Overview

The Great Lessons are at the center of Cosmic Education, the elementary Montessori curriculum. Elementary children use their imagination and reasoning minds to explore the universe. The adult’s role is to be the storyteller of the truth, inspiring the children and guiding them as they acquire the skills to pursue their interests with dedication, rigor, and joy. “The stories present not only the changes the earth has undergone since its beginnings but also the ways in which each new animal or plant affects all the others. The stories inspire awe and wonder about the ecology of the natural world. They also build a sense of importance of making a contribution to the continuing stream of human progress…” in search of what we call the cosmic task.

Each child’s experience is enhanced by key lessons opening doors to new areas of investigation. Much of the work of the elementary child is collaborative. The child learns in partnership with others together. At different times, each child is both a teacher and a learner. The children become prepared, both spiritually and intellectually, to make a positive contribution to our world. Freed and supported by the trust of the adults, the elementary child is independent, self-motivated, and imbued with a love of learning and respect for self, others and the environment.

Children of several ages are combined in each classroom: Elementary I spans ages 6 to 9; Elementary II, ages 9 to 12. The children work alone and in groups. Lessons are presented to groups on a regular basis and as the children need them. The older children serve as models for the younger children and help them as needed. Children keep work diaries of their day’s activities and regularly confer with their teachers.

During the elementary years children have an intellectual power unsurpassed at any other age. Through Dr. Montessori’s plan of Cosmic Education, elementary students enter deeply into the process of researching, classifying, and organizing areas of history, science, geography, geometry, English language, and mathematics. Ignited by the materials and lessons presented in the prepared environment, the imagination of the child is able to explore widely and deeply into all elements of the universe. 

Children naturally integrate their learning experience. At Lake Country children and adults work together in an organic, developmental process that moves forward in ever wider and deeper sweeps, encompassing all the subjects – language, mathematics, the cultural areas (history, geology, biology, physics, chemistry, geography), the arts (music, drama, art and creative movement) and physical education. There is never only one thing going on.

The Montessori method allows for the education of the whole person, allowing him or her to learn and grow in many directions. In addition to the classroom teachers, specialists in music, art, French, and physical education work with the children to develop skills and expression in these areas.

Cosmic Education

Children explore the cosmic story of the beginnings of the universe, the formation of the stars, planets, the sun and the earth. They learn the story of the origins of all things. The human being represents both a culmination and a point of departure. Timelines, charts and basic research cards of human needs and the advancement of civilizations engage the child in independent study. Here is the opportunity for special studies in geology, sciences, biology, geography and history. From a small beginning, the child develops sensitivity to the way things live, to the interdependence of life, and to the fundamental needs of human beings.

Because language serves as a foundation for much of what the child learns in all other areas, reading, writing and oral expression are fundamentally important. Through an earlier emphasis on sound, phonics and writing, plus a sensorial experience of grammar, the child develops an instinctive sense of language. In the classroom, there is an emphasis on writing before reading, enabling the children to express themselves with the symbols they’ve acquired. With this foundation, the child is motivated to read for pleasure and for research and to write poems, stories, reports and plays. In addition to perfecting their cursive writing, the children begin developing keyboarding.

Every human possesses a mathematical mind in search of order and patterns. In the elementary classroom this power is nurtured to aid the child in the construction of a deep understanding of mathematical reasoning and applications. Mathematics is a repetitive element in the Montessori elementary classroom. Learning materials provide a concrete foundation for the development of abstract mathematical reasoning. Basic elements of arithmetic, algebra, and geometry are developed and internalized as the child works with the math materials. Students develop basic computational skills and apply these skills in meaningful contexts to deepen understanding.

Key lessons in art include drawing and design elements, clay, painting, color theory, printmaking, drafts, bookmaking, and art appreciation. The study of art history connects students to the whole human family. In addition, the students are encouraged to embellish classroom work, and to make booklets, models, dioramas, puppets, or other visual supports to their research. Creation of props and sets for the class plays is also an important aspect of the art curriculum.

Children are introduced to the basic Montessori music materials in addition to having weekly classes taught using Orff Schulwerk music pedagogy. The focus is on singing, movement, and improvisation using melodic and non-melodic percussion and recorders in the upper elementary. Reading and writing music are an outgrowth of the children’s own creative process, mirroring the Montessori language program. During the year songs, dances, and incidental music are created for use in class and level performances. There is also a community “all-sing” once a week and students may use the music studio to explore their own musical projects.

The second language program is both a cultural and language experience in French. The program goals help children become familiar with basic French vocabulary and engage in simple conversation. Through their work with French teachers and materials, children experience how to learn a second language that can be applied to learning any second language. Structurally, the French program follows the development of the child’s native language, moving through vocabulary lessons to questions and responses taught through dramatization, conversation and storytelling.

Physical education offers opportunities for children to grow physically and socially through fitness work, cooperative games, dance, movement, and individual and team play. In addition to physical education classes, students can take part in a mentorship program, intramural play, Be Fit, EII extramural cross-country running, spring running club, and EII swimming lessons at the Blaisdell YMCA. Children also have a number of going-out experiences, which support their physical needs. Through physical education children learn to play cooperatively, challenge themselves physically, develop new skills, build confidence, be safe, healthy, and have fun.

Going out is an integral part of the Montessori elementary experience. The children extend the classroom into the city around them by following up on an interest or research project, by arranging a visit to a museum, library, factory or other site that can provide them with the information they need. Going out can involve a small group of children with a parent or staff person. Whole classes also take field trips to local museums, factories and agencies to learn about the community in which they live.

Each Elementary I class produces an annual performance for family and friends. Elementary II students work on a major theatrical production presented by the entire level. Students are assisted as they write a play script, design and create sets, and design props and costumes, in addition to acting and making music. Every child participates in these productions, gaining confidence and skill in self-expression, dramatic technique, and collaboration.

Students also enjoy visits to the Land School. Each class visits the Land School at least once, and small groups may visit throughout the year to explore topics such as pond life, beekeeping, or bird watching. In addition, EII students perform service work at the Land School and participate in the planting and harvesting in the garden.

Environmental Camp

Each spring the Elementary I children spend two nights accompanied by their teachers and several parents at an environmental center or the Land School. The children learn through interactive, hands-on techniques that help them gain a deeper appreciation of the natural world.

Camp Widjiwagan

The Elementary II visits Camp Widjiwagan, near Ely, for a week of environmental education and exploration of the challenges of winter in northern Minnesota. This adventure is designed to provide an opportunity to develop outdoor skills in a wilderness setting. It is also a chance to practice independence within the supportive community of classmates and teachers.

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