Product Overview

Designed with our easy cut system - 5 cuts or less. Requires only 3 cuts.
Printed on premium thick card stock. May be used unlaminated or laminated

Classified nomenclature for the External Characteristics of Poryphera. Used in the study of zoology in the elementary. This set focuses on just the Poryphera.

Includes:

1 Wall Chart
Control picture and label
Control definition and label
Matching picture with label, and
Matching definition with blanks and label

Since the control charts and control cards are included, we do not include a booklet.

A small hand reaches into a tide-pool and brushes a purple “plant” that feels like velvet stone.
“That’s an animal called a sponge,” you say. “Scientists place it in the phylum Porifera—a word that means pore-bearer because its body is full of tiny openings called ostia.” In a single sentence, wonder turns into scientific reasoning.

1 • Builds a Precise Scientific Vocabulary

Roots that travel well – Porus (pore) + -fer (to carry) gives Porifera; children meet the same -fer in conifer and auriferous gold.
Key terms with clear functions – Ostia (inflow pores), osculum (exhaust opening), choanocyte (collar cell that drives water), spicule (skeletal spike), mesohyl (jelly filling) all link name to job, reinforcing structure-function thinking.

2 • Sharpens Observation and Classification

Body plan over looks – Sponges lack symmetry and organs, yet share a universal water-canal system lined with choanocytes. Guiding children to trace water from ostia → canals → spongocoel → osculum rehearses grouping by internal design, not shape or color.

3 • Grounds Abstract Ideas in Concrete Experience

A dried skeleton reveals spicules under a hand lens; a live freshwater sponge in a jar shows water exiting the osculum as a visible plume. Three-part cards labeling pinacoderm, choanocyte, and spongocoel anchor big words to tangible parts.

4 • Fosters Systems Thinking and Ecology

Living filters – A one-kilogram sponge can pump up to 24 000 L of seawater per day, cleansing it of bacteria and plankton.
Microbial symbiosis – Up to 50 % of a sponge’s wet mass may be helpful microbes, a gateway to discussing microbiomes and nutrient cycling.
Reef architects – Boring sponges recycle calcium carbonate, while reef-building glass sponges create habitat for countless species.

5 • Cultivates Respectful Stewardship

Calling a specimen Aplysina fistularis instead of “sea goo” nurtures care: children gently test water quality rather than break pieces for souvenirs.

6 • Integrates Seamlessly Across the Curriculum

Curriculum Area	Practical Tie-In
Language	Root study (porus, -fer), sentence diagrams packed with sponge terms.
Mathematics	Estimating filtration volume per hour; graphing growth rings on spicules.
Cultural Studies	Natural sponges in Mediterranean history; Māori use of sponges for dyes.
Art	Radial-symmetry prints of glass-sponge lattices; watercolor washes of canal flow.
Practical Life	Testing salinity/pH in a classroom micro-reef; charting osculum flow rates.

7. Prepares for Higher-Order Research

Early mastery of words lets older elementary students navigate primary sources on early animal evolution and biotech uses of sponge compounds.

RESOURCES

Look at our Science Flow Chart for Upper Elementary and that for Lower Elementary to see how this work fits in with the traditional Montessori curriculum.

STANDARDS
View the Standards met through this material