Asima mumtaz / Roll no 19228

PMC
Assignment
Module 8
Culture 1 (Geography & History)

Asima mumtaz
Roll no 19228
 Asima mumtaz / Roll no 19228

QUESTION # 1:
Discuss the significance of Montessori cultural
exercises.
ANSWER:
The Montessori cultural exercises hold great significance in a
child's education and development, as they are designed to foster
a deep appreciation and understanding of the world around them.
These exercises are an integral part of the Montessori curriculum
and play a crucial role in shaping a child's holistic growth. The
Montessori aims for cultural studies are to help the child.
 Develop his personality
 Adapt to his own culture
 Become an independent, useful member of his society.

SIGNIFICANCE OF MONTESSORI CULTURAL

EXERCISES:
 In a Montessori Classroom, experiences in Life Sciences (Botany
and Zoology), Physical Sciences, History, Geography, Dance and
Music are given to the child under the header of ‘Cultural
Exercises’.
 The Montessori Cultural Studies Curriculum provides
children with an opportunity to explore 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
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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 5years 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.
 There are strong reasons to support the point that it should
be the local culture of the land which should be incorporated
in the Montessori Curriculum and not some foreign culture.
 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.

● Exercises of practical life (EPL):

These exercises enable a child to learn how to perform
everyday living activities in a purposeful way.
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 value scan be made a
part of EPL.

● Sensorial Exercises:
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The Sensorial Materials help the child become aware of the details.
At first children are exposed to materials with strong contrasts
such as tall/short, rough/smooth, loud/soft. Next, the child
is exposed to more materials where the contrasts are more
subtle. They work on organizing 10 objects from tallest to
shortest, or lightest to darkest. Each of the Sensorial Materials define
one quality such as length, height, width, color, weight, shape,
texture, sound, or smell. The Montessori Sensorial Materials help
the child to distinguish, categorize, and relate the information to
objects they already know.
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 Exercises:
These exercises include a variety of gross and fine motor skill
activities that help the child develop hand and eye coordination.
Montessori modules may be taken in any order, emphasizing the
fundamentals of the phonics approach to reading, developing a child’s
vocabulary, writing, and reading skills.
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:
Mathematical Exercises also help the child to adopt his/her cultue
through the abilities to count, calculate, compare, relate, assess
etc.
- Montessori Math - Memorization
- Number Rod Addition
Short Bead Stair Addition
Addition Snake Game
- Addition Strip Board
- Subtraction Snake Game
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- Subtraction Strip Board

- Short Bead Stair Multiplication
- Multiplication Board

Cultural studies help teach children how to respect people from other
races, countries and religions. At this stage, the teacher involves the
class in a study of life and culture on earth. The curriculum then
branches into different directions, such as, geography, culture
(mannerism of life), and history. Children are taught history
parallel to the concept of time.
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QUESTION # 2:
Prepare the following material and send to your tutor
a long with the assignment:
 Four part nomenclature material for the layers of
the earth.
 Two part classified cards of the flags of Asia.
ANSWER:
Four part nomenclature material for the layers of the
earth:
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THE EARTH
1. 2.

Earth

3.

4.
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INNER EARTTH

1, 2,

Inner Earth
3.

4.
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CRUST
1. 2.

Crust
3.

4.
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MANTLE
1. 2.

Mantle
3.

4.
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INNER CORE

1.
2.

Inner Core
3.

4.
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OUTER CORE
1. 2.

Outer Core
3.

4.
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TWO PARTS CLASSIFIED CARDS OF

THE FLAGS OF ASIA:
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Pakistan Saudi Arab

Bangladesh

Pakistan Bangladesh

Malaysia
Saudi Arab
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QUESTION # 3:
Name and briefly explain all the exercises that can be
carried out using the Jigsaw Puzzle Maps of the
Continents?
ANSWER:
Presentation: Naming the Continents on the Jigsaw
Puzzle Map
Material:
● 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, Antarctic Ocean). The teacher begins by
inviting achild and has him lay out a mat and shift the continent puzzle
map to the mat. 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.
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Presentation: 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

Exercise:
This exercise helps children with the visual recognition of the
forms of the political divisions of the continents and helps
familiarize with and memorize the names of the countries. A child
is invited by the directress to come work with her and a mat laid
rolled out with their help. He is brought over to the puzzle maps
and told that they will be working with the puzzle map of one of
the continents. The teacher begins with their home continent, for
example, Asia, pointing to it on the world map, and asking the
child for this continent’s name. She shows the child that the Asia
on the world map is the Asia that is in large (on the continent
map).
She tells the child that now, on the Asia map, they can see the
countries (putting the world map aside for now). Slowly, by using the
knobs, three of the puzzle pieces (three different countries, not touching,
and preferably, not the same color) are taken out. Each one is placed on
the map to the left of the puzzle, as another three pieces are taken out
and replaced in their correct spot by the child. Similarly, four pieces are
replaced correctly and so on. The child is allowed to work with the pieces
of the country map, three pieces are taken out, for e.g. China,
Bangladesh and Pakistan and their names repeated. The child is then
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asked to replace them, using their name, for example, “Please put back
China.” This is repeated until all of the pieces have been put back.
The child is then asked to take out the same three pieces, one by one,
and by name, for example, “Please take out Pakistan.” Once all three are
out, the child is asked, “What country would you like to put back?” (The
child should respond with the name of one of the countries.)
This Three-Period Lesson is repeated for the other countries until
the child knows all of the countries by name. This may take some time.
Once the child knows his home continent, he can choose to work with
another continent map.
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
IV. North America
V. Africa
VI. 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.
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Then remove all the insets and place back to complete the
map of the continent Asia.
2. I N T R O D U C I N G T H E N A M E S O F T H E
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 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
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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. D R A W I N G T H E C O U N T R I E S :
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. L A B E L I N G T H E C O U N T R I E S :
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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QUESTION # 4:
Explain how land and water forms are introduced to
the child.
ANSWER:
EXERCISE 1
Land and Water Form Trays:

Material:
Following ten models of land and water forms prepared in trays, wit h
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:
1.This exercise helps provide concrete sensorial
impressions and names of major land and water forms.
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2. The di rec tress invites a s mall group of children to

work wi th them and introduc es them to the pl ace
where the land and water form trays are kept.
3.She fi rs t selects the isl and and its opposi te, i.e. the
l ak e and s hifts the material to the work place wi th the
hel p of the c hil dren (al ong wi th 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 fi nis h up, the water is poured back into the
buc ket 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.
Extensions:
 Invite the children to make their own land and water
forms outdoor in the soil or indoor in small bowls/trays
using plasticine.
 Encourage children to find geographical forms in
atlases, magagzines and books.

Exercise 2
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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 exerc ise
is c onti nued until all the remai ni ng c ard s 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.
Extensions:
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Encourage the children to draw their own land and water

forms. Also ask them to label their drawings if they can
read and write.

Exercise 3
Finding land and water forms on outline world map

Material
 Outline maps l arge enough for the c hil d to s ee
maj or water and l and forms.
 Two colored pencils, brown for land and blue for water.

Presentation:
1. The teacher begins by inviting a small group of children who
haveworked 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.
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Exercise 4
Classified cards of land and water forms
Material:
 Two sets of classified cards of land and water forms, one set
with labels attached, the second set with matching labels.

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.

Exersise 5:
Land and Water Forms Definations:

Material:
 Classified cards of land and water forms.
 Control booklet of land and water forms.
 One set of cards with whole definitions and the key word
outlined in red.
 One set of cards with the key word cut out.
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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 water way connecting two larger portions of land.
9. An ARCHIPELAGO is a group of islands.
1 0 . A SYSTEM OF LAKES is a formation of several lakes grouped together.

a narrow strip of land a narrow strip of land

which joins larger which joins larger portions
portions of land is isthmus
of land is called
called ___________.
isthmus.

Presentation 1:
 Invite a small group of children who are able to read and
have learned the geographical forms.
 Read the booklet with the children, and put it aside.
 Layout the classified cards of land and water forms.
 Introduce the definitions cards and have the children read
them one by one.
 Ask the children to read each definition card and place
underneath the corresponding classified card.
 Continue until all definition cards are matched.
 Ask the children to check their work with the booklet.
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Presentation 2:
 Introduce the second set of definitions with the key
word missing.
 Ask the children to read each definition card and
match it with the separate keyword.
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QUESTION # 5:
How are children trained to tell the time in a
Montessori house?
ANSWER:
In a Montessori environment, children are trained to tell time using
a gradual and hands-on approach that incorporates both concrete
and abstract learning experiences. Here's how children are
typically trained to tell time in a Montessori house:

Exersices: 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.
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 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 6o’clock?
 Complete the three period lesson with the child.
 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 3
 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.
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 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.

The 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.

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