NAME: SANA sohail ROLL NO.

DK2483

Q1) Discuss the significance of Montessori cultural exercises?

Answer:
o Montessori Cultural exercises give opportunities to the child experiencing in Life Sciences (Botany and
Zoology), Physical Sciences, History, Geography, Dance and Music.
o The Montessori Cultural Studies Curriculum explores the whale world including continents, countries,
people, cultures, terra, natural phenomena, science and arts.
o 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.
o 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 1s born in America or a primitive tribe of Africa.
o 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.
o Cultural subjects are character forming and they cultivate the spirit of the child.
o 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.
o 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.
o 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.
o The Sensorial Materials help the child to build the base for cultural work, go 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.
o Mathematical Exercises also help the child to adopt his/her culture through the abilities to count, calculate,
compare, relate, assess etc.
Q2) Prepare the following materials?
ANSWER:
TWO PARTS CLASSIFIED CARDS OF THE FLAGS OF ASIA.

Pakistan Pakistan

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Saudi Arabia

Saudi Arabia

Four parts nomenclature material for the layers of the Earth.

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 NAME: SANA sohail ROLL NO. DK2483

Q3) Name and briefly explain all the exercises that can be carried out using the Jigsaw Puzzle Maps of the
Continents?

Answer:

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

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NAME: SANA sohail ROLL NO. DK2483

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:

2.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 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 2:

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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 2:

Invite two children ask them to choose that 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.

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NAME: SANA sohail ROLL NO. DK2483

Q4) Explain how land and water forms are introduced to the child?
Answer:
1. An ISLAND is a piece of lend 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.

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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 one larger portions of land.

8. A STRAIT is a narrow waterway ‘connecting two larger portions of Land.

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NAME: SANA sohail ROLL NO. DK2483

9. An ARCHIPELAGO is a group of islands.

10.A SYSTEM OF LAKES is a formation of several lakes grouped together.

EXERCISE 1:
Land and Water Form Trays
Material:
 Following ten models of land and water forms prepared in trays, with each land and water form having its
exact opposite.
o Island and lake
o Cape and bay
o Peninsula and gulf
o Strait and isthmus
o Archipelago and system of lakes
o Pictures of real examples of land and water forms
o A small tray
o A jug
o A small bucket with water
o A sponge or towel to dry out the trays, and clean up spills
o Box of objects, tray and towel

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 NAME: SANA sohail ROLL NO. DK2483
Presentation:
i. This exercise helps provide concrete sensorial impressions and names ‘of mayor land and water forms.
ii. 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.
iii. 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).
iv. She tells them that she 1s going to pour the water in the trays carefully to make geographical land and
water forms and telling them its name.
v. 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.
vi. 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.
vii. She then puts the trays side by side and completes the Three Period Lesson.
viii. To finish up, the water 1s poured back into the bucket and with the help of the children, the trays are
wiped.
ix. In the same, children may be familiarized with the names and definitions of other geographical forms.

Exercise 2:
Land and Water Forms cards:
Material:
 A set of ten cards representing major geographical land and water forms.
 Land and water form trays.

Presentation
i. The teacher begins by inviting a small group of children who have worked with land and water form trays.
ii. She asks them to bring land and water form trays.
iii. She introduces them to the place where the land and water form cards are kept, and asks a child to shift
the material.
iv. The children are asked to tell the names and give a brief definition of each model in order to review and
reinforce previous learning.
v. The cards are taken out from the box and piled up before a card is selected and placed in front of the
children.
vi. 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.
vii. 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 ward map:
Material:
 Outline maps large enough for the child to see major water and land forms.

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 NAME: SANA sohail ROLL NO. DK2483
 Two colored pencils, brown for land and blue for water.

Presentation:
i. The teacher begins by inviting a small group of children who have worked with land and water form trays.
ii. Introduce them with the maps and ask the child to shift the material.
iii. Tell the children that | will use this map to highlight the land and water forms.
iv. Decide along the children which form you are going to look for e.g., islands.
v. Ask the child to define it briefly and show them how to color it on the map.
vi. Let a child locate the first example.
vii. Help the children to locate more examples of islands and color them in the same way.
viii. Once finished, label the map according to the geographical form highlighted.
ix. If children are interested, take new map for locating new forms.
x. 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:
i. Invite the child to bring the classified cards of land and water forms to the workplace.
ii. Take the cards without labels and select two to three cards.
iii. Place the cards in front of the child and give their name one by one.
iv. Complete three period lesson.
v. Repeat for all the cards.
vi. Introduce the matching labels when the child is reading in the same manner.

Q5)HOW ARE CHILDREN TRAINED TO TELL THE TIME IN A MONTESSORI HOUSE?

Answer:

EXERCISE: THE CLOCK

MATERIAL:
 A model clock with movable arms e bad and changeable numerals in a box.
 A series of cards, set of corresponding labels and stand.

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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 slat for numbers on the clock face and show how to put the numbers in order one by
one starting with 1.
 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.

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.

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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.

03:00 03:00

10:30 10:30

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