Module 8 Mrs.

Arooba Nasir
DK2094
ANSWER NO 1
SIGNIFICANCE OF MONTESSORI CULTURAL
EXERCISES:
Montessori Cultural exercises give opportunities to the child
Experiencing in Life Sciences (Botany and Zoology), Physical Sciences,
History, Geography, Dance and Music.
The Montessori Cultural Studies Curriculum explores the whole world
Including continents, countries, people, cultures, terrain, natural
Phenomena, science and arts.
The Montessori Cultural Studies are aimed at helping the children
Develop their personality, adapt to their culture, as well as become an
Independent, useful member of his society.
During the early years, a child is quick to grasp culture and absorb most
Of the culture around him during 0 to 6 years. A child’s natural ability to
Absorb the cultural understanding and norms of life prevalent around
him are universal regardless of the fact that the child is born in America
or a primitive tribe of Africa. The sensitive period for culture, according to most
psychologists, also
Sustains through 2 to 5 years of age. It is crucial to expose children to
Direct cultural experiences, including ways of living, history, sciences,
Geography and arts, during the absorbent period to maximize development in this
area.
Cultural subjects are character forming and they cultivate the spirit of the
Child.
Children develop cultural values naturally and undoubtedly, but still
Something lacks in today’s complex world, most of which has been
Designed by the adults for the adults, which hinders the child’s fullest
Cultural development.
In Montessori classrooms the cultural activities are very intelligently incorporated
in the environment. Along with familiarizing children with the culture, these
meaningful and interesting activities fulfil the developmental needs of the children.
Exercise of practical life that focus on the grace and courtesy of individual help to
build character and introduce him /her to norms of living in his/her culture. All the
fundamental cultural and religious values can be made a part of EPL. The
Sensorial Materials help the child to build the base for cultural work,
So he/she can become participating and contributing member of his/her
Society. Language can be seen as a bridge in culture. Language exercises
Develops written and orals skills in child that helps him/her in a social
And cultural context, both at home and school Mathematical Exercises also help
the child to adopt his/her culture through the abilities to count, calculate, compare,
relate, assess etc
 ANSWER NO 2

TWO PARTS CLASSIFIED CARDS OF THE

FLAGS OF ASIA:
Nomenclature Material for the Layers of the Earth:
Nomenclature cards of the layers of the earth with separate labels.
Nomenclature cards of the layers of the earth with labels
attached

Definition cards
Booklet of layers of Earth
 Answer no 3
The children are made to explore deeper in the world of geography by introducing
Sensorial activities with jigsaw puzzle maps of the continents, starting with the child’s
Home continent. So there are seven continents
I. Asia
II. Africa
III. Europe
IV. South America
V. North America
VI. Africa
VII. Antarctica

1. INTRODUCING THE PUZZLE MAP OF THE

CHILD’S HOME CONTINENT
Invite the group of children how already familiar with the jigsaw puzzle of the world.
Introduce them with the jigsaw puzzle of the continent and say, “today we will work with
a new map…Asia. This is the map of the continent where we all live”. Bring the globe,
Jigsaw puzzle of the world and the continent Asia. Let the child find Asia on the globe
and then on the jigsaw puzzle of the world. Compare the continent Asia with the bigger
Puzzle map. Remove 4 to 5 insets from the map e.g. Russia, India, China, Mongolia and
Kazakhstan and ask the child to place them back carefully. Continue removing more insets and
let the child to place back. Make the exercise more challenging by adding on more insets. Then
remove all the insets and place back to complete the map of the continent Asia.
2. INTRODUCING THE NAMES OF THE
COUNTRIES IN THE CHILD’S HOME
CONTINENT:
Bring the jigsaw puzzle map of Asia to the workplace with the help of child. Select three
Countries that are contrasting in shape and color including child’s own country. Give a three
period lesson and continue adding more countries while reviewing previously learnt names.
When the child has learnt the names of all countries, give names of the oceans through three
period lesson

3. INTRODUCING PICTURE FOLDER

Ask the child to select his/her favorite country and place it on the map from puzzle.
Then ask the child to choose the folder with the same color code as that of the country from the
shelf. Take the folder to the map and open it saying, “It has some pictures of the country”. Take
out one picture which may be national flower, the national animal, the national sport, the national
dress or an animal, building, landscape etc. discuss the pictures with the children and encourage
them to share what they see in the picture.
Relate the pictures with the country by placing it beside the first picture. Allow the children if
they would like to look again and talk further about it. When finished, show the children how to
carefully place the pictures back into the folder. Ask the child to place the puzzle piece back.
Repeat the procedure for another country on same or another day.

4. RECOGNIZING PICTURES OF PICTURE

FOLDER :
Invite two children. Ask them to choose their favorite country from puzzle and bring their picture
folders 2. Mix up the pictures. Explain to the children that look through the pictures and decide
to which country they belong. Ask to place the pictures beside the country on the mat. Children
can try with other countries or else wind up.

5. DRAWING THE COUNTRIES:

This is done for further child’s familiarity with the shapes of the continents and to introduce him
to paper maps. Ask the child to select the country and place it on the paper sheet. Show the child
how to trace around the puzzle insets using a pencil in order to make a map. Color the map with
the same color as the inset. Ask the child to trace and color other country puzzle pieces in the
same way. Encourage the child to take the puzzle map anytime to draw on paper.

6. LABELING THE COUNTRIES:

This is done to read and match the labels of the countries. Ask the child read the first label and
place it beside the appropriate country on the map. Continue in the same way till all the countries
have been labeled. Encourage the child to trace his own map and label them.

Answer no 4

Definitions of Land and Water Forms:

1. An ISLAND is a piece of land surrounded by water.
2. A LAKE is a body of water surrounded by land.
3. A BAY is an inlet of the sea surrounded mostly by land.
4. A CAPE is a piece of land jutting into body of water beyond the rest of the coast
line.
5. A PENINSULA is a piece of land jutting out into the water and is almost
surrounded by water.
6. A GULF is an arm of the sea extending far into the land.
7. An ISTHMUS is a narrow strip of land which joins larger portions of land.
8. A STRAIT is a narrow waterway connecting two larger portions of land.
9. An ARCHIPELAGO is a group of islands.
10. A SYSTEM OF LAKES is a formation of several lakes grouped together.
EXERCISE
THE CLOCK
MATERIAL
 A model clock with movable arms
and changeable numerals in a
box.
 A series of cards, set of
corresponding labels and stand.
PRESENTATION 1
 Invite a small group of children
who are already familiar with
numerals and can count.
 Shift the material to the workplace with the help of children.
 Point to the empty slot for numbers on the clock face and show how to
put the numbers in order one by one starting with1.
 Tell the children that these numbers on the clock face represent hours.
 Let the children take over at any time.
PRESENTATION 2
 Ask the child to arrange numbers on the clock face.
 Now demonstrate how the clock arms move around.
 Pointing the short arms say “this is the short arm. It shows what hours it
is.”
 Move the short arm onto number 1 and say, “one o’clock”. Continue in
the same way till you reach 12.
 Then ask the child to make different times e.g. “can you please make 6
o’clock?
 Complete the three period lesson with the child.
NAME: SUNDUS FARASAT
ROLL NO.: D14898
PRESENTATION 3
 Ask the child to arrange number on the clock face.
 Now pointing to the long arm say, “this is the long arm. It represents the
minutes. There are 60 minutes in an hour”.
 Pointing 12 and 1, explain that between 12 and 1 there is a time span of
five minutes.”
 Then begin to skip count by five with the child from 5 to 60 along moving
the long arm around the clock.
 When long arm takes one whole round, moves the short arm one-hour
ahead.
 Repeat a few times in the same way.
 Make different times on the clock and complete the three lesson period.
PRESENTATION 4
 Introduce the clock cards showing clock faces for all of the hours.
 Show one card to the child and ask him to tell you the time.
 Then introduce the labels and have the child match the appropriate label
to each card.
 Check his/her work when finished.
EXTENSION
 Ask the child to draw different faces and label them.
 If the child has learnt the concept of fraction, introduce half past, quarter
past, quarter to, etc.
EXERCISE 1
Land and Water Form Trays
Material: Following ten models of land and water forms prepared in trays, with
each land and water from having its exact opposite.
- Island and lake
- Cape and bay
- Peninsula and gulf
- Strait and isthmus
- Archipelago and system of lakes
Pictures of real examples of land and water forms
A small tray
A jug
A small bucket with water
A sponge or towel to dry out the trays, and clean up spills.
Box of objects, tray and towel.

Presentation
1. This exercise helps provide concrete sensorial impressions and names
Of major land and water forms.
2. The directress invites a small group of children to work with them and
introduces them to the place where the land and water form trays are kept.
3. She first selects the island and its opposite, i.e. the lake and shifts the material to
the workplace with the help of the children (along with the other material required
for the presentation).
4. She tells them that she is going to pour the water in the trays carefully to make
geographical land and water forms and telling them its name.
5. She should also give a brief definition of the land and water form, for example,
“A lake is a body of water which is surrounded completely by
land.” alongside showing them pictures of real lakes.
6. Next, she puts this tray aside and asks one of the children to pour water into the
other tray, giving the name of the form, its brief definition and showing real picture
examples as before.
7. She then puts the trays side by side and completes the Three Period
Lesson.
8. To finish up, the water is poured back into the bucket and with the help of the
children, the trays are wiped.
9. In the same, children may be familiarized with the names and definitions of
other geographical forms.
Exercise 2
Land and Water Form Cards
Material
A set of ten cards representing major geographical land and water forms
Land and water form trays.
Presentation
1. The teacher begins by inviting a small group of children who have worked with
land and water form trays.
2. She asks them to bring land and water form trays.
3. She introduces them to the place where the land and water form cards are kept,
and asks a child to shift the material.
4. The children are asked to tell the names and give a brief definition of each
model in order to review and reinforce previous learning.
5. The cards are taken out from the box and piled up, before a card is selected and
placed in front of the children.
6. They are asked to place the card beside the appropriate land and water form tray,
and this exercise is continued until all the remaining cards have been matched
against the corresponding trays.
7. Finally, the trays are removed and the Three Period Lesson is completed with
the cards, taking three at a time.
Exercise 3
Finding land and water forms on outline world map
Material
Outline maps large enough for the child to see major water and land
Forms.
Two colored pencils, brown for land and blue for water.
Presentation
1. The teacher begins by inviting a small group of children who have worked with
land and water form trays.
2. Introduce them with the maps and ask the child to shift the material.
3. Tell the children that I will use this map to highlight the land and water forms.
4. Decide along the children which form you are going to look for e.g., islands.
5. Ask the child to define it briefly and show them how to color it on the map.
6. Let a child locate the first example.
7. Help the children to locate more examples of islands and color them in the same
way.
8. Once finished, label the map according to the geographical form highlighted.
9. If children are interested, take new map for locating new forms.
10. Encourage the children to take out the maps anytime and work with them in the
same way.
Exercise 4
Classified cards of land and water forms
Material
Two sets of classified cards of land and water forms.
Presentation
1. Invite the child to bring the classified cards of land and water forms to the
workplace.
2. Take the cards without labels and select two to three cards.
3. Place the cards in front of the child and give their name one by one.
4. Complete three period lesson.
5. Repeat for all the cards.
6. Introduce the matching labels when the child is reading in the same manner.

Answer no 5

EXERCISE:
THE CLOCK:
MATERIAL:
A model clock with movable arms and changeable numerals in a box. A series
of cards, set of corresponding labels and stand.
PRESENTATION 1:
Invite a small group of children who are already familiar with numerals and can
count. Shift the material to the workplace with the help of children. Point to the
empty slot for numbers on the clock face and show how to put the numbers in
order one by one starting with1. Tell the children that these numbers on the clock
face represent hours. Let the children take over at any time.
PRESENTATION 2:
Ask the child to arrange numbers on the clock face. Now demonstrate how the
clock arms move around. Pointing the short arms say “this is the short arm. It
shows what hours itis.” Move the short arm onto number 1 and say, “one o’clock”.
Continue in the same way till you reach 12. Then ask the child to make different
times e.g. “can you please make 6 o’clock?
Complete the three period lesson with the child.

PRESENTATION 3:
Ask the child to arrange number on the clock face. Now pointing to the long arm
say, “this is the long arm. It represents the minutes. There are 60 minutes in an
hour”. Pointing 12 and 1, explain that between 12 and 1 there is a time span of
five minutes.” Then begin to skip count by five with the child from 5 to 60 along
moving the long arm around the clock. When long arm takes one whole round,
moves the short arm one-hour ahead.
Repeat a few times in the same way. Make different times on the clock and
complete the three lesson period.
PRESENTATION 4:
Introduce the clock cards showing clock faces for all of the hours. Show one card
to the child and ask him to tell you the time. Then introduce the labels and have the
child match the appropriate label to each card. Check his/her work when finished.
EXTENSION
Ask the child to draw different faces and label them. If the child has learnt the
concept of fraction, introduce half past, quarter past, quarter to, etc.