The post Montessori Cloth Folding Lesson Activity appeared first on .
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Care of the person
AGE
Three – three and a half
MATERIALS
DIRECT AIM
Fold cloth along the stitches
INDIRECT AIM
Concentration, preparation for geometry, fine motor movements
PRESENTATION
CONTROL OF ERROR
Stitches show if cloth is not folded correctly
EXTENSIONS
Folding table napkins, pillow cases, dish towels
VARIATIONS
Teaching vocabulary like meridian, diagonal, parallel
Folding different types of napkins
Doing Origami
Folding Fancy Napkins
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]]>The post Montessori Tweezing Beads Lesson Activity appeared first on .
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Practical Life
Elementary Movements
AGE
3 ½ years
MATERIALS
Soap pad, tweezer, small beads in a container
DIRECT AIM
Tweezing beads from container onto suckers of a soap pad.
INDIRECT AIM
Eye hand co-ordination, develop pincer grip, patience and concentration, dexterity, strengthen fingers
PRESENTATION
CONTROL OF ERROR
Spilling beads
Picking up (with fingers) spilt beads
EXTENSIONS
Tweezing smaller articles such as rice
VARIATIONS
Tweezing different articles onto different surfaces/containers
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]]>The post Montessori Pouring through a funnel Lesson Activity appeared first on .
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Practical Life
Elementary Movements
AGE
3 – 4 years
MATERIALS
A glass bottle, jug filled with (coloured) water, cloth.
DIRECT AIM
To pour water through the funnel into the glass/bottle.
INDIRECT AIM
Fine motor skills, eye hand co-ordination, concentration, develop strength in fingers, develop pincer grip, visual discrimination, dexterity, bilaterality, crossing the midline,estimation,
PRESENTATION
CONTROL OF ERROR
Spilling any of the water.
Overfilling the glass/bottle.
EXTENSIONS
VARIATIONS
Pouring different things such as beans,rice,salt.
Using different sizes of funnels.
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]]>The post Montessori Pouring water Lesson Activity appeared first on .
]]>AREA
Practical Life
Elementary Movements
AGE
2 ½ to 3 years
MATERIALS
Two identical jugs, water, a cloth, tray and mat.
DIRECT AIM
Pouring water from the right hand jug into the left-hand jug then from left jug into right jug. A cloth is to be used to wipe the lip of the jugs.
INDIRECT AIM
Concentration, eye–hand co-ordination, patience, hand control, eye convergence.
PRESENTATION
CONTROL OF ERROR
Spilling water.
EXTENSIONS
Pouring into smaller jugs.
VARIATIONS
Pouring coloured water, milk.
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]]>The post Montessori Pouring Beans Lesson Activity appeared first on .
]]>AGE
2 ½ to 3 years
MATERIALS
Two identical jugs, beans, tray and mat.
DIRECT AIM
Pouring beans from the right hand jug into the left hand jug then from left jug into right jug.
INDIRECT AIM
Concentration, eye–hand co-ordination, patience, hand control, eye convergence.
PRESENTATION
CONTROL OF ERROR
Noise of spilling of beans.
EXTENSIONS
VARIATIONS
Different types of beans, rice.
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Montessori Botany Cabinet and 3 sets of corresponding CardsMATERIALS: Three sets of Leaf cards. Set 1 – Solid Outline Set 2 – Thick Outline Set 3 – Thin Outline OBJECTIVES: To make the child familiar with, and to teach him the appropriate leaf shape names. To lead the child towards abstraction. To refine the child’s reasoning powers. Preparation for reading and writing. Co-ordination of Movement. CONTROL OF ERROR: There is a card for each inset. AGE: 3 plus years. PRESENTATION 1: 1. This is an individual exercise done at the table or on the floor on a floor mat. 2. Bring the first Tray to the mat and place it in the centre of the mat. The child sits on your non-dominant side. 3. Take the leaf cards from the Solid set and lay them out around the tray. 4. Lay a card out to the left-hand side of the tray, lay two cards out in front of the tray and lay the last card out on the right hand side of the tray. 5. Remove the insets slowly and gracefully by grasping the little white knob. Place them on their matching solid cards ensuring that the blue solid shape is totally covered. EXERCISE 1: The child works with the exercise as presented. EXERCISE 2: On another day, invite the child to work with the second drawer, and so on working with each drawer in succession. The child places the leaf inset on to each card in turn. EXERCISE 3: Later, the child repeats the exercise with: The broad outline cards The thin outline cards. EXERCISE 4: The child continues working until he can use all 3 drawers and all 3 sets of cards together at one time. Game 1: 1. Select a drawers of the cabinet and place it on a mat at one end of the room, ensuring that the children can see the shape. 2. Take the solid set of the cards, show a child the card and ask him to fetch the corresponding wooden inset. 3. When he brings it, let him fit it over the card. Show another card to another child and continue in this way until all the cards and insets have been matched. Game 2: 4. Select a drawer from the cabinet and place it on a mat at one end of the room, ensuring that the children can see the shape. 5. Take an inset this time, show a child the inset and ask him to fetch the corresponding card. 6. When he brings the card back, let him fit the inset and card together. 7. Show another inset to another child and continue in this way until all the cards and insets have been matched. Game 3: 1. Place two mats on the floor a good distance apart. 2. A variety of insets are placed on one mat and assorted cards are placed on the other mat. 3. Point to one inset and ask the child to bring the corresponding card. Specify whether it should be solid, a thick outline, or a thin outline. Game 4: 1. Spread all the cards from set 1 on the table. 2. Place set 2 on another table and place all the leaf drawers from the cabinet on a third table. 3. Mix the cards from set 3 and give a few to a group of children. 4. Ask them to find the corresponding insets and cards to those they have been given. 5. In doing so they have to remember the leaf shapes they have been given. Game 5: 1. Using two sets of leaf cards e.g. The solid and thick outline, share out one set of cards among the children who then place them on their tables face up. 2. Hold up one card from the other set and the child who has the corresponding card turns his card down. 3. The game continues until all the cards are used up. Game 6: 1. A more difficult variation of this game can be played by turning the card face down on the table. 2. Allow the children to have a thorough look at them. 3. Then when the Montessori Directress holds up the card from her set, the child remembers and recognises it as his card. Game 7: Stereognostic exercise 1. Place the leaf shapes and a few frames, into the stereognostic bag or blindfold the child. 2. Let the child feel the shapes and frames and replace the corresponding shape into the frame. |
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Montessori Botany Cabinet Lesson PresentationMATERIALS: A wooden cabinet with 3 drawers containing wooden frames. The wooden insets are of basic leaf shapes. An orange stick. Each inset has a knob for handling. Drawer 1: Pairs – cordate, obcordate, obovate, ovate. Drawer 2: Contrasts – lanceolate, aciculate, spatulate, linear, hastate, saggitate. Drawer 3 : Contrasts – reniform, orbiculate, deltoid (triangular), elliptical OBJECTIVES: To make the child familiar with, and to teach him the appropriate leaf shape names. To develop the child’s visual perception To teach the child new language. CONTROL OF ERROR: There is a socket for each inset in the tray in the cabinet. There is a card for each inset. AGE: 3 plus years. PRESENTATION 1: 1. This is an individual exercise done at the table. 2. Bring the 1st Tray to the table and sit on the right hand side. The child sits on your non-dominant side. 3. Choose 3 contrasting shapes. 4. Remove the insets slowly and gracefully by grasping the little white knob. 5. Place each leaf inset on the plain wooden spaces opposite. 6. With the fleshy tips of your fingers feel the entire edge of the inset in one continuous movement, starting at the near bottom corner and moving anti -clockwise. 7. Gently place the inset down and with the same fingers as before, feel the entire inside edge of the space in that inset’s frame, in one continuous movement. Again, start at the far left-hand corner and move anti-clockwise. 8. Pick up the inset and by your facial expression show that you have affirmed the shape in that they both feel the same. 9. In one smooth, continuous movement, replace the inset into its frame. 10. Repeat this process for the other 2 leaf shapes in the Tray. 11. If the leaf shape is intricate, use an orange stick to trace around the shape. EXERCISE 1: The child works with the exercise as presented. EXERCISE 2: On another day, invite the child to work with the second drawer, and so on working with each drawer in succession. EXERCISE 3: The child unrolls a floor mat and works with 2 drawers at a time. EXERCISE 4: The child unrolls a floor mat and works with 3 drawers at a time. |
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Montessori Geometric Cabinet and 3 sets of corresponding CardsMATERIALS: Three sets of Geometric cards. Set 1 – Solid Outline Set 2 – Thick Outline Set 3 – Thin Outline OBJECTIVES: To make the child familiar with, and to teach him the appropriate geometric names for the various geometric shapes. To make the child aware of the geometric shapes that are found in the every day environment. Preparation for Geometry. Preparation for reading and writing. Co-ordination of Movement. CONTROL OF ERROR: There is a card for each inset. AGE: 3 plus years. PRESENTATION 1: This is an individual exercise done at the table or on the floor on a floor mat. Bring the Circle Tray to the mat and place it in the centre of the mat. The child sits on your non-dominant side. Take the circle cards from the Solid set and lay them out around the tray. Lay two cards out to the left-hand side of the tray, lay two cards out in front of the tray and lay two cards out on the right hand side of the tray. Remove the insets slowly and gracefully by grasping the little white knob. Place them on their matching solid cards ensuring that the blue solid shape is totally covered. EXERCISE 1: The child works with the exercise as presented. EXERCISE 2: On another day, invite the child to work with the second drawer, and so on working with each drawer in succession. The child places the inset on to each card in turn. EXERCISE 3: Later, the child repeats the exercise with: The broad outline cards The thin outline cards. Game 1: Place all the drawers of the cabinet at one end of the room, ensuring that the children can see the shape. Take one set of the cards, show a child the card and ask him to fetch the corresponding wooden inset. When he brings it, let him fit it over the card. Show another card to another child and continue in this way until all the cards and insets have been matched. Game 2: Scatter two or three sets of cards on the mat from the solid set or from the broad /thin outline. Take one card away and see whether the child can identify which one you took away. Game 3: Place two mats on the floor a good distance apart. A variety of insets are placed on one mat and assorted cards are placed on the other mat. Point to one inset and ask the child to bring the corresponding card. Specify whether it should be solid, a thick outline, or a thin outline. Game 4: Spread all the cards from set 1 on the table. Place set 2 on another table and place all the drawers from the cabinet on a third table. Mix the cards from set 3 and give a few to a group of children. Ask them to find the corresponding insets and cards to those they have been given. In doing so they have to remember the figures they have been given. Game 5: Using two sets of geometric cards e.g. The solid and thick outline, share out one set of cards among the children who then place them on their tables face up. Hold up one card from the other set and the child who has the corresponding card turns his card down. The game continues until all the cards are used up. Game 6: A more difficult variation of this game can be played by turning the cards face down on the table after the children have thoroughly looked at them. Then when the Montessori Directress holds up the card from her set, the child remembers and recognises it as his card. NOTE The children must be familiar with the cards and cabinet before playing these games. |
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Montessori Geometric Tray Lesson PresentationMATERIALS: 1. Presentation tray, 3 insets. A square, a circle, an equilateral triangle. 2. Geometric Cabinet. Drawer 1: 6 circles Drawer 2: 6 rectangles Drawer 3: 6 triangles Drawer 4: 6 polygons Drawer 5: 4 curved figures Drawer 6: 4/6 quadrilaterals OBJECTIVES: To make the child familiar with, and to teach him the appropriate geometric names for the various geometric shapes. To make the child aware of the geometric shapes that are found in the every day environment. Preparation for Geometry. Preparation for reading and writing. Co-ordination of Movement. CONTROL OF ERROR: There is a socket for each inset in the tray in the cabinet. There is a card for each inset. AGE: 3 plus years. PRESENTATION 1: This is an individual exercise done at the table. Bring the Presentation Tray to the table and sit on the right hand side. The child sits on your non-dominant side. Remove the insets slowly and gracefully by grasping the little white knob. Place them on the plain wooden spaces opposite, so that there appears to be 2 squares, 2 circles and 2 triangles. With the fleshy tips of your fingers feel the entire edge of the inset in one continuous movement, starting at the near bottom corner and moving anti -clockwise. Gently place the inset down and with the same fingers as before, feel the entire inside edge of the space in that inset’s frame, in one continuous movement. Again, start at the far left-hand corner and move anti-clockwise. Pick up the inset and by your facial expression show that you have affirmed the shape in that they both feel the same. In one smooth, continuous movement, replace the inset into its frame. Repeat this process for the other 2 shapes in the Presentation Tray. EXERCISE 1: The child works with the exercise as presented. EXERCISE 2: Show the child how to remove, carry and replace drawers in the Geometric Cabinet. Begin with the circle drawer. Invite the child to work with the top drawer treating it just like the Presentation Tray. Place the insets in front of the tray. With the fleshy tips of your fingers feel the entire edge of the inset in one continuous movement, starting at the near bottom corner and moving anti-clockwise. Gently place the inset down and with the same fingers as before, feel the entire inside edge of the space in that inset’s frame, in one continuous movement. Again, start at the far left-hand corner and move anti-clockwise. Pick up the inset and by your facial expression show that you have affirmed the shape in that they both feel the same. In one smooth, continuous movement, replace the inset into its frame. On another day, invite the child to work with the second drawer, and so on working with each drawer in succession. Exercise 1: The child works through all the drawers of the cabinet one by one. |
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]]>The post Montessori Knobless Cylinders Lesson Activity appeared first on .
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Montessori Knobless Cylinders Lesson PresentationMATERIALS: Four sets of 10 cylinders. Each set is a different colour and has a corresponding colour lid. Yellow cylinders vary in height and diameter. Green cylinders vary in height and diameter. Red cylinders vary in diameter. Blue cylinders vary in diameter. OBJECTIVES:
CONTROL OF ERROR: Visual – the child can see irregularities in the seriation. If the tower topples. AGE: 2 ½ – 3 years approx. PRESENTATION: Individual exercise done on a floor mat or on a table. Place a mat on the working space. Select the yellow box first. Show the child how to carry the box using two hands cupped around the box. Remove the cylinders one by one grasping them over the top with your dominant hand. Place the box neatly to the side and the top of the mat. Show the child how to grade the cylinders from biggest to smallest in a horizontal line. Exercise 1: The child grades the cylinders. PRESENTATION 2Show the child how to build a tower with the cylinders starting with the largest cylinders first. If the mat has a thick, uneven pile, you may use the lid of the box as a base. Exercise 2:The child builds the tower. Exercise 3: The child uses the four sets of cylinders together to discover different properties such as similarities and differences in dimensions between the cylinders. |
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