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AGE 6-12+ EARTH, Physical Sciences:
Astronomy to geology, cosmic tasks
Lab manuals
Timelines
Reprinted from:
Child of the World, Essential Montessori for Age three to Twelve
ISBN: 1-879264-11-0
FROM THE GENERAL TO THE SPECIFIC, FROM THE
CIMPLE TO THE COMPLEX
As in all areas of the elementary curriculum,
Earth Sciences—physics, chemistry, etc., begin with the overview and
progress to details. The child learns the functioning of the galaxies, the
universe, then solar systems, the formation of Earth, seasons, natural wonders,
the weather, rocks and minerals, etc. As he learns about the discoveries
in the past he participates in present discovery by means of experiments
in all areas.
Beginning at age six, physics, chemistry, geography, and so on are introduced
and continue until the end of the elementary class at age twelve.
Older children often come to lessons given to the younger children, and
younger children are welcome at lessons given to their elders. Each year
the child sees more interrelatedness between these areas because lessons
and experiments are going on all the time at all levels. This annual repetition
leads to deeper understanding as the child incorporates his own experience
of another year of life.
Because the child at this age is very interested in using his imagination,
we also give him the mythology of the world by which humans have explained
natural laws. He develops language skills by the study and written expression
of this work, and math and geometry come alive as tools to measure these
discoveries.
LAB MANUALS
Children can develop personal lab manuals, sometimes
drawn, sometimes written beginning at age six and continuing through the
years. The scientific method of recording experiments follows the traditional
format, the children selecting an experiment, gathering the materials,
following the steps to test the hypothesis, and observing, and sometimes
recording the results and explanation.
TIMELINES
Timelines are used in all areas of the elementary
curriculum. For an interesting timeline, make a long strip of cloth or
paper, marking the years in the billions, millions, thousands—like
the markings on a ruler—from the beginning of earth's creation to
the present.
Next figure out how long there have been plants and animals and color
this part of the timeline a different color. Now mark, with another color,
the length of time humans have been here. This is a powerful image for
children, or adults. Timelines can be made for all different subjects,
tracing the history of the natural world, the development of the mapping
the earth, the discovery of elements, and so forth.
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© Copyright Michael Olaf, 2004
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INTRODUCTION
There
is no subject in the elementary class that is taught in isolation; all
of the work is interrelated and a child's interest and
developing passion in one area of study
gradually leads her to all the rest.
The teacher does not require specific work, but guides the children as
individuals or self-formed small groups in doing research following their
own interests, in creating and finishing research projects, and in finding
a way to express them. The teacher gives the basic lessons over and over,
but never knows where this research will go each year, with each individual
child, and each group of children. This is as exciting for the teacher
as for the children.
ASTRONOMY TO GEOLOGY,
COSMIC TASKS
Long ago, the sciences were taught
in conjunction with the study of human life. This changed radically with
the discovery, by Copernicus, that the Earth is not the center of the
universe—science and religion going their separate ways. This break
has lasted till today.
There is now a movement to bring the spiritual view of life and sciences
back together. We can help by giving lessons that show the child that:
(1) All of the rules of physics and chemistry (e.g. gravity) follow
an order dictated by God, or a creative force.
(2) Each element, from the tiniest atom to the human being, has
an important role to play, a cosmic task, in this scheme of life. The
term cosmic task is used often in the elementary class. Cosmos is the
opposite of chaos, and implies some kind of a logical order to reality,
and children at this age are fascinated by attempts to figure it out.
Dr. Montessori pointed our that every element in our world has some important
task to perform, a task that will fulfill a need for itself, and in the
process— contribute to the need of others. She took the common mollusk
as an example. As it draws calcium carbonate out of the seas to build
its protective coating, its house or shell, it at the same time reduces
the level of this substance from sea water. If the level of this mineral
were high enough it would poison all life on earth. This work is the cosmic
task of the mollusk. The lowly common fly, as another example, lays its
eggs on dead creatures and its offspring devour the tissues, feeding themselves,
and at the same time ridding the environment of dead matter, that would
otherwise pile up and pollute the earth. This is the cosmic task of the
fly.
An artist, in fulfilling an inner command to express through paints a
feeling that must get out and can be expressed in no other way, brings
beauty and/or meaning to others sometimes throughout generations. This
is the cosmic task of the artist.
Children explore first the cosmic task of the elements of the physical
earth, then other living creatures, and finally other humans and themselves.
The most important point is that the child realizes that he or she has
an important part to play in this picture.
THE ARTS
The
arts play a large part of every area of the elementary studies. Models,
plays enacting historical dramas such as the measurement of the earth,
songs, artwork, there is no end to possibilities.
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TEXT - To return to
the Child of the World main page of the philosophy and practice text,
go to: michaelolaf.net/
/1CWhome.html
PRODUCTS - For "Age
6-12+ The Earth" products, go to: www.michaelolaf.com/1CW612earth.html
The products selected by the Michael Olaf Montessori
staff are very different from those commonly available for children. They
are made of natural materials whenever possible; they are beautiful; they
meet an important developmental need; and they have proven themselves
over the years, or have been well-tested to meet the highest standards.
Products which support this section of Child of the World, Essential Montessori
for Age Three to Twelve, include: books on the universe and stars, planet
cards, first geography books, optic wonder, early reading earth books,
rock samples, scientists card game, periodic table of the elements poster,
physics and chemistry experiment books.
If you would like to order a copy of Child of the
World to read at your leisure, and to share with non-internet friends
and associates, please see http://www.michaelolaf.net/ordering.html
Return to the Michael Olaf home pages:
http://www.michaelolaf.net (free
information on Montessori philosophy and practice)
http://www.michaelolaf.com (products)
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