Cultural Subjects: Science, Geography and History

Children enter the Children’s House when their interest in observing natural and social phenomena is at its peak. They are in the process of building a framework for classifying the features of the world around them. The exercises of the senses develop and refine children’s powers of observation and sensory perception. Children learn to appreciate the natural world and social world through their senses.

Activities that provide children with experience of the natural and social world are presented in the same integrated way as all Montessori activities. Knowledge is presented to children in concrete form they can manipulate in purposeful ways. Activities allow for freedom of choice and repetition. Lessons can be given individually, or in small or large groups.

A systematic approach to the study of nature and society in the Children’s House lays the foundation for Cosmic Education, which is the major focus of studies for children aged from six to twelve years.

The curriculum below covers the Montessori Early Years Learning Programme for the Nido, Infant Communities and the Children’s House, but most of the activities are designed for the Children’s House specifically.

Jump to section:

1.CU.010 Practical life
1.CU.020 Sense Exercises
1.CU.030 Physical Science
1.CU.040 Botany
1.CU.050 Botany: Language
1.CU.060 Zoology
1.CU.070 Zoology: Language
1.CU.080 Geography
1.CU.090 Geography: Language
1.CU.100 History

Video Resources

Practical life 1.CU.010

 Knowledge, Skills and Understanding

Typically children will:

.01 Care for plants and animals

＋ Materials and Activity

Activities include:

  • developing precise hand control
  • how to lessons e.g., how to clean up, care for the natural environment, use of materials.
  • gardening, cleaning, sweeping, raking, watering and cleaning leaves.
  • providing pets with an appropriate habitat or shelter
  • feeding pets
  • harvesting and preparing vegetables from the garden for eating
  • composting
  • making suggestions to improve the care of animals and plants
  • use digital devices to record and present information about the animals and plants

Resources include:

  • sets of functional objects and implements needed for the care of plants and animals and matched to children’s size, strength and dexterity.

＋ Links to Australian Curriculum (ACv9)

  • Science
    AC9SFU01
    AC9SFI02
    AC9SFU03

  • Technologies: Design & Technologies
    AC9TDEFP01

  • Technologies: Digital Technologies
    AC9TDIFK01

Sense Exercises 1.CU.020

 Knowledge, Skills and Understanding

Typically children will:

.01 Refine and develop powers of observation and perception

.02 Recognise very small differences and similarities

＋ Materials and Activity

Activities include:

  • relevant exercises of the senses i.e. pairing then grading dimension, colour, shape, texture, sound.
  • Silence game

Resources include:

  • the Montessori sensorial materials and the indoor and outdoor environment.

＋ Links to Australian Curriculum (ACv9)

AC9SFH01
AC9SFI04

AC9S1H01
AC9SFI01
AC9SFI04

Typically children will:

.03 Begin to classify nature

＋ Materials and Activity

Activities include:

  • tracing and naming leaf shapes in the botany cabinet
  • rubbing leaf by using paper and crayon to observe veins and patterns in leaf
  • matching leaf cards and booklet with real leaf specimens
  • art and craft activities.

Resources include:

  • the botany cabinet
  • card material
  • plants in the environment.

＋ Links to Australian Curriculum (ACv9)

AC9SFU01
AC9SFH01
AC9SFI03
AC9SFU03

Typically children will:

.04 Distinguish the four fundamental tastes

.05 Distinguish scents of, for example, herbs and spices

＋ Materials and Activity

Activities include:

  • relevant exercises of the senses.

Resources include:

  • tasting bottles
  • smelling bottles.

＋ Links to Australian Curriculum (ACv9)

AC9SFH01
AC9SFI04
AC9SFU03

AC9SFH01
AC9S1H01
AC9SFU03
AC9SFI04

Physical Science 1.CU.030

 Knowledge, Skills and Understanding

Typically children will:

.01 Observe and respond to natural phenomena to gain an impression of the scientific properties of such phenomena

.02 Explore the many features of the world

.03 Investigate their surroundings by observing, questioning, exploring and reporting

.04 Develop awareness of the purpose digital devices and systems

＋ Materials and Activity

Activities include:

  • using a magnifying glass
  • undertaking simple experiments, e.g., magnets, sink/float, air, sound, gravity, light, push, pull, movement, shape
  • collecting rocks
  • telling the time
  • monitoring the daily weather
  • observing and learning about clouds
  • learning about the sun, moon, stars and constellations
  • cooking
  • mixing colours
  • reading age-appropriate books about the physical sciences.

Resources include:

  • sets of functional objects and implements matched to children’s size, strength and dexterity.

＋ Links to Australian Curriculum (ACv9)

  • Science
    AC9SFU02
    AC9S1U02
    AC9SFH01
    AC9S1H01
    AC9SFU03
    AC9S1U03
    AC9S2U03
  • Science
    AC9S2U01
    AC9SFU02
    AC9SFU03
  • Science
    AC9S1U02
    AC9SFI01
    AC9SFI02
    AC9SFI04
    AC9SFI05
  • Technologies: Digital Technologies
    AC9TDIFK01
    AC9TDIFK02
  • Technologies: Digital Technologies
    AC9TDIFK01

Botany 1.CU.040

 Knowledge, Skills and Understanding

Typically children will:

.01 Refine and develop powers of observation and perception

.02 Explore and observe the world of plants

.03 Develop an appreciation of the wonders of the plant world

.04 Begin to understand what plants need to survive, grow and thrive

.05 Learn to care for plants

.06 Understand the effect of seasonal changes on plants

.07 Become aware of the interdependency of all living things and the function of each in the web of life

＋ Materials and Activity

Activities include:

  • planting and watering
  • raking and hoeing
  • weeding, composting, harvesting, repotting
  • working with leaves e.g., cleaning, matching to botany cabinet shapes, collecting for study; drawing, making leaf collages and prints
  • experiments including the needs of plants, what seeds need to germinate and grow
  • nature walks
  • nature table

Resources include:

  • sets of functional gardening implements matched to children’s size, strength and dexterity.
  • selection of age-appropriate books about plants and animals
  • gardens with planted and wild areas, flowering and non-flowering plants, with garden beds, raised areas and planter boxes
  • indoor plants (non-toxic) representing a variety of species e.g., one for each leaf shape in the botany cabinet
  • Magnifying glass

＋ Links to Australian Curriculum (ACv9)

AC9SFH01
AC9S1H01
AC9S2H01

AC9SFH01
AC9S1H01
AC9S2H01

AC9SFU01

AC9S1U01
AC9SFU01

AC9SFU01
AC9S1U01

AC9S1U02

AC9SFH01

Botany: Language 1.CU.050

 Knowledge, Skills and Understanding

Typically children will:

.01 Build a vocabulary for talking about plants

.02 Write and read about plants (4-6 years)

＋ Materials and Activity

Spoken language activities include:

  • names of plants, leaf shapes, parts of a plant, parts of roots, parts of a flower, parts of a leaf
  • names of gardening activities and tools
  • stories and poetry about nature
  • pictures about plants as motives for spontaneous conversations
  • use of plants by First Nations people before colonisation

Written language activities include:

  • labels for botany cabinet leaf shapes; indoor and outdoor plants; wall charts and pictures
  • picture cards, labels, definitions and control booklets e.g., parts of plants, roots, flowers and leaves, and types of flowers, plants and fruit

＋ Links to Australian Curriculum (ACv9)

AC9SFU01

AC9SFU01

Zoology 1.CU.060

 Knowledge, Skills and Understanding

Typically children will:

.01 Refine and develop powers of observation and perception

.02 Explore and observe the world of animals

.03 Develop an appreciation of the wonders of the animal world

.04 Begin to understand what animals need to survive, grow and thrive

.05 Learn to care for animals

.06 Understand the effect of seasonal changes on animals

.07 Become aware of the interdependency of all living things and the function of each in the web of life

＋ Materials and Activity

Activities include:

  • caring for animals (feeding, watering, cleaning)
  • preparing habitats
  • studying and sorting different types of shells
  • observing life cycles e.g., butterfly, frog
  • learning external parts of the human body.

Resources include:

  • animals in the environment, both pets (e.g., guinea pigs; rabbits, bird, fish) and short term visitors (e.g., lizards, snails, ladybirds).

＋ Links to Australian Curriculum (ACv9)

AC9SFH01

AC9SFH01

AC9SIU01

AC9SIU01

AC9SIU01

AC9SIH01
AC9SFI04

AC9SIH01
AC9SFI04

Zoology: Language 1.CU.070

 Knowledge, Skills and Understanding

Typically children will:

.01 Build a vocabulary for talking about animals

.02 Write and read about animals (4-6 years)

＋ Materials and Activity

Spoken language activities include:

  • names of animals, types of animals, animal characteristics, parts of animals
  • picture cards sets of animals: types, parts of, phases of life cycle
  • pictures about animals as motives for spontaneous conversations
  • interpreting rock art
  • discussing animals that are native to Australia

Written language activities include:

  • classified picture card sets, labels, definitions and control booklets e.g., vertebrates/invertebrates, prehistoric animals, herbivorous/carnivorous animals; marine, desert, forest, jungle, mountain animals; types of animals both invertebrate (e.g., arachnids, crustaceans, insects) and vertebrate (fish, amphibians, reptiles, birds, mammals)
  • labels for phases parts of the life cycle of animals
  • labels for the external parts and features of animal bodies and the human body
  • reading and writing descriptions, stories and poetry about animals
  • word study activities e.g., male/female, animal young, animal homes, animal groups collective nouns

＋ Links to Australian Curriculum (ACv9)

AC9SFU01

AC9SIU01

Geography 1.CU.080

 Knowledge, Skills and Understanding

Typically children will:

.01 Develop a logical framework to order and store their impressions of the world and our place on the earth

.02 Gain an initial awareness of the importance of the variety of ecology

.03 Gain initial understandings of features of land, sea and air

.04 Gain initial impressions of how plants and animals are distributed across the earth

.05 Begin to appreciate what people across the world have in common, as well as the variation among peoples/cultures and environments

.06 Begin to appreciate the industry, inventions and creativity of humans all over the world including the First Nations people wisdom regarding our land care and management, and their ability to exist in a very challenging physical environment.

.07 Become aware of their place in the cosmos

＋ Materials and Activity

Activities include:

  • working with Montessori globes and puzzle maps, commencing with the world and the continent of Australia
  • sensorial activities with globes
  • name, order and classify
  • understanding directions with globe such as north, south, east and west and link in the magnetic force of the north pole
  • drawing and labelling maps and flags, noting differences in size and proportion of land
  • flag nomenclature and flag activities
  • listening to and playing music and singing songs from around the world
  • activity of the three elements, soil, water and air
  • making land and water forms in sand/clay
  • drawing or tracing land and water forms.
  • Learn about names of different aspects of weather, and discuss different types of weather instruments

Resources include:

  • sandpaper globe of the world (land and water distribution)
  • painted globe of the world (continents and oceans)
  • pairs of land and water forms: island/lake, peninsular/gulf, isthmus/strait, bay/cape, archipelago/group of lakes
  • political puzzle maps of the continents of the world
  • political map of the states and territories of the children’s own country
  • classified pictures of people, places, plants and animals, products from different countries in each continent
  • flags of the countries of each continent
  • picture material of flora and fauna emblems of countries/states
  • picture material of biomes i.e. life zones with own climate and features such as seasons, plants and animals: forest, savannah, grasslands, desert, ice cap, mountains, wetlands
  • manufactured and craft items from around the world
  • clay models depicting land and water forms.

＋ Links to Australian Curriculum (ACv9)

  • HASS
    AC9HSFK03
    AC9HS1K03
    AC9HSFS01
    AC9HSFS02
    AC9HSFS03
    AC9HSFS04
    AC9HSFS05
  • HASS
    AC9HSFK03
    AC9HS1K03
    AC9HSFS01
    AC9HSFS02
    AC9HSFS03
    AC9HSFS04
    AC9HSFS05
  • HASS
    AC9HSFK03
    AC9HS1K03
    AC9HSFS01
    AC9HSFS02
    AC9HSFS03
    AC9HSFS04
    AC9HSFS05
  • HASS
    AC9HSFK03
    AC9HS1K03
    AC9HSFS01
    AC9HSFS02
    AC9HSFS03
    AC9HSFS04
    AC9HSFS05
  • HASS
    AC9HSFK03
    AC9HS1K03
    AC9HSFS01
    AC9HSFS03
    AC9HSFS04
    AC9HSFS05
  • HASS
    AC9HSFK03
    AC9HS1K03
    AC9HSFK04
    AC9HSFS01
    AC9HSFS02
    AC9HSFS03
    AC9HSFS04
    AC9HSFS05
  • Technologies: Design & Technologies
    AC9TDEFK01
  • HASS
    AC9HSFK03
    AC9HS1K03
    AC9HSFS01
    AC9HSFS04
    AC9HSFS05

Geography: language 1.CU.090

 Knowledge, Skills and Understanding

Typically children will:

.01 Build a vocabulary for talking about places and people across the world

.02 Write and read about places and people across the world (4-6 years)

＋ Materials and Activity

Spoken language activities include:

  • greetings and counting from around Australia and the world
  • names of the continents
  • names of countries within a continent
  • names of states and territories in children’s own country
  • names of land and water forms
  • classified pictures of generic land and water forms
  • classified pictures of real land and water forms

Written language activities include:

  • writing names of land and water forms, continents, oceans, countries, states etc with moveable alphabet
  • labels, control of error cards, definition booklets for land and water forms
  • labels, control of error cards, definition booklets for continents and oceans
  • labels for hemispheres
  • labels for countries in a continent, and states and territories of children’s own country
  • identifying and labelling land and water forms on outline maps of the world (isolation maps)
  • picture cards and descriptions of people’s lives in tropic, desert and Arctic regions of the world
  • collections of classified pictures and labels for each continent based on the needs of humans (material and spiritual)
  • booklets for different continents written, illustrated and published by the children

Resources include:

  • puzzle maps
  • globe of the world (land and water)
  • land and water forms
  • fundamental needs of man chart
  • map of First Nations migration routes that follow waterways in Australia

＋ Links to Australian Curriculum (ACv9)

  • HASS
    AC9HS1K03
    AC9HSFS01
    AC9HSFS03
    AC9HSFS04
    AC9HSFS05
  • HASS
    AC9HSFK04
    AC9HSFS03
    AC9HSFS04
    AC9HSFS05

History 1.CU.100

 Knowledge, Skills and Understanding

Typically children will:

.01 Gain an impression of time passing

.02 Gain an initial impression of ages past

.03 Recognise and appreciate the contributions of individuals from around the world, from pre-colonisation times as well as, past and present

.04 Explore the interrelatedness of all people and their experiences and all things on earth over a period of time

＋ Materials and Activity

Activities include:

  • Birthday celebration includes their timeline, milestones, discussion of changing seasons, and photos of each year, earth relation to the sun
  • Creating a family tree that has photos and names of family members, and their relationships
  • Timeline of the child’s life
  • Exploring seasons
  • Telling the time using both analogue and digital clocks
  • Labelling the parts of clocks
  • Sorting, matching and labelling card material.
  • Use time-related terms
  • Story telling about country, totems, and songlines
  • Calendar and questioning what it can tell us
  • Extend what could be included in a calendar to develop vocabulary
  • Story of cultivation of grain and the change from nomadic life to settlement
  • Research and discover where items come from and where they go – the beginnings of invention and trade

Resources include (according to interest):

  • collections of items from a past time e.g., the time when grandparents were children
  • classified card sets of historical objects and events
  • collections of pictures for each continent showing people, places and events past and present
  • the timeline of human life and the environment of Australia
  • fundamental needs of man chart
  • timeline and picture material for learning about the history of human tools, materials, rock art, daily life, food sources, trade routes, transport, lighting, clothing, housing etc. (history folder)
  • seasons folder
  • classified cards of, for example, famous people past and present and their contribution to bring about change for others

＋ Links to Australian Curriculum (ACv9)

  • HASS
    AC9HSFK01
    AC9HSFK02
    AC9HS1K02
    AC9HSFS01
    AC9HSFS02
    AC9HSFS03
    AC9HSFS04
    AC9HSFS05
  • HASS
    AC9HSFK02
    AC9HSFS01
    AC9HSFS02
    AC9HSFS03
    AC9HSFS04
    AC9HSFS05
  • HASS
    AC9HSFK03
    AC9HSFK04
    AC9HSFS01
    AC9HSFS02
    AC9HSFS03
    AC9HSFS04
    AC9HSFS05
  • Technologies: Design & Technologies
    AC9TDEFK01

Resources

 

Geography

1. Sandpaper Globe

2. Land and Water Forms

3. The Continent Globe and Map

 

4. Geography Folders

5. I Spy Game

 
 
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