Lower Elementary Principles
Return to Lower Elementary Tour
Lower Elementary Lessons and Required Work Goals
Lower Elementary children are required to complete the equivalent of
three works during morning work time. Each child makes individual choices
to complete one math, one language, and one cultural work with each
work fulfilling approximately one half hour of focused concentration.
A soft tone bar is rung to help measure the time.
For some children a half hour of math may encompass four pages of multiplication,
while other children may spend a half hour on four problems. Exceptions
to the guidelines of completing three works are made for students deeply
engrossed in their work or passionate about continuing with an ongoing
Often, a work requirement may be fulfilled with a lesson being given
that day. Individual lessons are given during morning work time as well
as group lessons with a focus on a particular grade level. Though the
focus is on one grade level, students from all levels in the class are
invited to join.
Time management is a challenging skill that is learned through practice.
As the first few weeks of school are a transition time in the classroom,
we ease into the requirements.
Cosmic Education in the Lower Elementary Classroom
“When a child was very small it was enough to call him by
name for him to turn around. Now we must appeal to his soul… We
must give him grandeur. To begin with, let us present him the world.”
– Dr. Maria Montessori, From Childhood to Adolescence
Cosmic Education begins with the child who has taken a
step beyond questioning “What?” to wonder, “Why? How?
When?” This same child has refocused her vision from clearly seeing
her family as the basis of the world to viewing it as one magnified
part of a larger world. She ponders what her place is in that larger
world. The slim book of time she once carried with the single page reading
“Present” now holds an infinitely greater number of pages
with the addition of “Past” and “Future.” She
does not tire from the knowledge she has gained, as her spirit is boundless.
She craves an understanding of herself and all that she sees. She thinks
about the things that she cannot see. She wonders, “What is good?
What are the rules, and who makes them?”
How does one present a child with the world? Cosmic Education aims to
plant the seeds of the child’s own culture, all of humanity, and
all of nature, so she may see the interdependency of the universe and
gain a sense of belonging and respect in knowing she is not here by
herself but with others. Through imagination, the child is able to envision
the whole which provides a framework for integration of further knowledge.
In To Educate the Human Potential, Dr. Maria Montessori wrote, “We
cannot understand a stone without some understanding of the great sun!
No matter what we touch, an atom, or a cell, we cannot explain it without
knowledge of the wide universe.”
Through a series of Great Lessons, the child is offered a panoramic
view of the universe and human history. The child is, in a true sense,
presented with the world. The first of the Great Lessons explores creation
stories and the origins of the universe, while lessons to follow present
the beginnings of life on earth, the development of humans, and explorations
of writing and mathematics through time. Each Great Lesson is presented
in a highly impressionistic and dramatic manner, instilling a sense
of wonder in the child of her own connectedness with the cosmic process.
The principles in these lessons offer countless avenues for the child’s
exploration and provide a context for the study of details.
While the Great Lessons demonstrate the order that is innate in the
universe and the gifts that humanity has passed on to us, they also
present a holistic vision of knowledge from which the disciplines naturally
emerge and eventually return. For example, the history of writing in
Egypt is connected to clay tablets from the riverbanks of the Nile.
The Nile is connected to geography and geometry, as a three-four-five
triangle was used to survey the land following the floods. Flooding
is connected to flora and fauna and to papyrus, the writing paper eventually
used to record the history. In such a way, Cosmic Education provides
an overview to stimulate the child’s rich imagination by tying
together the details of the disciplines for language, mathematics, geometry,
geography, art, history, zoology, botany, and science.
The early elementary Montessori classroom offers a prepared environment
where the child has freedom to choose the work that interests her at
her own individual level. A variety of hands-on, self-correcting materials
are available to encourage the child’s independence, personal
responsibility, and spontaneity, while providing a frame of reference
for her exploration. The classroom provides a community of workers with
freedom of movement and choice where the child may begin to realize
her cosmic task while working alongside her classmates.
What is the child’s cosmic task? As the universe is collaborating
in the still evolving creation of everything that is, every element
of nature performs a task in maintaining a balance in the universe.
The child’s task is the same as each element of nature, to fulfill
the instinctual need to exist through survival and to contribute to
the total harmony of the universe through meaningful work.
Just as the child is presented the world through the Great Lessons and
in exploring the disciplines that emerge from them, the world presents
itself to the child in what Dr. Montessori described as “going
out.” As the child begins to view herself as a part of a larger
whole, her interest in all of creation grows. In From Childhood to Adolescence,
Dr. Montessori wrote, “Let us take the child out to show him real
things instead of making objects which represent ideas and closing them
in cupboards.” Through outings the child may discover her place
with nature and the social community.
The purpose of Cosmic Education is to interest the child, to invite
freedom, independence, and fulfillment of potential. It embraces the
understanding that answers must be divined from within. Cosmic Education
fosters a sense of respect and gratitude for all of creation that will
ultimately lead to the child’s discovery of reality.
“All things are part of the universe, and are connected with
each other to form one whole unity. The idea helps the mind of the child
to become focused, to stop wandering in an aimless quest for knowledge.
He is satisfied having found the universal centre of himself with all
things.” -Maria Montessori, To Educate the Human Potential
Return to Lower Elementary Tour
Thursday, May 5--Spelling Bee at 11:00 a.m.
Tuesday, May 10--4th grade visit to Strawberry Banke
Wednesday, May 11--Junior High Parent dinner 6:00 p.m.
Sat. Sun, May 14 & 15--JH parking cars at the Sheep and Wool Festival
May 17 to 26--Junior High to London and Iceland
Friday, May 20--Lower Elementary Camping Trip
Monday, May 30th--No school, Memorial Day
Wednesday, June 1--Move-up day, new students visit for the day and Kindergarten, 3rd and 5th,6th grade students move up to new classrooms.
Thursday, June 2--Spelling Bee at 11:00 a.m.
Wednesday, June 8--Junior High Graduation and Potluck dinner, 6:00 p.m.
Friday, June 10th--Kindergarten Graduation
Monday, June 13th--Summer Program Begins
Last Day of School--Friday June 10 Junior High, Monday June 13 Lower El, Tuesday June 14 Upper El (different ending times because of weekend make-up days)