Science Curriculum for the Adolescent Aged Twelve to Fifteen Years
4.Sc.060 Biological Sciences
4.Sc.070 Chemistry
4.Sc.080 Physical sciences
4.Sc.090 The Study of Human Progress and the Building Up of Civilisation - Use and Influence of Science
Science Across The Curriculum
Introduction
In the Montessori view, adolescents learn by doing. Learning by doing is a feature of the Montessori Science curriculum. Much of the curriculum is aligned with the occupations of the Montessori adolescent community. Occupations are courses of study that arise out of needs of the adolescent community and local environment. They are projects that provide real, meaningful work that aims at developing a sense of worth in the students because their contributions to the community are real.
The pedagogy used to teach science in the Montessori adolescent community can be described as project-based. Students are engaged in projects related to four science disciplines:
Earth and space sciences: cosmology, including astronomy; geology and physical geography, including the geology and geography of prehistoric periods
Biological sciences: biology, including studies in botany, zoology, ecology, physiology, comparative anatomy and health sciences
Physical sciences: physics and chemistry
Contemporary sciences: mechanics and engineering, history of science and technology, including genetics
Each project is initiated by a problem that needs a solution. For example, if the class initiates a micro-enterprise based on keeping poultry, the need to learn about the biology and needs of poultry is real. This generates meaningful engagement in the process of scientific inquiry, in which students identify and investigate key questions and gather and collate evidence-based conclusions. While each project might be grounded in one area of the curriculum more than others, opportunities for interdisciplinary studies are also valued. While the main disciplinary focus of a project might be on science and mathematics, students might also engage with knowledge and skills related to language, art, history or geography. As the projects unfold, students have the opportunity to contact scientists working in relevant fields, as a source of expertise and as a model for how to conduct scientific enquiry.
While working on projects, students are able to explore particular topics in depth. Early in the project students participate in main lessons which outline the key science concepts needed to engage with the project productively. Students then work to develop their knowledge, skill and understanding to the level required to complete the project successfully. While engaged on a project, students are free to explore areas of science, and to develop scientific capabilities that they find relevant and interesting. In addition, because the projects are undertaken in real life settings to meet real life challenges, the students also explore ethical issues relevant to the project. For example, if the students are working on a project that involves keeping poultry, they might apply their knowledge of poultry biology and behaviour to debate and explore issues relating to the relative merits of cage-laid, barn laid, free range and/or organic eggs.
As the project unfolds, students have the opportunity to take on different roles. For example, students whose project involves keeping poultry might take on the roles relating to farming, using video to keep records or bookkeeping. In this way, students learn to cooperate to achieve goals shared with others, to experiment with different occupations and to demonstrate to themselves and others that they are able to contribute to meaningful and real life ventures. In addition, they learn to think about the ethics of science and progress and develop the ability to make informed decisions about issues that relate to the health and well-being of themselves, their community and their environment.
The project-based approach allows students to develop scientific understanding and inquiry skills because, in order to complete each project, students must engage in research and experimentation. The project-based approach also enables students to understand science as human endeavour. For example, students are encouraged to explore the genesis of scientific knowledge and understandings by researching the biographies of great scientists, past and present, as well as the history of scientific concepts and ideas. As the projects unfold, students engage in seminars, debates and discussions about not only scientific knowledge, understandings and skills, but also the cultural and social issues that need to be taken into consideration when decisions and problem-solving involve science.
As part of the Montessori Science Curriculum for adolescents, students take part in field trips to observe and collect data and to become familiar with the ecology of their region. They learn to identify local plants and animals, whether native, feral or domesticated, and study the ecological systems of the region, including relations between organic and inorganic elements. Students also review their knowledge of the systems for organising knowledge in science and make note of how the knowledge, and terms used are being kept current. For example, they consolidate their knowledge of scientific taxonomies and their organising principles, as well as features, such as anatomy and physiology, which determine where organisms are placed in a classification system. Students also use their research skills to track how knowledge about evolution, and systems such as climate and ecology, is changing and expanding, and what this might mean for decision makers and humanity in general.
In summary, the ‘learning by doing’ project-based approach of the Montessori science curriculum is designed to reveal the relations between elements. This idea is elaborated upon by Montessori (1976 [1948] 93–94) in the following way:
To present detached notions is to bring confusion. We need to determine the bonds that exist between them. When the correlation among the notions, by now linked one to the other has been established, the details may be found to tie together among themselves. The mind, then, is satisfied and the desire to go on with research is born. …
Here is the essential principle of education: to teach details is to bring confusion; to establish the relationship between things is to bring knowledge.
The Aims of the Montessori Science Curriculum for Adolescents from Twelve to Sixteen years
The aims of the Montessori mathematics curriculum for adolescents aged from twelve to sixteen years include the following:
Science inquiry skills
to work with scientific data (primary and secondary), including gathering, recording, storing, collating, interpreting, and repeating investigations
to represent findings in a variety of forms, including graphs, tables and diagrams
to seek elaboration and justification of data and ideas and reflect on alternative interpretation
to use principles that will validate and demonstrate personal understanding of science
to work collaboratively to undertake lab or field science around reality based activities
to follow scientific procedures to observe, hypothesise, predict and test in an area of scientific investigation of their own choice.
to identify potential hazard and design an appropriate investigation to observe, collect data and research
Earth and space sciences
to create maps and drawings of land-based data (topographical maps).
to collect data on the geologic and mineral content of the local soil and through chemical analysis, composition studies and testing, explain the historical development of various materials
Biological sciences
to explore and represent patterns and cycles in the natural world
to create and read biological scale drawings
to Investigate the role of organisms within a variety of ecosystems
to Investigate the local flora and fauna that make up the natural local habitat
to compare and contrast various ecosystems and their associated functions in the succession of habitats
to collect data and track the variability and changes in behaviour of local and domesticated animals.
Physical sciences
to investigate physics in the total environment: the Universe, the earth, the forces that shape the earth, the structure of matter, the transformation of energy, the motion of things, the forces of nature
to select and utilize various mechanical devices while testing the models and patterns of certain scientific laws e.g. conservation of energy
Contemporary sciences
to design and use apparatus tools appropriate to occupational challenges
to maintain small common electrical and mechanical systems, identifying and eliminating possible causes of malfunctions
to compare and contrast the design, functionality and structural integrity of self-designed structures and make appropriate recommendations for improvement
Science Skills 4.Sc.010
Knowledge, skills and understanding
Typically, individuals will:
.01 Follow scientific and mathematical procedures to observe, hypothesis, predict and test in an area of scientific investigation of their own choice
.02 Identify potential hazards and risks and design an appropriate investigation, with consideration of ethics, to observe, collect data and present findings
.03 Work with scientific data (primary and secondary) including gathering, recording, storing and collating
.04 Interpret, repeat and replicate investigations
.05 Represent findings in a variety of forms, including graphs, tables and diagrams using digital technologies as appropriate to context and audience
.06 Seek elaboration and justification of data and ideas on alternate interpretations
.07 Work collaboratively to undertake and reflect upon laboratory or field science around reality-based activities and increasingly more abstract investigations
.08 Use principles such as evidence-based reasoning or the scientific method to validate and demonstrate personal understanding of science
.09 Research and explore the science of human endeavour to examine the interplay between human efforts and scientific processes to better understand the value of science in the context of human growth and achievement
.10 Reflect on and discuss science as portrayed and valued within a culture and society
＋ Materials and Activity
Activities include:
- Lessons in practice using specific equipment appropriately.
- Field work
- Writing lab reports
- Occupations projects
- Construct arguments using evidence from investigations and research
- Socratic seminar and debates
- Research projects which may focus on:
- Innovations and Achievements: How science drives technological advancements and breakthroughs that shape industries, society, and culture.
- Problem-Solving: Understanding how science is applied to address global challenges like climate change, health issues, and sustainable development.
- Human Impact on Science: Exploring how human curiosity, creativity, and collaboration fuel scientific discovery and progress.
Resources include:
Variety of websites and books that explicitly teach the scientific process of how write an:
Variety of everyday or specific materials to conduct experiments based on study
Basic science equipment in a lab:
- Bunsen burners
- Measuring equipment e.g. beakers
- Stop watches, scales
Safety equipment (PPE):
- Safety glasses
- Gloves
- Lab coats
- Masks
- Heatproof mats
- Holding equipment
Collecting data & presenting in tables and graphs
- Grid paper
- Excel spreadsheet
- Calculators
- Other online resoures
＋ Links to Australian Curriculum (ACv9)
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The Study of the Earth’s Resources and Space 4.Sc.020
Knowledge, skills and understanding
Typically, individuals will:
.01 Build knowledge of the stars, galaxies and the universe.
.02 Study the history of the exploration of the universe as undertaken through visual observation, telescopes, unmanned and manned space exploration
.03 Study the structure of the Earth and geological history
The composition of the Earth
Three states of matter
Different ways of combining attraction and gravity
Geology
.04 Study plate tectonics and geological phenomena including the formation of landscapes, variety of landforms & geomorphological hazards.
.05 Study the Sun and the Earth
Rotation of the Earth and its consequences
Earth as a sphere
Tilt of the axis
Seasons
Time zones
.06 Create maps and drawings of land-based data (topographical maps)
＋ Materials and Activity
Activities include:
- Research projects in the following areas:
- cosmology
- astronomy
- geology
- physical geography
- landforms and landscapes
- Land based occupations
- Making models
- Reading and making maps
- Creating timelines of cosmological and geological eras
- Conducting experiments
- Interdisciplinary projects related to weather and climate
- Visiting the planetarium
- Creating a planisphere and reading it
Resources include:
- Australian Curriculum: Science
- Globes
- Telescope
- Charts
- Maps
- Experimental supplies
- Non-toxic supplies for experiments
- Almanac
- Reference and research materials (paper-based, digital, web-based, multimedia)
- Local astronomical society
＋ Links to Australian Curriculum (ACv9)
Earth & Space Science
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Geography: Significance of Landform
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The Study of the Earth’s Resources and Space - Synthesising and Integrating Scientific Knowledge and Understanding: Systems of Interdependency: - Soil- 4.Sc.030
Knowledge, skills and understanding
Typically, individuals will:
.01 Investigate the composition of soil
.02 Relate soil chemistry to the study of animal and plant life
.03 Apply knowledge of the carbon, oxygen and nitrogen cycles
.04 Understand the role of soil in photosynthesis
.05 Recognise soil types, their origins and their suitability for specific plants
.06 Understand the geological impact of glaciers
.07 Describe the causes and effects of erosion
.08 Collect data on the geologic and mineral content of the local soil, through chemical analysis, composition studies and testing, and explain the historical developments of various materials
＋ Materials and Activity
Activities include:
- Research projects
- Land based occupations
- Testing, grading, and mapping soil types
Resources include:
- Australian Curriculum: Geography
- Soil test kit
- Mineral sample kit
- Range of soil types
- Access to internet, e.g. Google Earth, Geographic Information Systems (GIS)
- Plants, fertilizers, potting mix, plant pots
- Reference and research materials (paper-based, digital, web-based, multimedia)
The Study of the Earth’s Resources and Space - Synthesising and Integrating Scientific Knowledge and Understanding: Systems of Interdependency: Water 4.Sc.040
Knowledge, skills and understanding
Typically, individuals will:
.01 Review study of the Work of Water
the river
rain
ocean waves
ice
the water cycle
water and vegetation
.02 Review the physical properties of water
.03 Consider water as an environmental resource
.04 Identify water forms on earth
.05 Role of water in connecting places
.06 Describe the role of water in photosynthesis
.07 Comprehend the concept of watershed
.08 Investigate the availability of water across the nation - quantity, quality, variability, scarcity
.09 Discuss the ethical implications of water use and management
.10 Study environmental change and management in Australia and another country
＋ Materials and Activity
Activities include:
- Test water quality in local areas
- Fieldwork
- Research projects in humanities
- Research projects in biology
- Explore First Nations water use and management
- Land based occupations
- Physical geography
Resources include:
- Water test kit
- Chemistry glassware for separation of soluble and insoluble substances
- Conductivity meter
- pH meter
- Reference and research materials (paper-based, digital, web-based and multimedia)
- Australian Curriculum: Geography
- Australian Curriculum: Science
＋ Links to Australian Curriculum (ACv9)
Geography: Water in the world
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The Study of the Earth’s Resources & Space - - Synthesising and Integrating Scientific Knowledge and Understanding: Systems of Interdependency: - Air 4.Sc.050
Knowledge, skills and understanding
Typically, individuals will:
.01 Review and describe the study the Work of Air
protection of the atmosphere
rains
winds
land and sea breezes
seasons and the winds
ocean currents
the wind as sculptor
.02 Investigate the chemistry of the air
.03 Define and explore meteorology
.04 Comprehend the transfer of heat energy
.05 Relate movement of air to climatic patterns
.06 Understand the role of convection in heating and cooling
.07 Discuss the implications of degrading air quality and the relation between air quality and climate change
＋ Materials and Activity
Activities include:
- Research projects in humanities
- Land based occupations
- Testing and analysing air quality
- Physical geography
Resources include: - Australian Curriculum: Geography - Australian Curriculum: Science - Access to various digital resources e.g. Bureau of Meteorology, Seabreeze - Airwatch - CSIRO Toolkit
- Geography charts
- Air monitor box
- Reference and research materials (paper-based, digital, web-based, multimedia)
Biological Sciences- The Study of the Earth and Living Things 4.Sc.060
Knowledge, skills and understanding
Typically, individuals will:
.01 Classify living things according to the Linnaean taxonomy
.02 Study and use different classification systems in use today
.03 Study and compare the morphology, or structural features of living things
.04 Study the cell as the basic unit of life including:
the structure of the cell
cell respiration
cell division/reproduction, meiosis
photosynthesis
DNA?RNA, mitosis, protein synthesis
.05 Review and extend knowledge of natural cycles:
water
nitrogen
carbon
.06 Review and extend knowledge of the vital functions of living things plants and animals:
body coverings
circulation
respiration
digestion
movement
reproduction
.07 Introduce and extend knowledge of biochemistry
.08 Review and extend knowledge of human physiology, including body functions, hormones, and nutrients
.09 Explore the interdependency of life – including food chains & food webs
.10 Investigate ecosystems, including organisms, populations, interactions, and biodiversity within and between ecosystems
.11 Review understanding of the process of photosynthesis and consider its importance in ecosystems
.12 Understand energy flow in food webs and chain
.13 Understand animal and plant habitats and their distribution
.14 Investigate species extinction
.15 Harvest plant and animal products
.16 Research the origin of humans
.17 Understand the role of humans in animal domestication
.18 Inquire into the role and impact of humans on various biomes
.19 Explore the use of genetics for science, medicine and agriculture and debate the ethics behind this use
.20 Explore the ethics of the uses of natural resources
.21 Consider and evaluate the state of environmental sustainability across the globe, including specific study of the Aboriginal and Torres Strait Islander People’s environmental management in different regions of Australia
.22 Discuss the various systems for food procurement, processing, distribution and consider challenges to these systems
.23 Explore and represent patterns and cycles in the natural world
.24 Create and read biological scale drawings
.25 Investigate the local flora and fauna that make up the natural local habitat
.26 Collect data and track the variability and changes in behaviour of local and domesticated animals
＋ Materials and Activity
Activities include:
- Research projects in the following areas
- Botany
- Zoology
- Physiology/anatomy
- Health sciences
- Participation in land-based occupations: -
- investigating the life forms in pond water and their relations
- identifying, recording, and classifying activities in the school environment, including both domestic and natural species
- Creating diagrams, charts, models and multimedia representations e.g. cells, cell processes, DNA populations and relationships in ecosystems, genetic patterning, natural cycles, biological processes etc
- Projects relating to inherited traits in families e.g. colour blindness
- Creating timelines to illustrate evolutionary time
- Dissection activities
- Projects that enable students to apply knowledge of human physiology to own health and well-being
- Participation in land-based occupations
- Excursions & fieldtrips
- Create food webs and charts of local areas; role plays which explore food webs and interdependencies
- Create a trophic pyramid (energy flow triangle) of a local ecosystem
- Make a diorama of an ecosystem
- In-depth study of the environmental management practices of First Nations Peoples in different regions of Australia
- Watch the 2040 Documentary and students create their own 2040 goal for their community.
Resources include:
- Australian curriculum: Science
- Organic garden
- Flora & fauna of local area
- Science lab
- microscopes
- reference and research materials (paper-based, digital, web-based, multimedia)
- State government guidelines for animals on the school site (e.g.,Queensland Animals in Schools Ethics Committee – QASEC)
- Anatomical models
- Live animals
- Plants
- Fertilizers
- Potting mix
- Plant pots
- Medical meters, e.g. sphygmomanometer, stethoscope, thermometer
- Cool Australia website and resources
＋ Links to Australian Curriculum (ACv9)
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The Study of human progress and civilisation: Chemistry 4.Sc.070
Knowledge, skills and understanding
Typically, individuals will:
.01 Identify water as the universal solvent
.02 Recall the molecular structure of water
.03 Understand water ionization
.04 Review and explain the water cycle
.05 Test water quality:
ph
biological indicators
turbidity
.06 Describe how mixtures, including solutions, are composed of pure substances and demonstrate how a variety of techniques can be used to separate these substances
.07 Investigate the nature of matter, including atoms and their structure (protons, neutrons and electrons), particle theory, molecular structure, ionisation
.08 Review and extend knowledge of elements, compounds, chemical reactions, acids and bases, salts, oxidation, valences, the carbon compounds of organic chemistry
.09 Compare and contrast metals and non-metals
.10 Understand and describe the carbon, oxygen, and nitrogen cycles
.11 Understand and be able to demonstrate and explain how chemical change involves substances reacting to form new substances
.12 Understand natural radioactivity
.13 Understand that during a chemical reaction, mass is not created or destroyed
.14 Explore how chemical reactions, including combustion and the reactions of acids, are important in both non-living and living systems and involve energy transfer
＋ Materials and Activity
Activities include:
- Cooking Occupations
- Production and Exchange (making chemistry-based products for potential sale eg bath bombs, slime, food products)
Test the properties of water such as:
- Cohesion
- Adhesion
- Diffusion
- Tension
- Polarity
- Soluble and insoluble
- Tyndall effect
- Paper Chromatography
- Experiment filtering a mixture using all the filtration processes, such as:
- Decanting
- Sieving
- Filtering
- Flocculating
- centrifuging
- Testing pH of water collected from a variety of sources: tap, distilled. Rain, river, pond, creek, etc.
- Participate in a variety of simple experiments which illustrate chemical reactions e.g volcanic eruption, lava lamp)
Resources include:
- Basic chemistry equipment
- pH test kit
- all glassware
- soluble and insoluble materials
- Chromatography paper
＋ Links to Australian Curriculum (ACv9)
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The Study of human progress and civilisation: Physical Sciences 4.Sc.080
Knowledge, skills and understanding
Typically, individuals will:
.01 Understand foundation concepts in physics related to forces and motion, including velocity, acceleration, inertia, force, mass and weight, friction, work, power, effort, Newton's three Laws of Motion, energy transformation, mechanical advantage, efficiency.
.02 Investigate simple machines, including, lever, inclined plane, wheel and axle, pulleys, gears
.03 Build knowledge of electricity and magnetism
.04 Describe and explain and non-renewable energy sources including solar power, fossil fuels, geothermal energy, nuclear energy
.05 Investigate forms of energy and energy transfers
.06 Understand energy uses, including work and machines
.07 Appreciate the nature of energy
.08 Explore alternative energy systems
.09 Understand the role of technology in energy production and conservation
.10 Discuss the ethical implications of energy use
.11 Apply the laws of physics to describe and predict the motion of objects
.12 Use and care for basic mechanical tools by understanding their function
.13 Understand simple repair and maintenance of the systems of combustion engines
.14 Understand systems for cooling and heating
.15 Extend knowledge of electrical systems
.16 Build knowledge of the mechanical and sub-atomic properties of machines that allow them to work
.17 Research how Geographic Information Systems gather, analyse, and interpret data
.18 Select and use various mechanical devices while testing the models and patterns of certain scientific laws e.g. conservation of energy
＋ Materials and Activity
Activities include:
- Variety of simple experiments to test the concepts
- Create simple machines and test and evlauate their use.
- Investigate the Rube Goldberg Machine and its use of simple machines.
- Create simple electrical circuits in series and parallel, drawing circuits
- Work with various models to explore in their learning
- Build research skills
- Reference sources effectively
- Research projects in the areas of:
- mechanics
- engineering
- history of science and technology
- Museum of machines occupation projects
- Repair and maintain the systems of a combustion engine
- Apply spatial technology to represent geographic information
- Workshop occupation projects
- Use and care for basic mechanical tools
- Understanding of basic maintenance of a car or motorbike Resources include:
- Bicycles
- Timing devices, e.g. video timers, light gates
- Solar panels
- Electronics kits
- Reference and research materials (paper-based, digital, web-based, multimedia)
- Museum of machines Occupation
- Workshop Occupation
- Tools and equipment
＋ Links to Australian Curriculum (ACv9)
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The Study of Human Progress and the Building Up of Civilisation - Use and Influence of Science 4.Sc.090
Knowledge, skills and understanding
Typically, individuals will:
.01 Nature and development of science:
Scientific knowledge has changed peoples’ understanding of the world and is refined as new evidence becomes available
Science knowledge can develop through collaboration across the disciplines of science and the contributions of people from a range of cultures
Scientific knowledge has changed peoples’ understanding of the world and is refined as new evidence becomes available
Science knowledge can develop through collaboration across the disciplines of science and the contributions of people from a range of cultures
Scientific understanding, including models and theories, is contestable and is refined over time through a process of review by the scientific community
Advances in scientific understanding often rely on technological advances and are often linked to scientific discoveries
.02 Use and influence of science:
Solutions to contemporary issues that are found using science and technology, may impact on other areas of society and may involve ethical considerations
People use science understanding and skills in their occupations, and these have influenced the development of practices in areas of human activity
Solutions to contemporary issues that are found using science and technology, may impact on other areas of society and may involve ethical considerations
People use science understanding and skills in their occupations, and these have influenced the development of practices in areas of human activity
People use scientific knowledge to evaluate whether they accept claims, explanations or predictions, and advances in science can affect people’s lives, including generating new career opportunities
Values and needs of contemporary society can influence the focus of scientific research
＋ Materials and Activity
Activities include:
- Integrate science across other curriculum areas
- Museum of machines occupation
- Research projects
- Socratic seminar
Resources include:
- Australian curriculum: Science
＋ Links to Australian Curriculum (ACv9)
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Science Across the Curriculum
Synthesis and integration of scientific knowledge can also be achieved through the research and study of topics such as those in the following list:
Science in society, including researching the life and work of an Australian scientist, and science-related industries and professions
Physics of machines, including everyday machines such as bicycles and wheelbarrows
Sustainable technologies, including photovoltaic cells, water use and conservation, grey water use and solar model cars
Organic farming, including worm farms, propagation, irrigation systems and companion planting
A cluster of curriculum areas converge in the study of science. Embedded in scientific enquiry are numeracy skills. In order to undertake scientific investigations, students need to be able to measure data, organise the results meaningfully and interpret and analyse the data using their knowledge about statistics and probability.
In order to record their investigations and express their understanding of science, students must be proficient in all areas of literacy. Students need to deliver spoken presentations and prepare reports. Students also need to participate in seminars, debates and discussions about scientific issues and related cultural, social and ethical issues. These discussions also draw on the Moral Education area of the curriculum.
The history of science is another aspect of the project-based ‘learning by doing’ approach to the study of science. Main lessons and key lessons in some projects include stories about scientists, their discoveries, insights and their contributions to the scientific body of knowledge and our understanding of how the world works. These lives are described in the Montessori context as Great Lives, and include scientists of the past (e.g. Galileo, Darwin, Mendel, Curie) and more contemporary scientists (e.g. Watson and Crick, Marshall and Warren).