Physical and Life Sciences Curriculum: Ages Nine to Twelve
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The Earth
3.SC.010 Science History and Inquiry Skills
3.SC.020 Map Reading and Making
3.SC.030 Australia’s Position on the Earth
3.SC.040 Australian Physical Geography
3.SC.050 Universe, Solar System and the Earth
3.SC.060 Solar Energy and the Earth
3.SC.070 Movement of the Earth
3.SC.080 The Work of Air: atmosphere and wind
3.SC.090 The Work of Water
Sciences Overview
Montessori environments prepared for children from six to twelve years have fully equipped science areas in which children undertake experiments relating to all areas of the physical and life sciences, including:
astronomy
physics and chemistry
geography and geology
biology and ecology
When children enter the environment prepared for six to nine year olds, the first science experiments they encounter reveal basic knowledge that helps them understand:
the formation of the solar system
the earth and its parts
the development of life on earth
the needs of plants and animals.
Subsequent science experiments enable children to explore in more detail topics in geography and biology. As children complete the experiments, and design some of their own, they learn about the struggle of life to survive and evolve, and the benefits of this vast work over millennia. Children come to see that they have a place in the universe, and in the web of life, as well as a responsibility to contribute to their world in productive ways. As a result, children begin to engage in problem-solving activities relating to themselves and their role in the natural and social environment. Most importantly, they learn that their life is full of meaning.
Physical Sciences: astronomy, dynamic geography, chemistry and physics
The study of the physical sciences is presented as a series of discussions and stories, with the help of charts and experiments to illustrate key points. Each story or discussion opens up a new area of science, providing a key to further exploration. These keys enable children to understand the physical world in which they live.
When children have an understanding of how the universe was formed, and the laws that underpin the formation of the earth, they are able to follow their interests to explore any aspect of the physical sciences, including:
stars, planets, comets and black holes
landforms, weather phenomenon and changes to the earth
atoms, molecules, states of matter and chemical changes
light, sound, magnets and simple machines
Life Sciences: Biology and Ecology
In the Montessori cosmic education curriculum, biology highlights the interdependence of all living and non-living things within the environment and the ways in which these interdependent relationships are sustained. The aim of this area of the curriculum is to foster in children an ecological view of the web of life and a feeling of responsibility for the environment. To provide children with an intellectual tool for ordering and relating information about the biological world, systems for classifying living things are introduced.
The study of biology includes both botany and zoology. Children engage in a range of activities through which they investigate and classify the plant and animal kingdoms. They examine:
the internal and external parts of plants and animals
the vital functions of plants and animals, including locomotion, nervous system, respiration, nutrition, and reproduction
In summary, studying biology in this way offers children a means for classifying plants and animals, allowing them to order and relate biological facts. The study reveals how systems of classification follow evolution. Children discover that each life form on earth, while apparently selfishly fighting for its own survival, is in reality serving the good of the whole. Dr Montessori called this phenomenon the cosmic plan.
Map Reading and Making 3.SC.010
Knowledge, Skills and Understanding
Typically, children will:
.01 Examine how people use data:
to develop scientific explanations
how advances in science are often the result of collaboration or build on the work of others
.02 Consider how people use scientific explanations to:
identify problems
consider responses
make decisions
.03 Develop and pose questions to:
explore observed patterns and relationships
make predictions based on observations
.04 Plan and conduct investigations to:
answer questions or test predictions,
while including variables to be changed, measured and controlled in fair tests,
while considering the safe use of materials and equipment
.05 Follow procedures and use equipment to:
observe, measure and record observations
make formal measurements
using familiar scaled instruments and
using digital tools as appropriate
.06 Construct and use representations to:
organise data and information
show simple relationships
identify patterns
use tables, simple column graphs and visual or physical models
.07 Compare methods and findings with those of others:
consider if investigations were fair
identify questions for further investigation
draw conclusions
.08 Write and create texts:
to communicate findings and ideas
for identified purposes and audiences
using scientific vocabulary and digital tools as appropriate
＋ Materials and Activity
Activities include:
Inquiry and skills can be found in the studies of the Earth in the Physical and Life Sciences 9-12:
- The Earth:
- Map reading and making
- Australia’s position on the earth
- Australian physical geography
- Biology and Ecology
- Chinese boxes and the Tree of Life
Inquiry and skills can be found in the studies of History and Social Sciences 9-12:
- Time:
- Time: extension
- The great fable of evolution
- The significance of the coming of humans
- Society and civilization: 2nd level
- Migration
- Study of Australia:
- Australian political geography
- Australian economic & cultural geography
- Study of Australian history and society:
- Australian history
- Australian citizenship
- Study of the World:
- Study of countries other than Australia
- Cultural and economic geography: the work of humans
- Study of the United Nations
Resources include:
- Lamp, globe and other scientific model materials
- Montessori geography and botany charts
- Montessori puzzle maps, flag maps and related materials
- Montessori land and water forms and related card materials
- Montessori timelines and related card materials
- materials for experiments
- a variety of historic and geographic sourced objects and artefacts
- unscaled, scaled and annotated timelines
- labelled and annotates maps and models
- stories about significant events and special places
- historical and scientific texts including various atlases
- maps, chart and other visuals
- historical and geographical images
＋ Links to Australian Curriculum (ACv9)
AC9S5H01
AC9S4H01
AC9S6H01
AC9S4H02
AC9S5H02
AC9S6H02
AC9S4I01
AC9S5I01
AC9S6I01
AC9S4I02
AC9S5I02
AC9S6I02
AC9S4I03
AC9S5I03
AC9S6I03
AC9S4I04
AC9S5I04
AC9S6I04
AC9S4I05
AC9S5I05
AC9S6I05
AC9S4I06
AC9S5I06
AC9S6I06
Map Reading and Making 3.SC.020
Knowledge, Skills and Understanding
Typically, children will:
.01 Extend skills in compass and map reading
.02 Extend skills in map-making and drawing plans
.03 Construct a grid coordinate system that uses coordinates to locate positions within a space; use coordinates and directional language to describe position and movement
.04 Extend knowledge of longitude, latitude and degrees
＋ Materials and Activity
Activities include:
- demonstrations and lessons: the story of direction
- compass reading exercises and projects; making a compass
- using the sky to navigate (sun and stars)
- map-making exercises and projects; using and extending the map-maker’s alphabet, designing keys
- reading a scale and drawing to scale (How big is it? How far is it?)
- drawing plans and building models of increasing complexity e.g., street maps, plans of rooms and buildings, plans of models
- measuring mountains and representing them on paper
- reading and drawing contour lines, large scale ordinance survey maps
- going out, excursions and guest speakers
- developing and posing questions for investigations
- using observation, primary and secondary sources for examination, data collection, interpretation and to draw conclusions
- research projects e.g., history of cartography and navigation, mapping projects, orienteering.
Resources include:
- relief maps, atlas, different types of maps, street directories
- different types of compasses
- equipment for making maps
- reference and research materials (paper-based, digital, web-based, multimedia).
＋ Links to Australian Curriculum (ACv9)
AC9M5SP02
Australia’s position on the Earth 3.SC.030
Knowledge, Skills and Understanding
Typically, children will:
.01 Extend knowledge of Australia’s position on the earth:
hemisphere
latitude and longitude
climate zone
.02 Build knowledge of Australia as a land mass on the earth:
largest island/smallest continent
oceans and seas
.03 Build knowledge of Australia’s region: Oceania
.04 Build knowledge of Australia’s neighbours: New Zealand, New Guinea, East Timor, Indonesia, Antarctica, nations of the Pacific
＋ Materials and Activity
Activities include:
- lessons, demonstrations and collaborative discussions
- going out, excursions and guest speakers
- making maps, posters, artwork, models, charts and booklets
- developing and posing questions for investigations
- analysing perspectives and viewpoints regarding actions, events, issues and phenomena
- using observation, primary and secondary sources for examination, data collection, interpretation and to draw conclusions
- research projects, student presentations, factual and creative writing.
Resources include
- maps and models
- reference and research materials (paper-based, digital, web-based, multimedia).
＋ Links to the Australian Curriculum (ACv9)
AC9HS6K04
AC9HS6K04
Australian Physical Geography 3.SC.040
Knowledge, Skills and Understanding
Typically, children will:
.01 Extend knowledge of Australia’s physical geography:
coastline: seas, coasts
land and water forms: islands/lakes, peninsulas/gulfs, straits/isthmuses; capes/bays; archipelagos/chains of lakes
high country: mountains, ranges, tablelands
low country: valleys, plains
inland water: rivers (origins and systems), lakes
＋ Materials and Activity
Activities include:
- demonstrations and lessons
- going out, excursions and guest speakers
- making maps, posters, charts, graphs, artwork and models
- developing and posing questions for investigations
- analysing perspectives and viewpoints regarding actions, events, issues and phenomena
- using observation, primary and secondary sources for examination, data collection, interpretation and to draw conclusions
- research projects, student presentations, factual and creative writing.
Resources include
- maps, models, photographs
- reference and research materials (paper-based, digital, web-based, multimedia).
Universe, Solar System and the Earth 3.SC.050
Knowledge, Skills and Understanding
Typically, children will:
.01 Extend knowledge of the formation of the universe and solar system, including:
forces that shape the universe: attraction, centrifugal and centripetal, inertia, gravity, friction
the structure of matter: atoms and molecules; elements and compounds; mixtures, suspensions and solutions; structure of crystals
types of energy: solar, kinetic, mechanical, chemical, nuclear, and their production
transfer of energy e.g. heat to mechanical energy
magnetism and electricity
properties of materials
.02 Extend knowledge of the Solar System, including:
the sun and other stars
the relative size of the earth in the Universe and Solar System
the Sun’s family: planets, moons, asteroids, comets
.03 Extend knowledge of the formation of the earth, including:
cooling of the earth
formation of the oceans
erosion
three states of matter; density
composition and layers of the earth
tectonic plates; continental drift
volcanoes and earthquakes
.04 Extend knowledge of the surface of the earth (lithosphere; the mineral kingdom), including:
stratification of rocks
mountain building: folding, faults, fractures
classification of rocks, crystals and gems
＋ Materials and Activity
Activities include:
- demonstrations and lessons with charts, models and experiments
- going out, excursions and guest speakers
- observations and record-keeping
- growing crystals, making rocks
- independent research projects
- artwork, making models and charts, drama
- making simple machines and circuits
- student presentations
- factual and creative writing
- study of electronics and electrical circuits
Resources include:
- geography charts
- equipment for demonstrations and experiments
- Snap-On Electricity kits
- reference and research materials (paper-based, digital, web-based, multimedia).
＋ Links to the Australian Curriculum (ACv9)
AC9S4U04
AC9S5U03
AC9S6U03
AC9S6U04
AC9TDE6K02
AC9S5U02
AC9S5U04
Solar Energy and the Earth 3.SC.060
Knowledge, Skills and Understanding
Typically, children will:
.01 Extend knowledge of the effects of the sun on the earth, including:
sunlight absorbed, stored and dispersed by the earth
the rays of the sun falling on the earth at different angles (perpendicular and oblique)
the effect of the atmosphere on the sun’s rays
＋ Materials and Activity
Activities include:
- demonstrations and lessons with charts, models and experiments
- going out, excursions and guest speakers
- independent research projects
- observations and record-keeping
- artwork, making models and charts, drama
- student presentations
- factual and creative writing.
Resources include:
- geography charts
- equipment for demonstrations and experiments
- reference and research materials (paper-based, digital, web-based, multimedia).
Movement of the Earth 3.SC.070
Knowledge, Skills and Understanding
Typically, children will:
.01 Extend knowledge of the effects of the movement of the earth, including:
the revolution of the Earth around the sun
the rotation of the Earth tilted on its axis
night and day; hottest and coldest parts of the day
time zones: longitude
seasons
latitude and the five parallels: Equator, Tropics of Cancer and Capricorn, Arctic and Antarctic circles
temperature zones and climate
＋ Materials and Activity
Activities include:
- demonstrations and lessons with charts, models and experiments
- going out, excursions and guest speakers
- independent research projects
- observations and record-keeping
- artwork, making models and charts, drama
- student presentations
- factual and creative writing.
Resources include:
- geography charts
- equipment for demonstrations and experiments
- reference and research materials (paper-based, digital, web-based, multimedia).
＋ Links to the Australian Curriculum (ACv9)
AC9S6U02
The Work of Air: atmosphere and wind 3.SC.080
Knowledge, Skills and Understanding
Typically, children will:
.01 Build knowledge and understanding of atmospheric phenomena, including:
air pressure
how wind is formed and wind systems
sea and land breezes
the effect of the atmosphere on the earth’s temperature
planetary winds
.02 Build knowledge and understanding of the work of the wind, including:
planetary winds and ocean currents
how waves are formed
wind erosion
＋ Materials and Activity
Activities include:
- demonstrations and lessons with charts, models and experiments
- going out, excursions and guest speakers
- independent research projects
- observations and record-keeping
- artwork, making models and charts, drama
- student presentations
- factual and creative writing.
Resources include:
- geography charts, including work of the air charts
- card material
- equipment for demonstrations and experiments
- reference and research materials (paper-based, digital, web-based, multimedia).
The Work of Water 3.SC.090
Knowledge, Skills and Understanding
Typically, children will:
.01 Build knowledge and understanding of the work of water, including:
how rain is formed
clouds
snow and hail
dew, frost and fog
rivers: the origin of rivers, the life of a river, waterfalls, river mouth; rivers of the world; actions of a river
caves: stalactites and stalagmites
water erosion
valleys and canyons
plains
formation of earth pillars
lakes; underground water
destruction of rocks
the work of ice: freezing and thawing
glaciers, glacial valleys, moraines
the water cycle
water and plants
advanced land and water forms: channel, strait, canal; cape, isthumus, peninsula; promontory, spit; bay, cove, fjord, gulf, lagoon; cliff, hill, mesa, mountain, plain, plateau
＋ Materials and Activity
Activities include:
- demonstrations and lessons with charts, models and experiments
- observing and recording temperature, rain and wind direction; graphing temperature
- reading and making weather maps
- making snowflakes, clouds
- making a model of a river
- artwork, making models and charts, drama
- student presentations
- factual and creative writing
- going out, excursions and guest speakers
- independent research projects.
Resources include:
- geography charts, including work of the water charts, including river and erosion charts, water cycle and weather charts
- card material
- equipment for demonstrations and experiments
- reference and research materials (paper-based, digital, web-based, multimedia).
＋ Links to the Australian Curriculum (ACv9)
AC9S4U02
The Plant Kingdom: botany 3.SC.100
Knowledge, Skills and Understanding
Typically, children will:
.01 Extend knowledge of classification, parts and functions of plants
.02 Explore and build understanding of the vital functions of plants:
preserving life/building new cells: needs of plants, nutrition, transforming non-living to living, plants and water, roots and their growth, circulation of nutrients and water, transpiration, plants and the sun
preserving life/relating to the outside: plant sensitivity to light, water, gravity and heat; ways plants ‘travel’, how plants attach themselves
preserving the species: ways plants reproduce; ways seeds travel
.03 Extend knowledge of plant evolution and adaptation
.04 Understand the importance of plants in the web of life (ecology): providing food and oxygen, preventing erosion
.05 Respect and value the gifts plants give humans: converting the sun’s energy into food, restoring and protecting the atmosphere and soil, shade, material for building, clothing and heating, beauty, renewable resource
＋ Materials and Activity
Activities include:
- applying knowledge of plants (classification, parts, functions) to gardening and horticulture experiments and projects
- demonstrations and experiments exploring the functions of plants in more detail
- building layouts with card material
- dissecting plants, labelling parts, recording
- botanical drawing and diagrams
- making models, charts and booklets
- building definitions
- going out, excursions and guest speakers e.g., botanic gardens, herbarium, farm
- student presentations, drama
- factual and creative writing
- developing and posing questions for investigations
- using observation, primary and secondary sources for examination, data collection, interpretation and to draw conclusions
- research projects e.g., plants in zones/ regions of the earth (arid, temperate, tropical, rainforest, savannah, arctic)
- special projects including bush care and bush regeneration, building a vegetable or native garden, building a terrarium, growing and preserving fruit, flowers or grains/seeds, preparing meals with own produce.
Resources include:
- botany charts, card material, pictures, labels, definitions and booklets (classification, parts and function)
- vital functions card material and charts
- plant specimens
- reference and research materials (paper-based, digital, web-based, multimedia).
The Chemistry of the Plant 3.SC.110
Knowledge, Skills and Understanding
Typically, children will:
.01 Review the needs of plants
.02 Build first knowledge of chemistry:
the formula and structure of a molecule
the alphabet of the universe (periodic table)
.03 Apply knowledge of chemistry to plants and their functions:
making food (from minerals to proteins)
nitrogen cycle
photosynthesis
＋ Materials and Activity
Activities include:
- demonstrations and lessons with charts and specimens
- building molecules with concrete material and notating the formulae
- exploring the elements of the periodic table, their characteristics and ways of combining into molecules
- applying knowledge of chemistry to the notation of chemical processes relevant to plants
- building definitions and formulae
- going out, excursions and guest speakers
- student presentations, drama
- factual and creative writing
- developing and posing questions for investigations
- using observation, primary and secondary sources for examination, data collection, interpretation and to draw conclusions
- research projects e.g., the carbon cycle and climate change.
Resources include:
- vital functions card material and chart
- periodic table chart and card material
- plant specimens
- microscope
- manipulable concrete material for constructing models of molecules
- dissecting and drawing equipment
- reference and research materials (paper-based, digital, web-based, multimedia).
＋ Links to the Australian Curriculum (ACv9)
AC9S5U04
The Animal Kingdom: Zoology 3.SC.120
Knowledge, Skills and Understanding
Typically, children will:
.01 Extend knowledge of classification, parts and functions of animals:
invertebrates: porifera, coelenterates, worms, molluscs, arthropods, echinoderms, cephalochordates and chordates
vertebrates
.02 Extend knowledge of the vital functions of animals:
review the vital functions of animals
preserving life/building new cells: respiration, nutrition, circulation
preserving life/relating to the outside: locomotion, sensation
preserving the species: reproduction, protection of young
.03 Trace the evolution of each vital function, and the development of specialist organs, from protozoa to mammal
.04 Understand the importance of animals in the web of life (ecology): food chain, roles in different environments, biodiversity
.05 Respect and value the gifts animals give humans: fertilise the soil, food, companionship, beauty
＋ Materials and Activity
Activities include:
- applying knowledge of animals (classification, parts, functions) to the care and wellbeing of animals
- observation to explore the functions of animals in more detail
- building layouts with card material
- learning how to dissect animals or animal parts (invertebrates, fish, frog, chicken, rat, ox heart), labelling parts and recording
- drawing and diagrams
- making models, timelines, charts and booklets
- building definitions
- going out, excursions and guest speakers e.g., zoo, farm, veterinary clinic
- student presentations, drama
- factual and creative writing
- developing and posing questions for investigations
- using observation, primary and secondary sources for examination, data collection, interpretation and to draw conclusions
- research projects e.g., animals in a particular zone or region of the earth (arid, temperate, tropical, rainforest, savannah, arctic)
- special projects including care of pets and native animals, organisations concerned with the welfare of animals (WIRES, RSPCA, animal refuge), protected endangered species, keeping domestic animals for food or clothing, spinning wool from different mammals.
Resources include:
- zoology charts, card material, pictures, labels, definitions and booklets (classification, parts and function)
- timeline of life
- vital functions card material and chart
- live animal (if humane)
- dissecting and drawing equipment
- reference and research materials (paper-based, digital, web-based, multimedia).
＋ Links to the Australian Curriculum (ACv9)
AC9S5U01
AC9S4U01
AC9S6U01
Chinese Boxes and Tree of Life 3.SC.130
Knowledge, Skills and Understanding
Typically, children will:
.01 Expand knowledge of the plant and animal kingdoms to cover the five kingdoms of life:
monera
protista
fungi
plant
animal
.02 Build knowledge of cells: types and parts
.03 Study a plant in detail
.04 Study an animal in detail
.05 Consolidate and extend knowledge of ecology and ecosystems, including:
water, carbon and nitrogen cycles
ecosystems: interrelations between light, heat, humidity, soil quality
food chains and food webs
environmental threats and opportunities: pollution, climate change, sustainability, biodiversity, human management and influences
＋ Materials and Activity
Activities include:
- demonstrations and building layouts with card material
- activities and exercises with Chinese Boxes card material and charts
- linking Chinese Boxes to Tree of Life
- activities and exercises Tree of Life card material and charts
- observations and experiments
- using a microscope
- drawing and diagrams, labelling parts
- making models, charts and booklets
- going out, excursions and guest speakers
- student presentations, drama
- factual and creative writing
- developing and posing questions for investigations
- using observation, primary and secondary sources for examination, data collection, interpretation and to draw conclusions
- propose personal and/or collective action in response to an issue or challenge, and predict the probable effects
- detailed studies and research projects.
Resources include:
- Chinese Boxes card material and charts
- Tree of Life card material and charts
- chart of interdependencies
- microscope and related equipment
- reference and research materials (paper-based, digital, web-based, multimedia).
＋ Links to the Australian Curriculum (ACv9)
AC9S4U01
AC9S4U02
Human Physiology 3.SC.140
Knowledge, Skills and Understanding
Typically, children will:
01. Extend knowledge and understanding of the external parts of the human body and their functions
02. Build knowledge of the internal parts of the human body:
organs
systems
03. Use vital functions as a guide/scaffold for studying human physiology:
preserving life/building new cells: respiration, nutrition, circulation
preserving life/relating to the outside: locomotion, sensation
preserving the species: reproduction, protection of young
04. Apply knowledge of human physiology to healthy living and personal development
＋ Materials and Activity
Activities include:
- locating humans in the system for classifying animals
- the great river: story, chart and card materials
- demonstrations and experiments
- drawing and diagrams, labelling parts
- making models, charts and booklets
- going out, excursions and guest speakers e.g., health professionals
- student presentations, drama
- factual and creative writing
- applying knowledge of human physiology to own health and personal development e.g., nutrition, exercise, sleep, hygiene, eye health, reproductive health (including puberty and sex education), preventative health (including drug and alcohol education); the needs of human infants; first aid; life-saving awards; mental health
- developing and posing questions for investigations
- using observation, primary and secondary sources for examination, data collection, interpretation and to draw conclusions
- research projects e.g., detailed study of an organ or system.
Resources include:
- the Great River chart and card material
- equipment for experiments
- reference and research materials (paper-based, digital, web-based, multimedia).