The small child is directed to observe seeds. One seed coat splits and a root appears. The seed sprouts a shoot and leaves appear. Why does the seed with light and water thrive? What happens to the other seeds? This is the beginning of the development of scientific thought.
The elementary child has what Montessori called “The Reasoning Mind” full of questions (How? What if? Why?) The five great lessons provide the framework for the elementary curriculum, exploring the secrets of the universe. The impressionistic charts provide follow up as do the experiments with real life materials. As the elementary children grow and they continue to ask these questions, they develop the skill of creating hypotheses, making observations and drawing conclusions. Montessori students’ questions become their hypothesis and through the power of observation, they come to their own conclusions about the laws of the universe.
In Upper Elementary, children have developed the concentration to focus on in-depth research. They are able to actively engage with what interests them and conduct experiments based on scientifically formulated hypotheses. They are good at collecting and interpreting data, and presenting their results. This is a time when our students participate in our elementary science fairs.
The middle school students have a lot to learn and work hard to meet state standards. Life Science and Physical Science are the focus of Middle School standards. There are Science and Engineering skills like using models to describe, test, and predict abstract phenomena. Disciplinary “Core Ideas” include the ways in which matter and energy flow in various organisms and how carbon dioxide and water combine to form carbon-based organic molecules and release oxygen. They also explore “cross-cutting concepts” that transfer across all science disciplines about patterns, cause and effect relationships and stability and change. The middle school students benefit from being part of the wider educational social community which is why they spread their wings and compete in Science Fairs, robotic challenges, and science odyssey groups.
When students are encouraged to learn about what interests them, they are more actively engaged and thoughtful about their own learning. The students are presented with the wonders of the universe in carefully designed, brief lessons. Curiosity comes alive and the students are free to explore and learn. As our children grasp the interdependence of life around them they are better prepared to understand their places in the universe.