The second plane of development is
a time of many physical and emotional changes for the child. Dr. Montessori
called the second plane 'The Age of Serenity and of Rudeness,’
a reflection on the often unpredictable manners of the 6-12 year old
child. During the second plane of development children undergo many
physical changes, they begin to lose their teeth, grow taller, and toward
the end of the second plane may go through puberty.
As the child moves from the first
plane of development into the second plane of development he begins
to take note of the world around him and ask questions like “Who
am I?” “Where do I come from?” and “Why am I
here?” The second plane child is interested in the interrelatedness
of all things and wonders about his place in the Universe. He also has
an increased need for socialization, puts forth increased amounts of
effort and concentration, continues to exert his independence, and uses
his imagination to explore his world.
The Elementary curriculum is designed
around the characteristics of the second plane child and was developed
to meet his specific needs, helping him to not only explore his world,
but to find his place in it.
The Upper Elementary
Program
The goal of the Upper Elementary program
is to prepare students for a traditional middle school while keeping
true to the Montessori principles, in that the curriculum continues
to be individualized based on the interests and needs of the child.
Our curriculum builds on what the students experienced in the Lower
Elementary while introducing more structure. Students develop their
organizational skills as well as note-taking and study skills. They
are encouraged to take responsibility for their own learning. We use
text books and the computer to augment our classroom materials. We focus
on analytical research and writing. Assessments are used to evaluate
student learning and to help the students reflect on their own progress.
Curriculum Objectives
& Learning Expectations
HISTORY AND GEOGRAPHY
The History and Geography curriculum is the
core of our curriculum; it is the center from which all other disciplines
radiate. The Great Lessons and subsequent lessons present the story
of the universe in a logical, sequential way. They tell of how each
event, each particle, each element, and each species contributed to
the formation of earth as we know it. The lesson format and progression
are designed to inspire the child’s imagination and show him the
interrelatedness of all things.
We begin our studies with the presentation of human creation stories,
which appeal to the philosophical nature of creation and expose children
to the attempts of different cultures to understand the formation of
the universe. Once this cultural perspective is place we bring the vastness
of the universe down to an elemental level with the presentation of
scientific theory. Key impressionistic lessons about the formation of
Universe are progressively presented. These lessons incorporate biology,
physical science, history, and geography. We move from the creation
of galaxies to the formation of planets. We explore how life came to
earth, beginning with microscopic CHON chains and evolving to ever more
complicated life forms. We learn about how humans have changed over
time and we present the child with the grandeur of the world as we go
out and observe the structure and composition of the earth.
While stories of the beginning of the universe and its composition capture
the child’s imagination, they do not give him a precise understanding
of the world. Classroom materials take these grandiose stories and reinforce
them in a concrete way, giving the children the tools for precise understanding.
Though exploration of the timeline of life a child gets a visual representation
of life on earth in terms of the five kingdoms, a child can hold and
explore samples of igneous, metamorphic, and sedimentary rock, to learn
more about the composition of the earth, and globes and puzzle maps
bring the vastness of the world down to a more concrete level.
The child in the second plane of development is particularly sensitive
to culture and develops a sense of belonging to the greater human family.
Lessons on the fundamental needs of man emphasize the origin of man
from the same elements regardless of race or nationality. Country and
biome studies support the exploration of the culture of different countries
and how geography impacts the way people live.
LANGUAGE
In the elementary classroom language is not only a
distinct areas in our environment but it runs parallel to all other
curricular areas. Our environment is designed such that all activities
feel naturally toward the development of the skills required for learning
language, writing, and reading.
The study of language in our classroom is multi-faceted.
Reading, writing, word study and grammar are all important components
of the study of language. We have a variety of reading levels ranging
from emergent to fluent readers. The reading skills of emergent readers
are developed through work with phonograms, sight words, and decoding
strategies. These lessons help the emergent reader develop the skills
necessary to become more fluent readers. Our fluent readers also work
with phonics, exploring graphemes and phonemes that help them recognize
patterns in words and sounds. These readers also work in reading groups
discussing literary elements such as characterization, plot, resolution,
and setting.
Writing and reading go hand in hand in our classroom. The children practice
writing in a variety of ways. Writer’s Workshop provides a framework
for giving mini-lessons on different components of writing including,
but not limited to, modeling writing, brainstorming topics, story mapping,
punctuation, revising, and editing. During Writer’s workshop the
children work on original stories, confer, revise, and edit. Creative
writing gives the children an outlet for exercising their imagination.
In addition to creative writing, expository writing also has a big role
in our classroom. As the children explore the cultural subjects they
learn to do research and write reports about the new knowledge they
have gained.
Word study begins the grammar and syntax studies that
form the backbone of our language curriculum. Word study calls the attention
of the children to the general patterns of work usage that they already
employ in speech ad allows them to extract the rules of language for
themselves intuitively through their experiences. Younger children are
exposed to affixes, compound words, synonyms, antonyms, homographs,
homophones, and homonyms at an introductory level while older children
explore such concepts in more depth.
As the children study patterns of word usage
we also introduce the function of words through the study of the nine
parts of speech. Initial experiences allow the child to understand the
function of each part of speech on a more basic level and are followed
by work with the grammar boxes. Each grammar box is designed to pinpoint
one part of speech and the ways in which it is used in the English language.
As the child begins to understand the function of each part of speech
he is ready to begin sentence analysis, exploring syntax and sentence
construction.
MATH
Montessori wrote, “…the child’s
intelligence can develop to a certain level without the help of his
hand. But if he develops it with his hand, the level it reaches is higher…”1
The application of this principle is obvious in our mathematics curriculum.
Instead of learning paper and pencil ‘tricks’ the children
work with didactic materials designed to provide a concrete understanding
of complex math concepts. In our classroom we always move from the concrete
to the abstract, and from the simple to the complex. We always ensure
complete understanding while working with the most concrete materials
on simple problems, before moving to higher levels of abstraction and
more complex problems. The children work through the curriculum at their
own pace, which allows each child the chance to fully grasp the complex
nature of many math concepts before moving on.
There are five main components of the Montessori math
curriculum: the decimal system and understanding numeration, the four
basic operations with whole numbers, memorization of facts, concepts
and operations with fractions and decimals, and geometry.
The Decimal System and Understanding Numeration:
Place value work begins with the golden bead material, which is the
most concrete material for presenting place value through 9,999. Subsequent
work with more abstract materials helps to reinforce place value through
9,999. Next the child is introduced to the hierarchical material, which
provides a concrete understanding of numbers 1-1,000,000. Again, work
with more abstract materials helps to solidify this concept. It is only
once the child is comfortable with these materials that Infinity Street
is presented. This concrete presentation helps the child understand
that numbers go on into infinity. A strong foundation in understanding
place value is crucial to the understanding of the four basic operations.
The Four Basic Operations with Whole Numbers:
In our classroom the children move both horizontally and vertically
through the four operations. Along the vertical continuum the child
moves from addition and multiplication to subtraction and division.
Along the horizontal continuum the child moves through the didactic
materials from concrete to abstract.
Memorization of Facts: Work with the memorization materials runs
parallel to work with the four operations and helps increase speed and
accuracy when adding, multiplying, subtracting, and dividing. Working
with the memorization materials allows the child to recognize patterns
and see the relationships between the four operations.
Concepts and Operations with Fractions and Decimals:
The study of fractions and decimals begins with an exploration of the
environment. Grounding the abstract concepts of parts of a while in
reality, gives the children a better understanding of what it means
to be a fraction or decimal. Subsequent work with fraction pieces and
the decimal board allows the children to discover the different properties
of fractions and decimals.
Geometry: Our study of geometry also begins
with an exploration of the environment. Geometry is all around us. After
learning the names for various plane figures and geometric solids we
begin the study of lines. Our exploration of lines includes learning
the different kinds of lines as well as the different positions of lines.
Next we move on to angles, exploring the types of angles, parts of an
angle, and measurement of angles. Then the child can begin to assemble
lines and angles into complex shapes. He discovers the properties of
different polygons: triangles, quadrilaterals, and general polygons.
Congruency, similarity, and equivalence of shapes are explored using
concrete materials. Moving from the simple to the complex allows the
child to gain a fundamental understanding of abstract geometric theories.
While the math materials bring abstract math concepts
down to a more concrete level, it is also important to not lose sight
of the big picture. Math is very culturally significant and has a rich
past filled with theories and discoveries made by ancient civilizations.
The presentation of the fifth great lesson, which tells the stories
of these cultures, helps the children understand the universal nature
of math. Incorporating real life applications of math into the curriculum
allows the children to understand the significance of math not only
in the past, but also in the present and the future. Solving story problems
and learning about time, money, graphing, probability, and measurement
give the children the skills necessary to apply math in their everyday
lives while feeling connected to the rich history of math.
1 Montessori, M. (1994).
The Absorbent Mind. New York: Frederick A. Stokes Company.
PHYSICAL SCIENCE
Our Physical Science curriculum includes
the study of physics, chemistry, astronomy, and geology as they relate
to the analysis of energy and non-living matter. Like all other disciplines
the Physical Science curriculum radiates from the History and Geography
core of the Cosmic Curriculum. The key lessons associated with physical
science are designed to inspire the children’s imaginations and
show them the interrelatedness of all things.
Physical Science permeates all areas
of our curriculum. Beginning with the first great lesson, the formation
of the Universe, the children are exposed to concepts of astronomy,
physics and chemistry. In the second great lesson we explore how life
came to earth, beginning with the microscopic CHON chains and evolving
to ever more complicated life forms. Key lessons on mater, water, atoms,
and chemical elements follow the second great lesson. The third great
lesson, the coming of man to earth, provides endless avenues for exploration
of the physical sciences. For example, one child’s study of ancient
Egyptians may lead to an exploration of the physics behind the simple
machines used to build the pyramids. A study of Greek mathematicians
might inspire a unit on the history of measurement. Or reading a biography
of Benjamin Franklin may spark an interest in learning all about electricity.
The possibilities are endless because the study of Physical Science
is truly inspired by the children’s interest in the natural phenomenon
in the world around them.
BIOLOGY
Our study of Biology is rooted in
the systematic presentation of life on earth in terms of the five kingdoms.
In the lower elementary classroom we focus primarily on the study of
animals, zoology, and the study of plants, botany. Both zoology and
botany studies begin with exploration of the external parts of familiar
plants and animals. As much as possible these explorations begin with
the study of real specimens. The study of these live specimens is reinforced
using more abstract materials like three part cards, books, and pictures.
From the study of external parts we move to first knowledge of plants
and animals. Pictures, labels, and mini-stories allow children to learn
more about specific plants and animals. They answer questions like,
“In what environment or biome does the plant or animal live?”
“How does the plant or animal reproduce?” and “Is
the plant or animal useful to humans?” These studies not only
give the children a wealth of facts and information about particular
plants and animals but they also highlight the interrelatedness of all
living things.
These initial studies prepare the
children for more in depth studies of nomenclature including the internal
parts of different animals and the many different types and parts of
plants. The older children also move on to in depth studies of how plants
and animals satisfy their needs. This includes studies of reproduction,
movement, nourishment, circulation, and respiration.
Through studies of various plants
and animals, their parts, characteristics, and needs, the children are
exposed to classification. By working with classification charts they
learn to organize living things by kingdom, phylum, order, class, genus,
and species. Classification work allows children to recognize the similarities
and differences among living things and provides an interesting look
at how humans fit into the big picture of life. This helps the children
answer the question “Who am I and where do I come from?”
The study of Biology in our classroom
is not limited to the study and classification of plants and animals.
We also spend a great deal of time learning about the climate and geography
of different biomes and exploring the different habitats and life forms
found within each. Our study of the plants and animals found in each
biome is done within the context of learning about food chains. By learning
about the primary producers, primary consumers, secondary consumers,
tertiary consumers, and decomposers found in a particular biome, the
children not only learn about the types of life found in each biome,
but they also learn to recognize how biotic and abiotic factors interact
to cycle energy through an ecosystem. This serves to further emphasize
the interrelatedness of all things.
It is our goal that though their studies
of biology the children will not only learn to identify and classify
different life forms, but they will begin to recognize patterns and
interconnections between all living things. We hope they come to recognize
that all living things, including humans, are an integral part of our
universe.
PRACTICAL LIFE
The Montessori practical life
curriculum in the elementary classroom is a continuation of the practical
life skills learned in the primary classroom. The children continue
to learn skills related to care of self, care of environment and care
of living things; however, at the Elementary level practical life activities
increasingly take the children outside of the classroom and into the
real world. The practical life curriculum is comprised of exercises
in real life that equip the child with the skills he/she needs to get
by in the world. Practical life exercises also foster concentration,
responsibility and independence. They cultivate a sense of community
within our classroom and teach the children the grace and courtesy needed
to connect with the world around them.
Care of self lessons teach
skills that give the child his desired independence and include, but
are not limited to, the areas of hygiene, care of belongings, dressing,
food preparation, laundry, sewing, and repairing. An example of such
a lesson might be teaching the child how to hang up his coat, how to
put papers in a folder, how to tie a necktie, how to make his own nutritious
lunch, how to fold laundry, how to thread a needle, or how to assemble
furniture.
Care of environment lessons
give the children responsibility for their environment both in and out
of the classroom. These lessons help build confidence and teach the
value of not letting others down. Classroom jobs give the children a
sense of importance and create a community where all members are devoted
to taking care of the classroom. Examples of classroom jobs include
table washers, attendance monitors, playground equipment carriers, and
calendar managers. As the children enter the second plane of development
and become interested in exploring the world beyond their classroom,
projects in gardening, composting, and cleaning up trash on the beach
can all teach the importance of treating our earth with respect. We
believe it is important to instill in the children a sense of how fragile
our earth is and teach them ways that they can help preserve its beauty.
Care of others lessons include
community service projects, fieldtrips and celebrations appreciating
diverse cultures. The children are responsible for the majority of the
planning for these projects, which teaches organization and makes them
think about what it means to be kind. Community service projects include
making cards or gifts for veterens, raising money for Pennies for Peace,
and donating livestock to those in need through the Heifer Foundation.
Fieldtrips are also an essential part of our practical life curriculum.
Montessori stressed the importance of going out and experiencing the
world. Children in the second plane of development have an insatiable
curiosity and need to be exposed to real things. Trips to museums, the
theatre, recycling centers, parks, etc. all give the children a chance
to explore their interests in a very real way.
Grace and courtesy is the core
of our practical life curriculum. It is important to model for the children
proper manners in a variety of settings. Role playing different scenarios
appeals to the second plane child’s vivid imagination. Examples
of grace and courtesy lessons include, but are not limited to, how to
shake hands properly, how to buy things at a store, how to behave in
a restaurant, how to behave at the theater, how to get someone’s
attention, how to give and receive compliments, and how to use “I”
statements to solve problems effectively.
