the leaf
NAME OF ACTIVITY: The leaf cabinet
AREA: The leaf
AGE: 3+
MATERIALS USED: The leaf cabinet – a cabinet containing 3 drawers of different

leaf shape insets
1) A drawer from the leaf cabinet
2) One drawer and set 1 of cards (solid shapes)
3) One drawer and set 2 of the cards (thick outline)
5 4) One drawer and set 3 of the cards (thin outline)
5) A drawer from the leaf cabinet
DIRECT AIM: To feel and learn the different leaf shapes and to match the
shapes to their cards

Patience
Pincer grip
Concentration
Eye-hand co-ordination
Fine motor co-ordination
One to one correspondence
Awareness of different shaped leaves in the environment
CONTROL OF ERROR: 1) There is only one correct inset for each socket (feeling)
2, 3 & 4) Mismatch between insets and cards – there could be
one left over
5) The Directress (3 period lesson)
EXTENSIONS: See end of presentations
PRESENTATION 1:
2. Show him where it is kept on the shelf.
3. Show the child how to carry the tray, thumbs on top and fingers underneath.
5. Tell the child that you are going to feel the different shapes.
6. With your right hand in the pincer grip, slowly remove all the leaf insets and place them on
the mat around the drawer.
7. Lift a leaf inset with your left hand; feel around the back of the inset with your right hand
middle and index finger in an anticlockwise direction.
8. Replace the inset on the mat.
9. Feel the corresponding socket in the same manner.
10. Pick up the inset with your right hand and replace it in its socket.
11. Repeat with all the leaf insets.
12. Invite the child to have a turn to feel the leaf insets.
13. Help the child to pack the work away
NOTE: Feel all the drawers in this manner before moving to the next presentation.
PRESENTATION 2: (Here you use one drawer and set 1 of the cards - solid shapes)
4. You can bring the cards to the mat.
5. Lay the cards out randomly around the sides and bottom of the drawer.
6. Tell the child that you are going to match the leaf shapes to the solid shaped cards.
7. With your right hand in the pincer grip, slowly remove a leaf inset and show the child how
to find its corresponding card.
8. Place the leaf inset onto its corresponding card.
9. Repeat with all the insets pausing each time to look for the corresponding card.
10. Once all the insets are on the cards, place them back into their correct sockets in the tray.
11. Collect the cards together again (not essential) and invite the child to have a turn.
12. When the child is finished show him how to return the cards back on the shelf and to
replace the drawer back in the cabinet.
NOTE: Complete all the drawers using the solid cards before moving to the next presentation.
PRESENTATION 3: (Here you use one drawer and set 2 of the cards – thick outline)
6. Tell the child that you are going to match the leaf shapes to the thick outline cards.
PRESENTATION 4: (Here you use one drawer and set 3 of the cards – thin outline)
6. Tell the child that you are going to match the leaf shapes to the thin outline cards.
PRESENTATION 5: (A naming exercise)
1. Invite the child to work with you, name the activity and fetch a mat for the floor and show
the child how to carry the tray, thumbs on top and fingers underneath.
2. Do a 3 period lesson using 1 known and 2 unknown leaf shapes.
3. First period- Name in the first period – remembering to isolate. Ask the child to repeat the
name.
4. Second period- In the second period place all 3 insets and the mat and ask the child to,
“Show me...” Spend a great deal of time in this period reinforcing the names.
 Remove all 3 insets from the mat.
5. Third period- In the third period ask the child, “What is this?” again remembering to isolate.
6. Consolidate.
NOTE: Repeat with all the other drawers.

Always remember with a three period lesson that if the child did not grasp the concept in the
second period you do not move on to the third period, and if the child could not recall the names
EXTENSION:
1. Cut out pictures or make leaf rubbings of leaves and name them with the child.
2. Go into the garden and find leaves that are similar shapes as those in the cabinet. Start
with only a few and build up to more.
EXTENSIONS FOR THE LEAF CABINET DRAWERS AND CARDS
1. Place a drawer from the cabinet at one end of the room. Take the solid shape cards
(Set 1). Show the child a card and ask him to collect the corresponding inset. You could
also show him the inset and ask him to fetch the corresponding card.
2. Scatter the thick outline (set 2) of one set on the mat. Place the drawer next to them.
Take one card away and ask the child to point out which one is missing.
3. Use one whole set of cards (1, 2 and 3). Place the solids on one table, the thick outline
cards on another. Place the corresponding drawer on a third table. Give the child a thin-
outline card and ask him to fetch the matching card and inset.
4. Use the solid and thick outline cards from one set. Spread the solid cards out on one
table and the thick ones on another. Place them face-up on the table. Invite the child to
sit at one table and you sit at the other. Hold up 1 card so that the child can see it. He
must then show you his corresponding card and then place it facedown on the table.
Repeat until all the cards are facedown.
5. Give the child a thick outline card and ask him to memorise it. Turn it face down. Now
hold up a solid shape card. The child must remember and recognise if his card
corresponds to your card.
6. Use the thick outline cards from 1 set. Place the corresponding drawer on another table.
Put 3 cards out and allow the child to see and memorise them. Turn your cards over and
ask the child to repeat your sequence with the insets.
LEAF PROJECT
Use of leaves
 Oxygen is formed from the leaves of plants and trees and this is necessary for man to
survive.
 Leaves create shade for man and animals.
 Some leaves serve as food.
 Water is found in the leaves of the cactus.
 Palm leaves are used to make baskets, brooms and mats etc.
 Some homeopathic medicines are made from leaves.
 The Greeks eat vine leaves.
 Hemp clothes are made from the hemp leaf.
 Bushmen use the sap from leaves to poison the tips of their arrows.
Religion
 Christians use palm leaves during Palm Sunday.

 Incense is made from leaves and it is burnt in churches.
 In the Jewish religion a Sukkah is made from palm leaves and it is built during the festival
of Succoth.
 St. Patrick used the shamrock leaf to teach that there are 3 Gods in one, The Father, Son
and Holy Spirit.
VARIOUS USES OF LEAVES IN THE MONTESSORI ENVIRONMENT
Practical life
 Watering plants.
 Leaf cleaning.
 Sorting leaves into various groups (shapes / veins etc.)
 Making a compost heap from dead leaves.
 Sweeping / raking the dead leaves on the ground.
Sensorial
 Listening to leaves rustling in the wind (silence game).

 Tasting different edible leaves e.g. lettuce, cabbage etc.
 Smelling different leaves e.g. mint, basil, lavender etc.
 Stereognostic – feel the similarities / differences in leaves.
 Feel the different leaf textures.
 Compare leaf shapes to the geometric cabinet.
Language
1. Learn names of different types / shapes of leaves.

2. Learn names of different veins on leaves.
3. Learn the names of the different leaf arrangements on the stem.
4. Enrichment of vocabulary – nature walks and naming exercises.
Maths
1. Count leaves.
2. Count the veins on the leaves.
Geography
1. Learn different leaves from different countries / continents.

2. Importance of the sun (photosynthesis).
History
1. Timeline of plants.
Science
1. Show how leaves grow towards light.

2. Show how transpiration occurs.
3. Grow beans.
4. Show how photosynthesis occurs.
Zoology
1. Tell the children about herbivores.

2. Describe the food chain.
Art
1. Leaf rubbings or leaf pressings.

2. Leaf prints.
3. Paint leaves.
4. Spray-paint over leaves (stencil).
THE FLOWER NATURE WALK
 Take the children on a nature walk. Work with the seasons.

 Take note of the colours of the flowers, and the different types of flowers.
 Let the children feel and smell the pollen of the different flowers.
 Show the children how to pick flowers, and arrange them in a vase once back in class.
(See practical life)
 In spring it is nice to watch the blossoms turn into flowers.
 You can lie under a tree and look up and notice all the different colours and shapes of the
flowers.
 Once you are back in class put your specimens on the nature table.
 Keep a record of your findings.
 You can show the children how to press flowers.
 You can make cards with the flowers that you have pressed- mother’s day, etc.
 You can let the children draw the flowers that they saw that day. Alternatively you can
give them flower pictures to colour in.
NAME OF ACTIVITY: Flower puzzle
AREA: The flower
AGE: 3+
MATERIALS USED: The flower puzzle

Pincer grip
Concentration
Spatial perception
To familiarise the child with the parts of the flower
To make learning about the flower more concrete (mentally)


(No border to work with)
PRESENTATION:
4. Remind the child of the flower you observed on your nature walk.
NOTE:
NAME OF ACTIVITY: Flower nomenclatures- matching
AREA: The flower
AGE: 3+
MATERIALS USED: The flower nomenclatures – 1 set of labelled cards, 1 set of

highlighted in red

Matching
Concentration
The knowledge gained about the flower is now more abstract
parts of the flower
PRESENTATION:
flower.
5. Remind them about the flowers you saw on the nature walk and the flower puzzle.
7. Briefly discuss each part of the flower as you place the cards down.
NAME OF ACTIVITY: Flower nomenclatures – 3 period lesson
AREA: The flower
AGE: 3+
MATERIALS USED: The flower nomenclatures – the unlabelled cards.

DIRECT AIM: Learning the names of the different parts of the flower

Concentration
Memorising names
PRESENTATION:
8. If the child understood the concept, consolidate (“Today we have learnt that this is…?
and this is….?”) the lesson.
NAME OF ACTIVITY: Flower nomenclatures – for the reading child
AREA: The flower
AGE: 5½ - 6
MATERIALS USED: The flower nomenclatures – 1 set of labelled cards, 1 set of

highlighted in red

Reading
Patience
Concentration
PRESENTATION:
pictures.
them).
EXTENSIONS FOR THE FLOWER NOMENCLATURES
1. Booklet
a. 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.
a. The booklet consists of the nomenclature pictures on the left page and a brief
definition for each part of the flower 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
Have realistic pictures of flowers on a card. You can have a discussion about the flowers
with the child.
FLOWER DEFINITIONS
1. The stamen is the male reproductive organ in a flower that consists of the anther and
filament.
2. The pistil or gynaecium is the female part of the flower that consists of the stigma, style
and ovary.
3. The calyx consists of a ring of sepals that forms a case to protect the flower bud.
4. The corolla consists of a ring of petals that help to attract animal pollinators.
5. The pedicel is the stalk of the flower.
NAME OF ACTIVITY: The flower cabinet
AREA: The flower
AGE: 3+
MATERIALS USED: The flower cabinet – a cabinet containing 3 drawers of

different flower shape insets
1) A drawer from the flower cabinet
2) One drawer and set 1 of cards (solid shapes)
3) One drawer and set 2 of the cards (thick outline)
5 4) One drawer and set 3 of the cards (thin outline)
5) A drawer from the flower cabinet
DIRECT AIM: To feel and learn the different flower shapes and to match the
shapes to their cards

Patience
Pincer grip
Concentration
Eye-hand co-ordination
Fine motor co-ordination
One to one correspondence
Awareness of different shaped flowers in the environment
CONTROL OF ERROR: 1) There is only one correct inset for each socket (feeling)
2, 3 & 4) Mismatch between insets and cards – there could be
one left over
5) The Directress (3 period lesson)
EXTENSIONS: See end of presentations
PRESENTATION 1:
4. Tell the child that you are going to feel the different shapes.
5. With your right hand in the pincer grip, slowly remove all the flower insets and place them
on the mat around the drawer.
6. Lift a flower inset with your left hand; feel around the back of the inset with your right hand
middle and index finger in an anticlockwise direction.
7. Replace the inset on the mat.
8. Feel the socket in the same manner.
9. Pick up the inset with your right hand and replace it in its socket.
10. Repeat with all the flower insets.
11. Invite the child to have a turn to feel the flower insets.
12. Help the child to pack the work away
NOTE: Feel all the drawers in this manner before moving to the next presentation.
PRESENTATION 2: (Here you use one drawer and set 1 of the cards - solid shapes)
6. Tell the child that you are going to match the flower shapes to the solid shaped cards.
7. With your right hand in the pincer grip, slowly remove a flower inset and show the child
how to find its corresponding card.
8. Place the flower inset onto its corresponding card.
PRESENTATION 3: (Here you use one drawer and set 2 of the cards – thick outline)
6. Tell the child that you are going to match the flower shapes to the thick outline cards.
PRESENTATION 4: (Here you use one drawer and set 3 of the cards – thin outline)
6. Tell the child that you are going to match the flower shapes to the thin outline cards.
PRESENTATION 5: (A naming exercise)
1. Invite the child to work with you, name the activity and fetch a mat for the floor and show
the child how to carry the tray, thumbs on top and fingers underneath.
2. Do a 3 period lesson using 1 known and 2 unknown leaf shapes.
3. First period- Name in the first period – remembering to isolate. Ask the child to repeat the
name.
4. Second period- In the second period place all 3 insets and the mat and ask the child to,
“Show me...” Spend a great deal of time in this period reinforcing the names.
 Remove all 3 insets from the mat.
5. Third period- In the third period ask the child, “What is this?” again remembering to isolate.
6. Consolidate.
NOTE: Repeat with all the other drawers.

Always remember with a three period lesson that if the child did not grasp the concept in the
second period you do not move on to the third period, and if the child could not recall the names
EXTENSION:
1. Cut out pictures or make flower pressings and name them with the child.
2. Go into the garden and find flowers that are similar shapes as those in the cabinet. Start with
only a few and build up to more.
GROWING PLANTS
In the classroom the children can all plant their own beans:
 Wet two pieces of cotton wool (not too much)
 Place one of the wet pieces of cotton wool flat on the bottom of a container.
 Now place the bean on top of this cotton wool.
 Once that is done cover the bean with the second piece of wet cotton wool.
 About every second or third day dampen the two pieces of cotton wool.
 Soon the seed will begin to grow, and the child can see the whole process. This will help
them to understand how plants grow in a very concrete manner.
Note: Always plant extra beans for the children that either over/under water their beans, or in
case their bean does not grow.
Another good idea is to plant seedlings etc. in your flowerbeds on the first day of spring. The
children love to do this, and it can be a Spring day activity. Each child brings their own spade
and plant, and the whole class plants your garden for you. They can also look after their plants
and water them. Explain to them that some plants will only flower in spring and then not again
until next spring. You may have to assist the younger children.
SEEDS
The seed is the part of the plant that produces a new plant. It has a protective covering. It
contains an embryo (a partly developed plant) that consists of an immature root system.
Flowering plant (angiosperms) make up the largest of the seed producing plants. Plants that
develop cones instead of flowers (gymnosperms) also produce seeds.
Seeds of different plants vary in size. The size of the seed has no relation to the size of the
plant it will develop. The number of seeds produced by an individual plant varies according to
the size of the seed.
KINDS OF SEEDS
Enclosed seeds
- They are produced by angiosperms.
- An ovary encloses their ovules.
- As the seeds ripen, the ovary enlarges to form the fruit that provides protection for the
ripening seed.
- Some ovaries develop into fleshy fruit – apples and peaches.
- Some ovaries develop into dried fruit that forms pods and capsules - peas and poppies.
- Ovaries of grained plants join together forming a hard kernel - corn and wheat.
Naked seeds
- They are produced by gymnosperms.
- They have no ovaries.
- Their seeds are not enclosed during development.
- Ovules are produced on the upper surface of the scale that forms their cones.
- The scales of the cone close when the seeds are ripening and this provides protection for
the seed.
USES OF SEEDS
Seeds serve as a major source of food

- Seeds such as corn, oats, rice and wheat are used to make bread, breakfast cereal and
flour.
- Plants that bear seeds – legumes (beans, peas and peanuts) also provide an important
source of nourishment.
- Vegetable oils used for cooking are obtained from seeds such as corn, peanuts,
sunflowers and soybeans. Manufactures use these to produce margarine and salad oils.
- Dill, mustard and pepper seeds are used to produce flavourings or as spices.
- Seeds are also used in the production of beer, coffee, cocoa and other beverages.
- Most livestock feed includes the seeds of corn, oats and other grain.
Seeds are used in the manufacture of many non-food products

- Seed oil is a major ingredient in detergents, soap, paints and varnishes.
- Cornstarch from the endosperm of the corn seed is used in making adhesives, explosives
and other products.
- Some seeds produce substances used in medicines e.g. belladonna and castor oil plants.
SEED MUSICAL INSTRUMENTS
Shaker
- Use a toilet roll.
- Cover one end with paper.
- Use an elastic band to fasten the paper to the roll.
- Fill the toilet roll with seeds.
- Close the other end in the same manner.
- You will fill different size rolls with different types and sizes of seeds and then listen to the
different sounds created.
Calabash
- Drill a hole in each side of the calabash.
- Fill the calabash with seeds.
- Find a stick that is the same size as the holes and push it through the 2 holes, ensuring
that one side is longer to form the handle.
Ankle seeds chains

- Drill small holes into large seeds.
- Thread the seeds onto a piece of string or cotton.
- Tie the string around your ankle.
- Jump up and down and stamp your feet to hear the different sounds.
- Make chains with different seeds and compare the sounds.
Seed pods
- Find different seeds in nature.
- Shake them and listen to the different sounds that they make.
SEED ART
- Use different types of seeds.
- Arrange them into the same colour and size containers.
- Draw a picture.
- Decide where you’ll place each type / colour of seed.
- Place glue on one of the areas.
- Fill the area with seeds.
- Dust the remaining seeds that did not stick off.
- Repeat the above with the remaining seeds until the picture is complete.
SEED DISPERSAL
 If ripe seeds drop beside their parent plant, there is not enough room for them to grow. To
give them a real chance of developing into stronger plants, the seeds must be spread out
or scattered.
 Seeds or spores are scattered in four main ways. They are shot out by the parent plant
(explosive), or are carried away by wind, water, or animals.
 Many plants are specifically built to help them spread their seeds. Some, for instance, are
designed to use the wind. E.g. the seeds of a willow herb have tiny parachutes that float
away with the wind. Many pine seeds have wings to help them spin through the air, far
from the parent tree.
Coconuts and mangroves drop their seeds into the sea. The seed sometimes drifts for
hundreds of kilometers before they are washed ashore and start to grow.
Many plants grow seeds inside a fruit. Some dry fruits have hooks and prickles that cling
to the fur of passing animals, and are dispersed in this way. Some fruits attract birds and
other animals due to their bright colours. The animals eat the fruit, but the actual seeds
are not digested and pass through the animal unharmed.
HOW SEEDS SPROUT
Ripe seeds sprout through a process called germination. After being dispersed, most seeds
remain dormant until conditions are favourable for growth.
Conditions required for seed germination:

1. Moisture
2. Adequate supply of oxygen
3. Proper temperatures (warmth)
4. Light (sunshine)
LIFE CYCLE
 The seed is dispersed and embedded in soil. It may lie dormant for months before it
starts to germinate.
 A germinating seed begins by taking in water.
 The seed swells and its seed coat softens and splits.
 The part of the embryo below the cotyledon (hypocotyl) begins to grow into the soil,
developing into the primary root. This anchors the seedling and absorbs minerals and
water, from the soil, for the developing embryo. (The young plant cannot make its own
food, until the shoot has grown above the ground and produced leaves. Before that, the
seed feeds the baby plant. Seeds store food either in the seed leaves (cotyledons), or in
special tissue called endosperm. When the leaves grow the cotyledons are not needed
and shrivel up)
 The upper part of the embryo (epicotyl) has a bud at its tip called the plumule. The
epicotyl grows longer, and upwards, pushing the plumule above the ground.
 The plumule then produces the first leaves.
NAME OF ACTIVITY: Seed dispersal
AREA: The seed
AGE: 3+
MATERIALS USED: Heading cards for seed dispersal – wind, water, animals and
explosive (self-dispersal)
Different types of seeds or pictures of different seeds
DIRECT AIM: To teach the child the function of the seed and the different
methods of seed dispersal
INDIRECT AIM: To teach the child new information about the world around us
Preparation for reproduction
To instil a love and respect for nature & the world around us
CONTROL OF ERROR: Directress, Dots on the back of the cards
PRESENTATION:
4. Tell the child that you are going to discuss the different methods of seed dispersal.
5. Briefly discuss what seed dispersal is and place the heading card at the top of the mat.
Tell the child that all plants have seeds and the seeds have to be dispersed before they
can germinate and form new plants. Plants have lots of different ways that they can
disperse their seeds.
6. Place the first heading cards of a method of seed dispersal at the top of the mat.
7. Briefly discuss the heading as you do so.
8. Wind- Some plants have little hairs attached to the seed. These act as parachutes so that
the seed can travel in the air, and then floats to the ground. For example: dandelions,
milkweed etc.
 Water- Plants that live in or near often drop t heir seeds in the water so that they are able
to float away to their new home. For example: Coconuts
 Animals- If an animal eats some fruit, the seeds inside the fruit are often not digested,
and will pass through the animal. The seeds are eventually left on the ground with the
animal’s droppings. Some seeds have sticky hairs or hooks on them, which will stick to
the fur of an animal that brushes against the plant. The seeds will then travel with the
animal until they fall off. For example: blackjacks, burs and dates.
 Explosive/self-dispersed- Some plants produce their seeds in pods that explode and their
seeds are catapulted away. For example: peas, beans, violets etc. Other plants self
disperse by dropping their seeds. For example: fishhook cactus
9. Now show the child different examples of that method of seeds dispersal.
10. Place different types of seedpods / pictures under the heading.
11. Briefly explain how each example works.
12. Then place the next heading on the mat to the right of the first one. Continue in the same
manner as before discussing the method of seed dispersal, and showing the child the
examples.
13. Continue in the same manner until all the methods have been discussed and the relevant
examples placed on the mat.
14. Show the child how to check the control of error on the back of the cards.
NAME OF ACTIVITY: Loosely grouped plant classification cards-matching
AREA: Plant classification cards
AGE: 3+
MATERIALS USED: A set of plant classification cards – cards bearing pictures of

different types of plants e.g. wild flowers, cultivated flowers,
deciduous trees, evergreen trees etc. 1 set of labelled cards,
1 set of unlabelled cards and 1 set of labels.

Matching
Concentration
For the child to recognise and identify different varieties of
plants
PRESENTATION:
4. Tell the child that you are going to work with the loosely grouped plant classification cards.
6. Briefly discuss each plant as you place the cards down.
NAME OF ACTIVITY: Loosely grouped plant classification cards – 3 period lesson
AGE: 3+
MATERIALS USED: Three unlabelled loosely grouped plant classification cards
DIRECT AIM: Learning the names of the different plants

Concentration
Memorising names
PRESENTATION:
 Name each plant in the first period (remember to isolate)
NAME OF ACTIVITY: Loosely grouped plant classification cards – for the reading
child
AGE: 5½ - 6
MATERIALS USED: A set of plant classification cards – cards bearing pictures of

different types of plants e.g. wild flowers, cultivated flowers,
deciduous trees, evergreen trees 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 plant classification cards-matching
AGE: 3+
MATERIALS USED: A set of plant classification cards – cards bearing pictures of 1

specific group of plants e.g. cone bearing trees. 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 plants
PRESENTATION:
4. Tell the child that you are going to work with the specifically grouped plant classification
cards- name the specific group for the child.
6. Briefly discuss each plant as you place the cards down.
NAME OF ACTIVITY: Specifically grouped plant classification cards – 3 period
lesson
AGE: 3+
MATERIALS USED: Three unlabelled specifically grouped plant classification cards
DIRECT AIM: Learning the names of the specific plants

Concentration
Memorising names
PRESENTATION:
 Name each plant in the first period (remember to isolate)
NAME OF ACTIVITY: Specifically grouped plant classification cards – for the
reading child
AGE: 5½ - 6
MATERIALS USED: A set of plant classification cards – cards bearing pictures of 1

specific group of plants e.g. cone bearing trees. 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: Importance of the sun
AREA: Importance of the sun
AGE: 3+
MATERIALS USED: A cut-out sun, pictures of a variety of plants (trees, flowers,

grasses etc.)
DIRECT AIM: To realise the role and importance of the sun for plants

Concentration
PRESENTATION:
4. Place the sun in the middle of the mat.
5. Tell the child what the sun is (a star, a burning ball of gas etc.) and why it is so important
(for warmth and light and so that the plant can produce food to survive.)
6. Now show the child the pictures of the plants that need the sun to live.
7. Briefly discuss how each plant in the picture needs the sun as you place the pictures
down.
8. Place all the pictures around the sun.
9. Involve the child as much as possible in the discussion.
NAME OF ACTIVITY: Living and non-living
AREA: Living and non-living things
AGE: 3+
MATERIALS USED: A heading card for living and non-living

Pictures of living and non-living entities
DIRECT AIM: To group living and non-living pictures

Grouping
Concentration
To instil a love and respect for nature & the world around us
To realise the difference between living and non-living entities

Dots on the back of the cards
PRESENTATION:
4. Tell the child that you are going to discuss living and non-living entities.
5. Briefly discuss the difference between living and non-living entities, saying that living
things can breathe, grow and reproduce.
6. Place the heading cards across the top of the mat, briefly discussing each heading as you
do so (leave a gap between them so that you can place the pictures under the
corresponding heading).
7. Now show the child different examples of living and non-living entities and then place
them under the correct headings.
8. Invite the child to help match the pictures to the appropriate heading cards.
9. Involve the child as much as possible in the discussion.
10. When all the cards have been placed give the child an overview of all the living and non-
living things that you have looked at.
11. Show the child how to check the dots on the back of the cards- this is the control of error.

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NAME OF ACTIVITY: Nature Walk

MATERIALS USED: A basket to collect specimens

DIRECT AIM: To explore nature and educate the child about it

INDIRECT AIM: Patience

1. Invite a few children to go on a nature walk.

1. Place some of the specimens found in the Stereognostic bag.

INDIRECT AIM: Patience

1. Invite a few children to go on a blindfold trail outside.

MATERIALS USED: A patch of grass under a tree outside

INDIRECT AIM: Patience

1. Invite a few children to go outside and sit under a tree.

AREA: The tree

MATERIALS USED: The tree 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 tree

MATERIALS USED: The tree 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 tree

MATERIALS USED: The tree nomenclatures – the unlabelled cards.

INDIRECT AIM: Patience

CONTROL OF ERROR: Directress

AREA: The tree

MATERIALS USED: The tree 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.

1. The branches have buds that contain new shoots.

AREA: The tree

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 tree

DIRECT AIM: Learning the names of the different tree shapes

INDIRECT AIM: Patience

CONTROL OF ERROR: Directress

AREA: The tree

INDIRECT AIM: Memory

CONTROL OF ERROR: The labelled set

EXTENSION: See end of presentation

AREA: The leaf

MATERIALS USED: The leaf 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 leaf

MATERIALS USED: The leaf 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 leaf

MATERIALS USED: The leaf nomenclatures – the unlabelled cards.

INDIRECT AIM: Patience

CONTROL OF ERROR: Directress

AREA: The leaf

MATERIALS USED: The leaf nomenclatures – 1 set of labelled cards, 1 set of

INDIRECT AIM: Memory