ASSIGNMENT MODULE 8
ZUBIA ASLAM
ROLL NO DK3075
Question#1: Discuss the significance of Montessori cultural exercises?
Answer: In the Montessori Cultural area, children are taught Geography, History, Art, Music,
and Science, how to differentiate between living and non-living things, how land, air, and water
make up the earth, matching activities such as Botany and Zoology nomenclatures. Children
enjoy working with the Continent puzzles and the Botany and Zoology puzzles.
Significance of Cultural Exercises: During early years the child is quick to grasp culture. He
absorbs most of the culture around him during 0 to 6years. The sensitive period for culture,
according to most of the psychologists, also sustains through 2 to 5 years of age. In Montessori
classrooms the cultural activities are very intelligently incorporated in the environment. How
Montessori classrooms engages children in cultural experiences:
Exercises of practical life (EPL): EPLs are just that, they are Exercises so the child can learn
how to do living activities in a purposeful way.
Sensorial Exercises: The Sensorial Materials help the child become aware of details. At first
children are exposed to materials with strong contrasts such as tall/short, rough/smooth,
loud/soft.
Language Exercises: The exercises include a variety of gross and fine motor skill activities
that help the child develop hand and eye coordination.
Mathematical Exercises: Number Rod Addition, Short Bead Stair Addition, Addition Snake
Game, Addition Strip Board, Subtraction Snake Game, Subtraction Strip Board. , Short Bead
Stair Multiplication, Multiplication Board.
Role of Directress: Directress is like a house of children whose responsibility is to realize
children about maintain and utilizing the interest towards culture.
Montessori approach to cultural studies: It involves Maria Montessori basic moto "give the
whole first and then the parts". Means from culture then continents. Montessori cultural
Materials: Cultural materials are made available in separate sections of classroom.
Purpose: Makes culture study enjoyable.
Presentation involves a lot of language work through 3PL.
Materials: Classified cards. Nomenclature cards.
ASSIGNMENT MODULE 8
ZUBIA ASLAM
ROLL NO DK3075
Question#2: Prepare the following material and send to your tutor along with the
assignment?
Answer:
Four part nomenclature material for the layers of the earth.
Two part classified cards of the flags of Asia
Four part nomenclature material for the layers of the earth.
1. Nomenclature cards of the layers of the earth with attached label
2. Nomenclature cards of the layers of the earth with Separate label
3. Picture cards and Description cards: Crust Inner Earth the Earth Mantle Inner core Outer Core
The earth is the planet on which we live.
Inner earth comprises of crust, mantle, inner & outer core.
Crust is the outer most solid shell of earth.
Mantle is the layer located below the crust. It is the largest layer of earth, 1800 miles
thick & it is composed of not dense rocks.
Outer core is a fluid layer about 2,400 km thick and composed of mostly iron and nickel
that lies above earth's sloid inner core.
Inner core of the Earth has temperature and pressures so great that mantle are squeezed
together and are not able to move.
The earth is the planet on which we live. Inner earth comprises of crust, mantle, inner &
outer core.
4. Booklet with picture and Description cards:
The earth is the planet on which we live.
Inner earth comprises of crust, mantle, inner & outer core
Question#3: Name and briefly explain all the exercises that can be carried out using the
jigsaw Puzzle Maps of the Continents?
Answer: Naming the Continents on the Jigsaw PuzzleMap
Material: Jigsaw puzzle map of the hemispheres.
ASSIGNMENT MODULE 8
ZUBIA ASLAM
ROLL NO DK3075
Purpose:
To teach the names of the seven continents: Asia, Africa, Europe, Australia, North America,
South America and Antarctica.
To teach the names of the oceans: Arctic Ocean, Indian Ocean, Atlantic Ocean, Pacific Ocean,
and Antarctic Ocean.
Presentation:
Complete work cycle is to be observed.
Invite a child and have him lay out a mat and shift the continent puzzle map to the mat.
Select and take out three continents which are contrasting in color as well as in shape.
Also include the child's own continent.
Give a three-period lesson, and continue on the following days until the child becomes
well familiar with the name of each continent.
When the child has learnt the names of the first three continents, add more continents and
continue the three period lesson, while reviewing previously learned names as well.
When the child has learnt the names of all the seven continents, give names of the oceans
in the same way through three period lesson.
Age: 3.5 years onwards
Pacific Ocean : It separates Asia and Atlantic Ocean: It separates the Americas
Australia from the Americas from Europe and Africa
Indian Ocean: It washes upon southern Asia Arctic Ocean: It covers much of the Arctic
and separates Africa and Australia and washes upon northern North America and
Eurasia.
Antarctic Southern Ocean: It encircles
Antarctica
Puzzle Maps - The Continents:
Materials:
A set of six wooden maps, one for each continent except Antarctica.
Each continent is divided into puzzle pieces according to the countries.
The wooden knob is approximately in the position of the capital city of each country.
The Puzzle Map of the World
ASSIGNMENT MODULE 8
ZUBIA ASLAM
ROLL NO DK3075
Presentation:
Invite the child to come and work with you.
Tell him that we are going to need a mat. Have him take out and unroll a mat.
Bring him over to the puzzle maps and tell him that today we will be working with the
puzzle map of one of the continents.
(Begin with your home continent.)
Have him bring it over to the mat.
Have him place it on the right side of the mat.
Then have the child bring over the puzzle map of the world and have him place it to the
left of the continent map.
Have the child sit to your left.
Procedure:
Point to the continent you have chosen (for example Europe) on the world map.
Ask the child for this continent's name.
Show the child that the Europe on the world map is the Europe that is in large (on the
continent map).
You can point out the outline of the continent on the continent puzzle.
Tell the child that now (on the Europe map) we see the countries.
Ask the child to put the Map of the World back.
Slowly, by using the knobs, take out three of the puzzle pieces (three different countries,
not touching, and preferably, not the same color.)
Place each one on the mat to the left of the puzzle.
Take out another three pieces and have the child replace them in their correct spot. Take
out four of the pieces and have the child replace them correctly.
Take out another four pieces and again have the child replace them correctly.
Have the child take out all the pieces and then replace them.
Jigsaw puzzle map of the hemispheres Exercise: This exercise helps teach the names of the
seven continents (Asia, Africa, Europe, Australia, North America, South America and
Antarctica) and the five oceans (Arctic Ocean, Indian Ocean, Atlantic Ocean, Pacific Ocean, and
Antarctic Ocean).
Procedure:
The teacher begins by inviting a child and has him lay out a mat and shift the continent
puzzle map to the mat.
ASSIGNMENT MODULE 8
ZUBIA ASLAM
ROLL NO DK3075
She selects and takes out three continents which are contrasting in color, as well as in
shape (also including the child's own continent).
The Three Period Lesson is given and the exercise continued on the following days until
the child becomes well familiarized with the name of each continent.
When the child has learned the names of the first three continents, more continents are
added and the Three Period Lesson continued, while simultaneously reviewing
previously learned names as well.
Once he has learned the names of all the seven continents, the names of the five oceans
are taught in the same way through the Three Period Lesson.
Question#4: Explain how land and water forms are introduced to the child?
Answer: Definitions of Land and Water Forms:
Land forms
An ISLAND is a piece of land surrounded by water.
A CAPE is a piece of land jutting into body of waterbeyond the rest of the coast line.
. A PENINSULA is a piece of land jutting out intothe water and is almost surrounded by
water.
An ISTHMUS is a narrow strip of land which joinslarger portions of land.
An ARCHIPELAGO is a group of islands.
Water forms
A LAKE is a body of water surrounded by land.
A BAY is an inlet of the sea surrounded mostly by land.
A GULF is an arm of the sea extending far into the land.
A STRAIT is a narrow waterway connecting two larger portions of land.
A SYSTEM OF LAKES is a formation of several lakes grouped together.
Presentation 1
Land and Water Form Trays:
Material:
Ten models of land and water forms prepared in trays, with each land and water from having its
exactopposite: ( Island, lake, Cape, bay, Peninsula, gulf, Archipelago and system of lakes).
Pictures of real examples of land and water forms
A small tray
A jug
ASSIGNMENT MODULE 8
ZUBIA ASLAM
ROLL NO DK3075
A small bucket with water
A sponge or towel to dry out the trays, and clean up spills.
Box of objects, tray and towel.
Exercise:
The directress invites a small group of children to work with her and introduces them to
the place where the land and water form trays are kept.
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).
She tells them that she is going to pour the water in the trays carefully to make
geographical land and water forms and then does it, before pointing to the tray and telling
them its name.
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.
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.
She then puts the trays side by side and completes the Three Period Lesson.
To finish up, the water is poured back into the bucket and with the help of the children,
the trays are wiped.
In the same, children may be familiarized with the names and definitions of other
geographical forms.
Presentation 2
Land and Water Form Cards
Material:
A set of ten cards representing major geographical land and water forms
Land and water form trays
Exercise:
The teacher begins by inviting a small group of children who have worked with land and
water form trays to work with her, as she asks them to bring land and water form trays.
She introduces them to the place where the land and water form cards are kept, and asks a
child to shift the material.
ASSIGNMENT MODULE 8
ZUBIA ASLAM
ROLL NO DK3075
The children are asked to tell the names and give a brief definition of each model in order
to review and reinforce previous learning.
The cards are taken out from the box and piled up, before a card is selected and placed in
front of the children.
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.
Finally, the trays are removed and the Three Period Lesson is completed with the cards,
taking three at a time.
Question#5: How are children trained to tell the time in a Montessori house?
Answer:
Purpose: of the following exercise is to help enable the children to understand the concept of
time and to be able to know as well as tell the time on a clock.
Material:
A model clock with movable arms and changeable numerals in a box
A series of cards, set of corresponding labels and stand
Exercise1:
The teacher invites a small group of children who can count and identify numerals.
She familiarizes the children with the place where the material is kept, and with their
helps, shifts it to the workplace.
She points to the empty slot for numbers on the clock face and show to put the numbers
in order, one by one, starting with '1'.
She tells them that these numbers on the clock face represent hours.
Exercise2:
The directress asks the children to arrange the numerals on the clock.
Once the children can comfortably arrange the numbers on the clock face from 1 to 12,
she demonstrate show the clock arms can move around.
Pointing to the short arm, she says, "This is the short arm. It shows what hours it is." She
moves the short arm onto number 1 and say, "One o'clock.'
Finally, she asks the children to make different times for her, for example, "Can you
please make six o'clock for me?"
ASSIGNMENT MODULE 8
ZUBIA ASLAM
ROLL NO DK3075
As an extension, the children may be asked to draw various clock faces and to label them.
When they have learned the concept of fractions, they are introduced to half past, quarter
past, quarter to, etc.