Naushaba Jabeen

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Module: 8
Montessori Geography & History
Assignment

NAUSHABA JABEEN
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Q # 1 Discuss the Significance of Montessori

Cultural Exercises.
Ans:-
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
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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.
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Q # 2 Prepare the Following Materials,

 Two parts classified cards of the flags of Asia.

Pakistan

Pakistan

Saudi Arabia Saudi Arabia

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 Four Parts Nomenclature Material for the Layers of the Earth.

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Q # 3 Name and Briefly Explain all the

Exercises that can be carried out using the
Jigsaw Puzzle Maps of the Continents?
Ans:-
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.

1. Asia
2. Africa
3. Europe
4. South America
5. North America
6. Africa
7. 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
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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

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 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.
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Q # 4 Explain How Land and Water Forms are

Introduced to the Child.
Ans:-
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.
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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.
 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:
 This exercise helps provide concrete sensorial impressions and names
of major land and water forms.
 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.
 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 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.
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 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.
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:
 The teacher begins by inviting a small group of children who have
worked with land and water form trays.
 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.
 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.

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.
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Presentation:
 The teacher begins by inviting a small group of children who have worked
with land and water form trays.
 Introduce them with the maps and ask the child to shift the material.
 Tell the children that I will use this map to highlight the land and water
forms.
 Decide along the children which form you are going to look for e.g.,
islands.
 Ask the child to define it briefly and show them how to color it on the map.
 Let a child locate the first example.
 Help the children to locate more examples of islands and color them in
the same way.
 Once finished, label the map according to the geographical form
highlighted.
 If children are interested, take new map for locating new forms.
 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:
 Invite the child to bring the classified cards of land and water forms to
the workplace.
 Take the cards without labels and select two to three cards.
 Place the cards in front of the child and give their name one by one.
 Complete three period lesson.
 Repeat for all the cards.
 Introduce the matching labels when the child is reading in the same
manner.
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Q # 5 How are Children Trained to tell the

Time in A Montessori House?
Ans:-
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?
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 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.
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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.