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Montessori
Curriculum |
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Science
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Differentiation
between
living
and
non-living
things.
(Age
3-4)
-
Differentiation
between
animals
and
plants;
basic
characteristics
(Age
3-5)
-
Observation
of
animals
in
nature.
-
First
puzzles
representing
the
biological
parts of
flowers,
root
systems,
and
trees,
along
with the
anatomical
features
of
common
animals.
These
are
first
used by
very
young
children
and
puzzles,
then as
a means
to learn
the
vocabulary,
then are
related
to
photos
and/or
the
"real
thing,"
then
traced
onto
paper,
and
finally
with
labels
as a
reading
experience.
-
Nomenclature
Cards:
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Botany:
identifying,
naming,
and
labeling
the
parts of
plants,
trees,
leaves,
roots,
and
flowers.
Zoology:
identifying,
naming,
and
labeling
the
external
parts of
human
beings,
insects,
fish,
birds,
and
other
animals.
-
Introduction
of the
families
of the
animal
kingdom,
and
identification
and
classification
of
animals
into the
broad
families.
Introduction
to the
basic
characteristics,
life-styles,
habitats,
and
means of
caring
for
young of
each
family
in the
animal
kingdom.
(Age
5-7)
-
Introduction
to
ecology:
habitat,
food
chain,
adaptation
to
environment
and
climate,
predator-prey
relationships,
camouflage,
and
other
body
adaptations
of
common
animals.
-
Advanced
elementary
biology
study:
the
names
and
functions
of
different
forms of
leaves,
flowers,
seeds,
trees,
plants,
and
animals.
This
usually
begins
with
considerably
more
field
work
collecting
specimens
or
observing.
-
Study of
evolution
and the
development
of life
on the
Earth
over the
eons.
(Age 6
and up)
-
Study of
the
internal
parts of
vertebrates:
limbs,
body
coverings,
lungs,
heart,
skeleton,
reproduction.
(Age
5-8)
-
Advanced
study of
plants
in
class,
greenhouse
and
garden:
experimenting
with
soil,
nutrients,
light,
etc.
(Age 6
and up)
-
More
advanced
study of
the
animal
kingdom:
classification
by class
and
phyla.
(Age 7
and up)
The
plant
kingdom:
Study of
the
major
families
of plant
life on
the
Earth
and
classification
by class
and
phyla.
(Age 7
and up)
-
Life
cycles;
water,
oxygen,
carbon-dioxide,
and
nitrogen.
(Age 7
and up)
-
Introduction
to
chemistry:
Begins
at age 6
and
continues
throughout
the
elementary
science
curriculum.
-
The
three
states
of
matter
-
Basic
atomic
theory
-
How
elements
are
created
through
stellar
fusion
-
Elements
and
compounds
-
Mendelov's
table of
the
elements
-
Basic
molecular
theory:
Building
atomic
models
-
Physical
and
chemical
changes
-
Research
into the
elements
and
continued
study of
the
periodic
table
-
Introduction
to
chemistry
lab
experiments
-
Animal
behavior:
detailed
observation.
(Age 9
and up)
-
Anatomy:
Systems
of the
animal
and
human
body.
(Age 9
and up)
-
Health
and
nutrition.
(Age 9
and up)
-
Ecology:
Advanced
study of
the
interrelationships
of life
forms.
(Age 9
and up)
-
Development
of
skills
in
careful
observation,
recording
and
describing,
and use
of
increasingly
sophisticated
techniques
of
measurement.
-
Development
of
skills
using
common
scientific
apparatus:
microscopes,
telescopes,
hand
lens,
collecting
field
specimens,
dissecting,
preparing
displays.
-
Development
of field
science
skills:
tracking,
listening,
observing.
-
Development
of
scientific
inquiry
skills:
forming
hypothesis,
designing
experiments,
recording
results.
-
Study of
the
great
inventions;
machines
and
technology
and
their
effect
on
society
throughout
history.
-
Study of
the
great
scientists.
-
Introduction
to the
physical
sciences:
(Age
10-12)
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Geology
and
mineralogy
-
Meteorology
-
Astronomy
and
cosmology
-
Elementary
physics:
light,
electricity,
magnetic
fields,
gravity,
mass.
-
Preparing
and
analyzing
all
sorts of
graphs
and data
displays;
basic
statistics.
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Our
Goals |
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The
Montessori
curriculum
varies
at
the
four
levels
of
our
school,
but
our
goals
are
consistent
throughout
the
programs:
- To enter into a partnership with parents in the education of their children.
- To encourage the self-motivation and self-discipline that will lead to a life-long pursuit of knowledge.
- To lead children to mastery of precisely identified intellectual, social, and physical skills.
- To help children develop a positive self-image as the key to the development of their full potential.
- To foster open minds, compassion, and respect for others.
- To balance self-reliance, independence, and responsible freedom with the skills of working cooperatively.
- To instill in each child a sense of duty and personal responsibility for the world in which we live.
- To spark in our children imagination, wonder, humor, and joy...
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Woodland Hill Montessori School
100 Montessori Place, North Greenbush, New York 12144
Tel: 518.283.5400 | Fax: 518.283.4861 | Schoolcare &
Afterhours: 518.496.4136
Email:
info@woodlandhill.org
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