Yesterday I gave the introductory presentations from the Karen Tyler albums for both zoology...
I went through the table of contents for each of those albums recently and discovered that we have done about 1/2 to 3/4 of each one. However, I've always pulled what I've needed according to interest and never approached the albums "from the beginning." Part of this is because you don't get very far into these albums before you'll see something like "Note: the child should be able to read the labels on these cards before working with this box." I didn't make a lot of sense to me to have a pre-reader trying to sort cards that say "dicotyledon" on them. However, if your child has a pet, if you grow a garden with your child, and if you use the "real words" as you teach them to care for these things you are going to cover a lot of these albums in the course of just living life.
One the things I have planned for this summer is to give the skipped presentations now that I have two readers on my hands. We will be planting our garden this weekend and this time in which we can see the plants roots and will soaking seeds is the natural time to talk about the parts of a plant, the kinds of seeds, and the needs of plants.
Because plants and animals are both living things there are some very strong parallels between some of the zoology and botany presentations. For this reason, I decided to give some of these presentations in tandem. The botany and zoology trays that I prepared for yesterday defined the terms ("Zoology is the study of animals." "Botany is the study of plants.") and demonstrated the four characteristics of living things in a very concrete way. I matched the containers between the two trays to emphasize the similarity. The cork-topped bottle that held "air" was the same on both trays, the jelly jar that held water was the same on both trays, etc.,
The trays provided a nice little "appetizer" for what is to come.
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