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Exploring the Pathways of Culture Session 6
AMI/USA Refresher Course 2016 1
Science
A love for the natural world Refined skills of observation Language as a means for expression Mathematics as a means for exact expression Patience and Perseverance Precision and Accuracy Confidence, willingness to take risks Controlled and refined movement The capacity for logical, ordered thought Discovery Patterns and finding relationships Empathy, respect and consideration for people, things and actions Creativity
Curiosity
science = the state of knowing
Exploring the Pathways of Culture Session 6
AMI/USA Refresher Course 2016 2
Science is an important part of culture
• Science defines what we understand to be natural as well as what
we understand to be rational.
• The scientific values of any culture are found in what are sought
out as facts and produced as artifacts, what are designed as
processes and products, what weapons are created and what are
revered as wonders.
• Science is culturally expressed through creative expression such as
music, film, art and literature.
• Scientific values become embodied and naturalized in our
concepts, techniques, research priorities, inventions, politics and
advertising.
• Science is culturally expressed through creative expression such as
music, film, art and literature.
$800 Billion
$70 Billion
$8 Billion
Exploring the Pathways of Culture Session 6
AMI/USA Refresher Course 2016 3
Science is the process of developing and testing
mental models of how the world works,
be it the physical, biological or social world…
a process of observing events, recognizing
patterns, testing hypotheses and making causal
connections between observed events.
Gregory Feist
scientist extraordinaire
Exploring the Pathways of Culture Session 6
AMI/USA Refresher Course 2016 4
A love for the natural world Refined skills of observation Language as a means for expression Mathematics as a means for exact expression Patience and Perseverance Precision and Accuracy Confidence, willingness to take risks Controlled and refined movement The capacity for logical, ordered thought Discovery Patterns and finding relationships Empathy, respect and consideration for people, things and actions Creativity Curiosity
Supporting the development of the Scientific Mind
a love of the natural world
Exploring the Pathways of Culture Session 6
AMI/USA Refresher Course 2016 5
refined skills of observation
language as a means of expression
Exploring the Pathways of Culture Session 6
AMI/USA Refresher Course 2016 6
math ability to express exactness
patience and perseverance
Exploring the Pathways of Culture Session 6
AMI/USA Refresher Course 2016 7
develops precision
and accuracy
confidence and
a willingnes
s to take
risks
Exploring the Pathways of Culture Session 6
AMI/USA Refresher Course 2016 8
refined and controlled movements
capacity for logical, ordered thinking
Exploring the Pathways of Culture Session 6
AMI/USA Refresher Course 2016 9
discovering patterns and relationships
promote empathy and respect for people, things and actions
Exploring the Pathways of Culture Session 6
AMI/USA Refresher Course 2016 10
creativity
stimulate curiosity and a love of learning
Exploring the Pathways of Culture Session 6
AMI/USA Refresher Course 2016 11
Science in the Children’s House
m
m
Non-living / Inorganic
Matter
Living / Organic Biology
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Biology
Biology is the science that studies life in all its aspects:
• How living things live
• What they need for nourishment
• What conditions foster growth
• Life Cycles
• Interdependence of living things
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Purposes of Biology in the Children’s House:
• To guide the child’s natural exploration
• To foster an appreciation of life and an awareness of the
interdependence and inter-relatedness of nature
• To guide the child’s observation of nature
• To help the child establish a framework in which he may
begin to relate his experiences
Nature Walks
Exploring the Pathways of Culture Session 6
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The foot is noble.
To walk is noble.
Thanks to the feet,
the child who already walks
can expect of the outdoors
certain answers to his secret questions.
Maria Montessori
Outdoor Environment
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Botany
Living / Organic Biology
Non-living / Inorganic
Animals Zoology
Plants Botany
Matter
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• Caring for plants in the environment
• Planting seeds, inside and outside
• Harvesting
• Arranging flowers
• Aromatic flowers used for smelling jars
• Raking leaves
• Hoeing, weeding
• Potting or repotting plants as needed
• Composting
Botany Activities in the Children’s House – Practical Life
Exploring the Pathways of Culture Session 6
AMI/USA Refresher Course 2016 17
• The Leaf Cabinet used with real leaves
Botany Activities in the Children’s House
cordate
lanceolate
acerose
lanceolate
obcordate
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• The Leaf Cabinet used with real leaves
• Classified sets of pictures
• Give the names of the plants in the classroom
• Identify plants, bushes and trees in the outdoor
environment
• Give the names of the parts of plants, flowers and
leaves using real specimens
• Use of art medium to express knowledge of plants
• True stories, poems, songs, books, pictures on the
wall
• Cultural folder of the natural world
Botany Activities in the Children’s House
• Reading Classification
• Labels for the plants in the environment
• Plant care booklet for the plants in the
environment
• Three-part Botany Cards
• Definitions Booklets for Botany Cards
• Books and poetry about plants, trees, flowers,
biomes…
Botany Activities in the Children’s House – Reading
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This is a delicate task, for it we follow the traditional
practice of describing flowers and plants, they become
distasteful to children because they have to make an
effort to understand the details. We thus stifle in
children the possibility of eventually observing flowers
and plants. If instead, we give them the principles
which will enable them to observe these flowers; they
will stop to observe with wonder all the particulars
relative to these flowers and experience great joy.
If we know how to cultivate this tendency, this thirst
which gives them the delight of being a discoverer, then
it is enough to put children in contact with nature for
them to observe. This very different criterion in our
method consists only of a special educational
technique, which tends to prepare children to enjoy
nature.
Maria Montessori
Exploring the Pathways of Culture Session 6
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dis·cov·er
dəˈskəvər/
Verb
find (something or someone) unexpectedly or
in the course of a search
Zoology
Exploring the Pathways of Culture Session 6
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animal visitors
Hurt no living thing:
Ladybird, nor butterfly,
Nor moth with dusty wing,
Nor cricket chirping cheerily,
Nor grasshopper so light of leap,
Nor dancing gnat, nor beetle fat,
Nor harmless worms that creep.
Christina Georgina
Rossetti
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Vertebrates
Invertebrates
Animals
Mammals
Fish
Birds
Reptiles
Amphibians
Coelenterates
Annelids
Echinoderms
Mollusks
Arthropods
• Caring for animals in the environment
• Caring for animals outside
• Identify animals in the outdoor environment
• Give the names of the parts of animals from experience
with real animals
• Use of art medium to express knowledge of animals
• True Stories, poems, songs, books, pictures on the wall
• Cultural folder of the natural world
• Observe a variety of animal life
Zoology Activities in the Children’s House
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• Classified sets of pictures
• Classified sets of pictures that show a life cycle
• Classified sets of pictures for external parts
• Telling true stories about living/non-living,
classifications of vertebrates, etc. as well reading
realistic books about animals help the children to
order what they know about the animal kingdom
Zoology Activities in the Children’s House
• Reading Classification
• Booklets with definitions and descriptions previously
elicited from the children
• Booklets the children make
• Riddles: Who am I? Make these for known animals
The child names and matches the label to the picture
• Word Study: male-female-young, animals and their
homes, collective names for animals
Zoology Activities in the Children’s House –Reading
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